First Semester

SAINT VINCENT COLLEGE OF CABUYAO S.Y. 2020-2021

MODULE FOR

RIZAL’S LIFE AND

WORKS
G. MARKGIL H. MENGUITA, LPT

________________________________________
NAME OF THE STUDENT

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RIZAL’S LIFE AND WORKS

WHAT IS THIS MODULE ALL ABOUT?
As mandated by Republic Act 1425, this
course covers the life and works of the country’s
national hero, José Rizal. Among the topics
covered are Rizal’s biography and his writings,
particularly the novels Noli Me Tangere and El
Filibusterismo, some of his essays, and various
correspondences.
This module on Rizal’s Life and Works aims
to bring every student closer to our own history by means of digging more about our National
Hero. It is our hope that we continuously adapt changes in our education, our underastanding of
Rizal continue to evelove as well, making ab appreciation if our hero’s life and works fitting to
Filipinos of various generations.

The first part of the module is composed of three lessons:

Lesson 1: Understanding the Rizal Law

Lesson 2: 19th Century Philippine as Rizal’s Context
Lesson 3: The Life of Rizal

WHAT WILL YOU LEARN IN THIS MODULE?

After studying this module, you should be able to:

A. Competencies
1. Explain the circumstances of José Rizal’s life in the context of the nineteenth century
2. Explain the context of Rizal’s various works, particularly his novels Noli Me Tangere and
El Filibusterismo, his annotations of Chapter 8 of Morga, his essay on Sobre La
Indolencia De Los Filipinos, and other works
3. Analyze Rizal’s various works, particularly those mentioned above
4. Articulate the significance and paradoxes of Rizal’s contributions to Filipino nationalism
B. Skills
1. Demonstrate the ability to appreciate literary works creatively
2. Demonstrate the ability to read primary sources critically
3. Communicate meaningfully and convincingly a particular interpretation of the past
4. Produce a creative work that conveys the significance of Rizal for the current generation
C. Values
1. Recognize the value of differing narratives and interpretations of Rizal’s life and works
2. Appreciate the importance of reaching a personal opinion based on study and
discussion
3. Evaluate one’s specific location in history and personal relationship to nation building
4. Work cooperatively with others

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LESSON 1 UNDERSTANDING THE RIZAL LAW

INTRODUCTION
The Rizal Law, also known as RA 1425, mandates the study of
Rizal’s life and works, as shown in section 1. This Republic Act calls
for an increased sense of nationalism from the Filipinos during a time
of a dwindling Filipino identity. According to the judicial system, a
republic act is a law that has already been passed and implemented. In
contrast to this, a bill is merely a proposed law, in other words it may
or may not be passed by the Congress.

LEARNING OBJEVTIVES

After this lesson, the students should be able to:

1. Explain the history of the Rizal Law and its important provisions
2. Critically assess the effectiveness of the Rizal Course
3. Determine the issues and interests at stake in the debate over the Rizal Bill
4. Relate the issues to present-day Philippines

READ THIS
RIZAL LAW
The Republic Act was signed by the President on June 12, 1956.
From the notes preceding the body of the document, one may infer
that the bill was originally proposed in the Legislative arm of the
Philippine Republic, in the Senate and House of
Representatives. According to the Official Gazette, the law was made effective thirty days after
its implementation. The mere fact that the Act was passed on the date of our independence seeks
to stir up a greater sense of fervor in the Filipino, to believe in their own country and national
identity—who we are as a nation. It was this time when the Philippines was heavily dependent
on the American government for support and guidance. Also, based on the fact that Jose Rizal is
honored by the Philippines as the Philippine national hero, it is but appropriate that the
document written to commemorate his accomplishments is written here, in the land of his birth.
It is Senator Claro M. Recto who authored the Rizal Bill. While Senator Jose P. Laurel, Sr., who
was then the Chairman of the Committee on Education, sponsored the bill in the Senate. Both
of them were known for their great sense of nationalism. This nationalism served as the
foundation to come up with this republic act, to set our country free from the hands of others
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and stand up on our own—exactly the ideals and values that Rizal strove to fight for. It was
written for the Filipino people, specifically the Filipino youth, who may have lost their sense of
nationalism. The writers endeavored to rekindle a lost spark in each Filipino’s belief in their
country. A republic act as drastic as the Rizal Law, which requires the study of Rizal’s life and
works—something that does not need to be required in the first place—can only be born out of
the fact that Rizal and his works were not given a high priority in the educational system of the
country prior to the release of this act. It is clear that the government had to make drastic changes
to resolve the issue. This is evident in section 3 of the act, legalizing all forms of translations for
Rizal’s works, as well as section 2, obligating all schools, colleges and universities to keep an
adequate number of copies of Rizal’s works. This makes them more accessible to a greater
audience.
It is hard to make out any form of emotion from any legal document; however, the choice
of words is still able to convey a fiery passion. To highlight this, they also use words or concepts
that can easily relate to the common Filipino man. Such passion is vital, as the audience is
presumably of dwindling nationalism. In this regard, the writer attempts to show the audience
the identity they have slowly been losing, and show them how they can undo this.
There are important points that the author cited in this republic act that is worth noticing.
First, “Whereas, today, more than 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.” This document
was written in the year 1956 during Magsasyay’s regime when the country was still recovering
from the Japanese occupation and still very dependent on US governance. Ideals of freedom and
nationalism were very essential during those times since the Philippines was still struggling for
independence, and the country was still gradually developing its national identity and integrity.
During those times havoc also existed within the Filipinos since there were numerous uprisings
against the Philippine government. Moreover, even though this document was written decades
ago, it is still striking because this clause is very timely for this present generation when our
culture is being overpowered by foreign influence and Filipino diaspora is widespread.
Another important point from RA 1425 is “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.” It is
very important to use our educational institutions to instill these values to the children who are
at their prime years of growing and learning. During one’s educational years especially the college
level is when individuals formulate their priorities and career tracks in life, and it is essential that
institutions make students realize that the country should be a part of their priorities and serving
one’s country is an innate and inborn duty for all. Also, embedding a profound and authentic
moral character and a strong sense of personal discipline in the youth would yield proficient,
genuine, and selfless Filipinos of the future who would turn the Philippines from an impoverished
country to a globally competitive nation.
Lastly, “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
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to be distributed, free of charge, to persons desiring to read them, through the Purok
organizations and the Barrio Councils throughout the country.” To provide a specific way to carry
out this act is very helpful. It makes the goal very SMART – specific, measurable, attainable,
realistic and time-bound. It is also important that the effects of this act would be experienced by
all students even those who are financially troubled. It is commendable that in the context of this
act, the poor is well represented and that it is attainable regardless of ethnicity, social stature,
and language barriers.
This document was obviously written during a time when patriotism and nationalism was
lost and needed, and a time when people were inspired by the initiative of the authors of this
act. It was during this time when the Philippines and its’ citizens relied on the United States for
guidance, support and welfare. It was written in order to seek aide from the same brilliant mind
that drove the Filipinos of the past to fight for freedom from colonists entails another need for
another meaningful revolution in spite of the absence of invaders; the country may have needed
a slow-paced revolution driven by patriotism against dormancy, apathy and futility.

Republic Act No. 1425, known as the Rizal Law, mandates all educational institutions in
the Philippines to offer courses about José Rizal. The full name of the law is An Act to Include in
the Curricula of All Public and Private Schools, Colleges and Universities Courses On the Life, Works
and Writings of Jose Rizal, Particularly His Novels Noli Me Tangere and El Filibusterismo,
Authorizing the Printing and Distribution Thereof, and for Other Purposes. The measure was
strongly opposed by the Roman Catholic Church in the Philippines due to the anti-clerical themes
in Noli Me Tángere and El Filibusterismo.
Senator Claro M. Recto was the main proponent of the Rizal Bill. He sought to sponsor
the bill at Congress. However, this was met with stiff opposition from the Catholic Church. During
the 1955 Senate election, the church charged Recto with being a communist and an anti-Catholic.
After Recto's election, the Church continued to oppose the bill mandating the reading of Rizal's
novels Noli Me Tángere and El Filibusterismo, claiming it would violate freedom of
conscience and religion.
In the campaign to oppose the Rizal bill, the Catholic Church urged its adherents to write
to their congressmen and senators showing their opposition to the bill; later, it organized
symposiums. In one of these symposiums, Fr. Jesus Cavanna argued that the novels belonged to
the past and that teaching them would misrepresent current conditions. Radio commentator
Jesus Paredes also said that Catholics had the right to refuse to read them as it would "endanger
their salvation".
Groups such as Catholic Action of the Philippines, the Congregation of the Mission,
the Knights of Columbus, and the Catholic Teachers Guild organized opposition to the bill; they
were countered by Veteranos de la Revolucion (Spirit of 1896), Alagad in Rizal, the Freemasons,
and the Knights of Rizal. The Senate Committee on Education sponsored a bill co-written by
both José P. Laurel and Recto, with the only opposition coming from Francisco Soc
Rodrigo, Mariano Jesús Cuenco, and Decoroso Rosales.

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The Archbishop of Manila, Rufino Santos, protested in a pastoral letter that Catholic
students would be affected if compulsory reading of the unexpurgated version were pushed
through. Arsenio Lacson, Manila's mayor, who supported the bill, walked out of Mass when the
priest read a circular from the archbishop denouncing the bill.
Rizal, according to Cuenco, "attack[ed] dogmas, beliefs and practices of the Church. The
assertion that Rizal limited himself to castigating undeserving priests and refrained from
criticizing, ridiculing or putting in doubt dogmas of the Catholic Church, is absolutely gratuitous
and misleading." Cuenco touched on Rizal's denial of the existence of purgatory, as it was not
found in the Bible, and that Moses and Jesus Christ did not mention its existence; Cuenco
concluded that a "majority of the Members of this Chamber, if not all [including] our good friend,
the gentleman from Sulu" believed in purgatory. The senator from Sulu, Domocao Alonto,
attacked Filipinos who proclaimed Rizal as "their national hero but seemed to despise what he
had written", saying that the Indonesians used Rizal's books as their Bible on their independence
movement; Pedro López, who hails from Cebu, Cuenco's province, in his support for the bill,
reasoned out that it was in their province the independence movement started, when Lapu-
Lapu fought Ferdinand Magellan.
Outside the Senate, the Catholic schools threatened to close down if the bill was passed;
Recto countered that if that happened, the schools would be nationalized. Recto did not believe
the threat, stating that the schools were too profitable to be closed. The schools gave up the
threat, but threatened to "punish" legislators in favor of the law in future elections. A
compromise was suggested, to use the expurgated version; Recto, who had supported the
required reading of the unexpurgated version, declared: "The people who would eliminate the
books of Rizal from the schools would blot out from our minds the memory of the national hero.
This is not a fight against Recto but a fight against Rizal", adding that since Rizal is dead, they are
attempting to suppress his memory.
On May 12, 1956, a compromise inserted by Committee on Education chairman Laurel
that accommodated the objections of the Catholic Church was approved unanimously. The bill
specified that only college (university) students would have the option of reading unexpurgated
versions of clerically-contested reading material, such as Noli Me Tángere and El
Filibusterismo. The bill was enacted on June 12, 1956, Flag Day.

The Noli and Fili were required readings for college students.
Section 2 mandated that the students were to read the novels as they were written in
Spanish, although a provision ordered that the Board of National Education create rules on how
these should be applied. The last two sections were focused on making Rizal's works accessible
to the general public: the second section mandated the schools to have "an adequate number"
of copies in their libraries, while the third ordered the board to publish the works in
major Philippine languages.
After the bill was enacted into law, there were no recorded instances of students applying
for exemption from reading the novels, and there is no known procedure for such exemptions. In

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1994, President Fidel V. Ramos ordered the Department of Education, Culture and Sports to fully
implement the law as there had been reports that it has still not been fully implemented.
The debate during the enactment of the Rizal Law has been compared to the Responsible
Parenthood and Reproductive Health Act of 2012 (RH Law) debate in
2011. Akbayan representative Kaka Bag-ao, one of the proponents of the RH bill, said, quoting
the Catholic hierarchy, that "More than 50 years ago, they said the Rizal Law violates the
Catholic's right to conscience and religion, interestingly, the same line of reasoning they use to
oppose the RH bill."

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ACTIVITY 1
LESSON1: RIZAL LAW
SCORE

Name:______________________________________ Date:_____________
Section/Group:_______________________________ Prof: MR. MENGUITA

EXPLAIN YOUR THOUGHTS

Direction: Read the following excepts from the statements of the legislators who supported and
opposed the passage of the Rizal Law in 1956. Then answer the questions that follows. Write
your answer/s on the space privided
______________________________________________________________________________

“ Noli Me Tangere and El Filibusterismo must be read by all Filipinos.They must be taken to heart,
for in their pages we see ourselves as in a mirror, our defects as well as our strength, our virtues
as well as our vices. Only then would we become conscious as a people and so learn to prepare
ourselves for painful sacrifices that ultimately lead to self-reliance, self-respect, and freedom.”

-Senator Jose P. Laurel

______________________________________________________________________________

“ Rizal did not pretend to teach religion when he wrote those books. He aimed at inculcating
civic consciousness in the Filipinos, national dignity, personal pride, and patriotism and if
references were made by him in the course of his narration to certain religious practices in the
Philippines in those days, and to the conduct and behavior of erring ministers of the church, it
was because he portrayed faithfully the general situation in the Philippines as it then existed."

-Senator Claro M. Recto

______________________________________________________________________________

" A vast majority of our people are, at the same time, Catholic and Filipino citizens. As such, they
have two great loves: their country and their faith. These two loves are not conflicting loves. They
are harmonious affections, like the love for his father and for his mother. This is the basis of my
stand. Let us not create a conflict between nationalism and religion, between the government
and the church."

-Senator Francisco " Soc" Rodrigo

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QUESTIONS

1. What was the major argument raised by Senator Francisco “Soc” Rodrigo against the
passage of Rizal Bill?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What was the majotr argument raised by Senator Jose P. Laurel and Claro M. Recto in
support of the passage of the Rizal Bill?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Are there points of convergence between the supporters and opposers of the Rizal Bill
based on these statements?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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LESSON 2 19TH CENTURY PHILIPPINE AS RIZAL’S CONTEXT

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

LEARNING OBJEVTIVES

After this lesson, the students should be able to:

1. Locate Rizal’s life in the Philippines with the wider context of the developments in the
19th century
2. Explain the important role of the Chinese mestizos and their ranks within the changing
Philippine economy and society
3. Discuss the interplay of several factors that contributed to the changing landscape of
Philippine society and economy

READ THIS
THE NINETEENTH SOCIETY CENTURY, AND THE PHILIPPINE
CHINESE ECONOMY MESTIZOS
The Changing Landscape he of Philippine Economy and Society
Many profound scholars change consider in the the Philippines
nineteenth. During century this as period an era, vast economic,
political, social, and cultural currents were felt. Change, however, had its initial ripples in the
previous century. By the late eighteenth century, the monarchy in Spain experienced a dynastic
shift from the Habsburgs to the Bourbons. Under the new leadership, Spain recalibrated colonial

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policies that would have an effect on the Philippines. With the goal of invigorating the
profitability of the colonies ht like the Philippines, Bourbon policies and reforms were carried out.
The first governor-general to the Philippines under the Bourbon mandate was José de Basco y
Vargas who arrived in the Philippines in 1778.
By the time Basco arrived, the Galleon Trade, the main economic institution existing in
the Philippines, was already a losing enterprise. As Spain sought ways to salvage the dwindling
economy of the empire, the global wave of industrialization became a silver lining. As many
imperial powers in Europe and the West were undergoing industrialization, an increased demand
for raw materials presented an opportunity to look into the agricultural potential of the
Philippines. Thus, it was viewed that the transformation of the economy towards being export
oriented, harnessing the agricultural products that could be yielded from the archipelago, was
the way to go.
To better facilitate the envisioned reorientation of the economy, Basco established the
Royal Philippine Company in 1785 to finance agricultural projects and manage the new trade
being established between the Philippines and Spain (and Europe) as well as other Asian markets.
These changes, however, were met with lukewarm reception. Resistance also came from various
sectors like the Catholic Church that was not receptive of the labor realignments entailed by the
planned reforms, and traders that were still holding on to the Galleon Trade. It also did not help
that the Royal Philippine Company was fraught with issues of mismanagement and corruption.
As Basco pushed for the reforms, he lifted a ban on Chinese merchants that reinvigorated internal
trade; initialized the development of cash crop farms; relaxed certain policies that allowed the
gradual opening of Manila to foreign markets; and established the Tobacco Monopoly to
maximize the production of this export good.
Global events continued to affect the Philippines at the beginning of the nineteenth
century. By 1810, the Mexican War of Independence rattled the Spanish empire, as it would
eventually lead to the loss of the precious Latin American colonies. With this came the eventual
end of the Galleon Trade which became a concern in the Philippines. As the Philippine economy
hung in the balance, policies were recalibrated and with the eventual closing of the Royal
Philippine Company, Manila was opened to world trade by 1834. As a result, some burgeoning
Manila foreign of merchants and the major agricultural took over investments and the traders
cash role crop came of came financing, export from and British eventually-oriented and
facilitating and, resided American economy the in traders that set up merchant houses in Manila.
The rapid through development began of the to flow nineteenth in the Philippines
through the cash crops. By the first half of the 19th century majority of the exports of the
Philippines came from cash crops like tobacco of the, sugar exports, cotton of, the indigo, abaca,
and came coffee.
The importance of land became more evident as cash crops became the major source of
revenue in the colony. As the provinces shifted to cultivating cash crops, land ownership and
management began to be a concern. The 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
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could buy the land back at the same price at which it was sold. However, it became difficult to
buy back land given the continuously increasing demand of the economy and the renewals of the
sale, which further buried the farmers to indebtedness. Eventually, they would forfeit the land
and would be forced to become tenant farmers, or kasama. Aside from this mode, land
acquisition also came in the form of land-grabbing. As the growing economy required better
management of lands, inquilinos emerged, renting land to sublet it to smaller farmers. These
factors would bring change to the social stratification in the countryside that, as the next chapter
will show, did not continue without tensions and contestations.

The Chinese and Chinese Mestizos

The sectors that greatly benefited from the changing economy were the Chinese and the
Chinese mestizos. Since pre-colonial times, the natives of the Philippines had had trade relations
with the Chinese. During the 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. These feelings led to 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. The Chinese,
however, proved to be “necessary outsiders” in Philippine colonial economy and society.
Although the Spaniards were wary of the Chinese, they realized the importance that the latter
played in sustaining the economy. From the goods loaded on the galleons to the development of
retail trade, the Chinese enlivened the economy. Eventually and gradually, they 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. They influenced the changing economy in the nineteenth
century by purchasing land, accumulating wealth and influence.

Impact on Life in the Colony

The economic developments, as mentioned, precipitated social, political, and cultural
developments as well. For example, the new economy demanded a more literate population to
address 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 how to read
and write. It eventually led to the passage of an education decree in 1863 that mandated free
primary education. Eventually, the nineteenth century also gave birth to many schools that
addressed the growing demand for more professionals. Schools like Ateneo Municipal were
established during this time. The complex nature of the developing economy also allowed the
government to intensify bureaucratization and to streamline colonial governance. As 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. The increased rate of
internal migration raised several concerns. One, people flocked the centers of trade like Manila.
Overcrowding implied issues in living quarters, sanitation and public health, and increase in
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criminality. Two, 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. With the catalogo de
apellidos drawn up, the colonial government assigned surnames to people and forbade changing
names at will. Together with more policies like the registration and possession of a cedula
personal bearing one's name and residence, the colonial government sought to have a better
surveillance mechanism. To help carry out policies better, the guardia civil was eventually
established. As the new economy afforded the colonial state new opportunities, it also prompted
the state to be more regulatory and to assert its authority.

Renegotiating Social Stratification

The Philippine society felt the impact of the developing economy. As a result, social
relations underwent redefinitions and the changing dynamics brought about a renegotiation of
social stratification. With the growing relevance of the mestizo population, new lines were drawn
with the following social strata:

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:

Spanish mestizo-one parent is Spanish, the Mestizo other is a native; or
Chinese mestizo-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

As the Spaniards lost economic power in the nineteenth century, they asserted
dominance by virtue of their race. This issue brought complications with the rising principalia and
mestizo populations who realized their indispensable position in society as movers and
facilitators of the economy. The renegotiation continued throughout the century as the mestizos
and principalia elite eventually demanded social recognition that the pure-blooded Spaniards
had consistently denied them.
These wealthy mestizos and members of the principalia continued to amass economic
and cultural capital. They also availed themselves of the opportunity to obtain higher degrees of
education not only in the Philippines but also in Europe. These activities augmented their
relevance in society as it was from these ranks that articulations of nationalism would emerge.

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ACTIVITY 1
LESSON 2: 19TH CENTURY PHILIPPINE AS RIZAL’S
CONTEXT SCORE

Name:______________________________________ Date:_____________
Section/Group:_______________________________ Prof: MR. MENGUITA

CREATE!
Direction: Create a worksheet containing the table illustrated below. Write the changes and
developments that were felt in the nineteenth-century Philippines. After listing the changes, plot
them within Rizal's biography and write which aspects you think had a direct or indirect impact
on Rizal while citing events in his life.

Change and Development Relation to Rizal’s Life

ECONOMICS
POLITICAL
SOCIO-CULTURAL

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LESSON 3 THE LIFE OF RIZAL

INTRODUCTION
Biography narrates how a person has lived during a certain
period of time. It presents not only the life of an individual and how
he/she has influenced the society but also how an individual and his/her
ideas have been shaped by historical events. José Rizal lived in the
nineteenth century, a period in Philippine 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. This chapter
will cover Rizal’s life and how he became an important hero of the Philippines.

LEARNING OBJEVTIVES

After this lesson, the students should be able to:

1. Discuss about Rizal’s Family, childhood, and early education

2. Describe people and events that influenced Rizal’s early life
3. Explain Rizal’s growth as a protagonist
4. Identity the factors that led to Rizal’s execution

READ THIS
THE LIFE OF RIZAL
Jose Rizal Family
Jose Rizal’s thirteen-member-family consisted of his father
Francisco Mercado II, his mother Teodora Alonso Realonda, himself,
nine sisters and one brother.
Jose Rizal came from a wealthy family in Calamba, Laguna, considered one of the largest
families in those times, the 13-member-family consisted of his father Francisco Mercado II, his
mother Teodora Alonso Realonda, himself, nine sisters and one brother.

Rizal’s Line age

The Rizal paternal ascendant was Domingo Lam-co, a full-blooded Chinese who lived in
Amoy, China and arrived in the Philippines in the closing years of the 17th century. Domingo Lam-
co was married to a Chinese half-breed named Ines de la Rosa. The Mercado-Rizal family had also
Japanese, Spanish, Malay and Negrito blood aside from their Chinese blood.

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Rizal’s Parents
Jose Rizal’s father Francisco was the youngest of 13 children of Juan and Cirila Mercado.
He was born in Binan, Laguna, studied in San Jose College of Manila and died in Manila.

Teodora, the mother of Jose Rizal, was a business-minded, religious and hard-working
individual who was born in Santa Cruz, Manila on November 14, 1827. She was the second child
of Brijida de Quintos and Lorenzo Alonso. Teodora had Spanish and Japanese ancestors while the
father of Teodora was a half Spaniard engineer known as Lorenzo Alberto Alonzo. She studied at
the Colegio de Santa Rosa. Teodora died in Manila in 1913.

The parents of Jose Rizal were both farmers who were granted by the Dominicans with
the lease of a hacienda together with a rice farm.

• FRANCISCO MERCADO (1818-1898)

Father of Jose Rizal who was the youngest of 13 offsprings of Juan and Cirila Mercado.
Born in Biñan, Laguna on April 18, 1818; studied in San Jose College, Manila; and died in
Manila.

• TEODORA ALONSO (1827-1913)

Mother of Jose Rizal who was the second child of Lorenzo Alonso and Brijida de Quintos.
She studied at the Colegio de Santa Rosa. She was a business-minded woman,
courteous, religious, hard-working and well-read. She was born in Santa Cruz, Manila on
November 14, 1827 and died in 1913 in Manila.

Rizal’s Siblings
Saturnina Rizal was the eldest of the offsprings of Francisco Mercado and Teodora Alonso
Realonda. She married Manuel Hidalgo who hailed from Tanauan, Batangas.

The only brother of Jose Rizal was Paciano Rizal and was the second child. Paciano studied
at the San Jose College in Manila and worked as a farmer and later as a general of the Philippine
Revolution.

The other sisters of Jose Rizal were Narcisa,Olympia, Lucia, Maria, Concepcion, Josefa,
Trinidad and Soledad. Soledad was the youngest child and later was married to Pantaleon
Quintero.

• SATURNINA RIZAL (1850-1913)

Eldest child of the Rizal-Alonzo marriage. Married Manuel Timoteo Hidalgo of Tanauan,
Batangas.

• PACIANO RIZAL (1851-1930)

Only brother of Jose Rizal and the second child. Studied at San Jose College in Manila;
became a farmer and later a general of the Philippine Revolution.

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• NARCISA RIZAL (1852-1939)

The third child. married Antonio Lopez at Morong, Rizal; a teacher and musician.

• OLYMPIA RIZAL (1855-1887)

The fourth child. Married Silvestre Ubaldo; died in 1887 from childbirth.

• LUCIA RIZAL (1857-1919)

The fifth child. Married Matriano Herbosa.

• MARIA RIZAL (1859-1945)

The sixth child. Married Daniel Faustino Cruz of Biñan, Laguna.

• JOSE RIZAL (1861-1896)

The second son and the seventh child. He was executed by the Spaniards on December
30,1896.

• CONCEPCION RIZAL (1862-1865)

The eight child. Died at the age of three.

• JOSEFA RIZAL (1865-1945)

The ninth child. An epileptic, died a spinster.

• TRINIDAD RIZAL (1868-1951)

The tenth child. Died a spinster and the last of the family to die.

• SOLEDAD RIZAL (1870-1929)

The youngest child married Pantaleon Quintero.

How Jose Obtained the ‘Rizal’ Last Name

The Rizal surname was obtained by Francisco Mercado as suggested to him by a provincial
governor after the Governor General of the Philippines, Narciso Claveria, issued a decree in 1849
by which native Filipino and immigrant families were to adopt Spanish surnames from a list of
Spanish family names.

Jose Rizal also obtained the surname Rizal after dropping three other names that made
up his full name. Jose Rizal also retained Protasio as his other family name. His family never
actually recognized their Rizal surname, but Jose Rizal was forced to use it so that he can travel
freely and disassociate himself from his brother Paciano, who was notorious because of his links
with native priests who were executed after they were found to be subversives.

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CHILDHOOD AND EARLY EDUCATION

The Childhood of Jose Rizal
The childhood of Jose Rizal can be
characterized by his desire to learn, even frequenting
the church nearby his home to watch and observe
people.

The childhood of Jose Rizal can be

characterized by his desire to learn, even frequenting
the church nearby his home to watch and observe
people but not to be religiously inclined.

Jose Rizal was not a physically blessed or strong. However, he had a strong will guided
and taught by his mother, his first teacher. He learned almost without the use of books. His
mother was the one who laid the foundation of his great knowledge achieved in such a short
time. His brilliance was also the character of the young Jose Rizal.
Jose Rizal learned his letters at the age of three, after insisting that he be taught to read
and share the lessons learned by his elder sister. Rizal even tried to spell out the words of his
sister’s story book with the use of a syllabary in such a way that one does when using a dictionary
in a foreign language. He also spent much of this time in a church nearby his house just watching
or observing the people coming in and out.
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. The last uncle, Gregorio instilled in the mind of Rizal that it was
not easy to obtain something until you put effort into it.
There was a also a time when Rizal was able to draw a bird flying nearby without lifting the pencil
he was using from the paper till the picture he drew was finished. He can also draw a running
horse and a chasing dog. Clay and wax were the favorite play materials of Rizal. He used these
materials in forming modeled birds and butterflies. This animal molding activity also started his
study of nature.
Jose Rizal also owned a pony and used it to have long rides into the surrounding country
which was rich in scenery. He also took long walks together with his big black dog named Usman.
He also loved to play with the doves in his neighborhood. He learned about the myths and
legends in Laguna after sleeping through the nut in a little straw hut used by Laguna farmers
during the harvest season. Rizal was also good in hand tricks which he perfected to amaze the
simple folk and performed magic lantern exhibitions.
Even in his childhood, Rizal already knew how to respect the rights of others and requested his
elders to reason with him rather than get mad at him for small offenses. He became a welcome
companion for adults even at his young age since he respected their moods and was never a
hindrance to their activities.
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LIFE AND STUDIES AT ATENEO

The Jesuits were considered the best educators of Spain, and perhaps of Europe, and so,
when they were permitted to return to the Philippines, although their power to administer
parishes was restricted except in the remote regions of Mindanao, the privilege of founding
colleges, they had to apply to the City of Manila for subsidies. That is why the college which began
to function in the year 1865, was called the Ateneo Municipal.
To enter the Ateneo a candidate was subjected to an entrance examination on Christian
doctrine, reading, writing, grammar, and elementary arithmetic. Jose did not take his entrance
examinations Jose did not remain in Manila but returned first to his town to celebrate the fiesta
of its patron saint; it was then that his father changed his mind and decided to send him to the
Ateneo instead.
Since Mercado, the first surname of the family, had come under suspicion of the
authorities because it was the name used by Paciano when he was studying and working with
Father Burgos, in whose house he lived, Jose adopted the second surname, Rizal.
Paciano who accompanied Jose, found him a house in Walled City, but Intramuros looked
gloomy to Jose, and he later found lodging outside, in the house of a spinster situated on Calle
Carballo, district of Santa Cruz. As if chance would furnish him data for his future campaigns, he
became acquainted in that house with various mestizos, begotten by friars.
The Jesuitical system of instruction was considered more advanced than that of other
colleges in that epoch. Its discipline was rigid and its methods less mechanical. It introduced
physical culture as part of its program as well as the cultivation of the arts, such as music, drawing,
and painting. It also establishes vocational courses in agriculture, commerce, and mechanics as a
religious institute, its principal purpose was to mold the character and the will of the boys to
comply more easily with the percepts of the Church. The students heard mass before the
beginning of the class, which was opened and closed with prayers.
In the first two terms the classes were divided into groups of interns and externs: the first
constituted the Roman Empire and the second, the Carthaginian Empire. In each empire there
were five dignitaries: Emperor, Tribune, Decurion, Centurion, and Standard-Bearer. These
dignities were won by means of individual competitions in which it was necessary to catch one’s
adversary in error three times. The empires considered themselves in perpetual warfare, and
when an individual of one empire was caught in error by one belonging to the enemy empire, a
point was counted in favor of the latter. At the end of each week or two, the points in favor of
each were added and the empire, which obtained more point, was declared winner.
There was a fraternity of Mary and Saint Louis Gonzaga, to which only those who
distinguished themselves in the class for their piety and diligence could belong. This fraternity
met on Sundays and after mass held public programs in which poems were recited or debates
were held. With all these inducements it was only natural that should be a spirit of emulation, a
striving to surpass one colleagues found in the Ateneo.
The first professor Jose had was Fr. Jose Bech, whom he describes as a man of high
stature; lean body, bent forward; quick gait; ascetic physiognomy, severe and inspired; small,
sunken eyes; sharp Grecian nose; thin lips forming an arch with its sides directed toward the
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chin." He was somewhat of a lunatic and of an uneven humor; sometimes he was hard and little
tolerant and at other times he was gay and playful as a child. Among Jose’s classmates were
Peninsulares and sons of Peninsulares; Francisco G. Oliva, very talented but not very studious;
Joaquin Garrido, endowed with a poor memory but with much talent and industry; and Gonzalo
Marzano, who occupied the throne of Emperor.
From the first days Jose learned to systematize his work; he fixed a program of what he
had to do in the twenty-four hours of the day and did not in the least deviate from it. Thus, he
disciplined his will and subjected it to the commands of his reason.
As a newcomer, Jose was at first put at the tail of the class, but he was soon promoted
and kept on being promoted so that at the end of one month he had attained to the rank of
Emperor. At the end of the term he obtained marks of excellent in all the subjects and in the
examinations. He had reason to feel proud of his advancement; and so, when he went home on
vacation that year, he ran alone to see his mother in the prison and tell her the happy news.
He must have uttered this exclamation on learning from his mother that they had played
her a mean trick. The judge, who was a blind partisan of the friars having been a domestic of
theirs, told her that if she confessed her culpability, he would release her at once. With the desire
to see her children again, she pleaded guilty; but the judge, instead of releasing her, convicted
her. In a few months the judge asked her forgiveness for what he had done because according to
him his conscience hurt him, but the case had no remedy because it was already on appeal.
The second year, Jose had the same professor as in the previous year; but instead of
lodging outside the City, he resided at No. 6 Calle Magallanes. At the end of the term he obtained
a medal, and upon returning to his town, he again visited his mother in jail alone. This was three
months before her release.
The rejoicing that her release produced in his spirit had much influence on the result of
his studies in the third year, for he began to win prizes in the quarterly examinations.
About that time, he devoted himself to reading novels, and one of those he enjoyed most
was Dumas’ (father) The Count of Monte Cristo. The sufferings of the hero of the twelve years.
He also asked his father to buy him a copy of The Universal History by Cesar Cantanu, and
according to himself he profited much from its perusal.
The family, who saw in Jose great aptitude for study, decided to place him as intern or
boarding student in the college the following year. In the corner of the dormitory facing the sea
and the pier Jose passed his two years of internship.
In the fourth year of his course he had Fr. Francisco Sanchez as professor. Jose describes
him as a model of rectitude, a solicitude, and love for the student, and his studied mathematics,
rhetoric, and Greek, and he must have progressed much, for at the end of the year he-obtained
five medals, which pleased him immensely because with them I could repay my father somewhat
for his sacrifices.
His aptitude for poetry revealed itself early, and from that time on he did not cease to
cultivate it.

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An incident which demonstrates Jose’s independence of character took place at this time.
Fr. Leoncio Lopez, parish priest of the town, who was a great friend of his father, also liked Jose
as a little friend. He was cultured but at the same time timid and tender. One day Jose’s mother
showed Father Lopez a poem of his young friend and that the latter must have copied it from a
book. Jose, who heard this, answered the priest violently, for which his mother reprehended him.
Afterward Father Lopez came to know from the Jesuits themselves that Jose was a pupil who
excelled in poetry; and, in spite of his age, made a trip to Manila expressly to apologize to Jose.
That gesture of Father Lopez’ won him Jose’s esteem and they became good friends again,
lending each other the books they had.
In the fifth years Jose had other professors: Frs. Vilaclara and Mineves. He studied
philosophy, physics, chemistry, and natural history, but his devotion to poetry was such that his
professor in philosophy advised him once to leave it, which made him cry. But in his rest hours
he continued cultivating the Muses under the direction of his old professor, Father Sanchez. Jose
had then written a short story (leyenda), which was only slightly corrected by his professor, and
a dialogue, which was enacted at the end of the course, alluding to the collegians’ farewell.
However, philosophy, just and serve, inquiring into the wherefores of things, interested him as
much as poetry; physics, drawing back the veil that divine drama of nature was enacted, natural
history seemed to him somewhat uninteresting although he much liked the shells and sometimes
imagined seeing a goddess in each shell he was on the shelf.
Jose was considered small of stature and he tried to correct this defect by applying himself
regularly to gymnastics in the college. He also engaged in other physical exercises, such as
fencing. After his baccalaureate, he surprised his family with his skill in handling the sword when
he gave an exhibition bout with the best swordsman of the town.
He also devoted time to painting and sculpture. In drawing and painting he was under the
guidance and direction of the Ateneo professor, the Peninsula Don Augustin Saez, who honored
him with his affection and consideration because of his progress. In sculpture his instructor was
a Filipino, Romualdo de Jesus, who felt proud in the last years of his life of having had such an
excellent pupil.

ACADEMICS IN EUROPE
In Spain, he continued the studies that were stalled in the Philippines and enrolled at the
Universidad Central de Madrid where he graduated in 1884 with a degree in Medicine, and a year
later with a degree in Philosophy and letters from the same institution. Even after the completion
of these two degrees, he still was not satisfied and traveled to France and studied at the
University of Paris.
In his pursuit to further increase his knowledge in his chosen field of specialization —
ophthalmology — he studied at the University of Heidelberg under the distinguished eye
specialist, Professor Otto Becker.

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RECOGNITION IN EUROPE
Born a few centuries too late, Rizal could have been an ideal Renaissance Man, he was a
polymath who excelled at anything he put his considerable mind and talents to. The study of land
assessment, medicine, and literature are just a few of his known accomplishments but he also
excellent in arts such as sculpting, painting, architecture; physical activities such as martial arts,
fencing, pistol shooting were also where he demonstrated his prowess; he was well read could
discuss agriculture, economics, sociology, anthropology and history at will.

117 years after Rizal’s death, the government where his family
hailed in Cal amba, Laguna recognized Rizal’s ability in various sports
during his lifetime.

READ: Jose Rizal as a hero sportsman, the great “eskrimador” or

dueler.

Apart from these, he was also multilingual and was known to have been able to converse
in over 10 languages including Filipino, Spanish, English, French, German, and Dutch, among
others.
Rizal was also a member of the Freemasons. It is therefore no surprise that wherever he
went, people were drawn to his charm, wit, intelligence and personality. He made friends and
lovers wherever he went and left an impression and reputation that would outlive him.

FOUNDATIONS FOR REFORM

Even as a youth, Jose Rizal had been exposed to the difficulties of being under the Spanish
colonial government, which had instilled in him the need for change in the system of how the
country was being run. Jose Rizal spent most of his time with his older brother Paciano, a man
who had been linked to Filipino priests, Gomez, Burgos and Zamora, who sought reform within
the catholic church by advocating equal rights for Filipino and Spanish priests in the Philippines.
The three priests were later accused of being subversive and were executed by the Spanish
colonial government.
Even closer to home, Rizal saw the treatment accorded to his beloved mother by the
Spanish authorities who accused her of attempting to poison her cousin and sent her to jail in
Santa Cruz, Laguna. Teodora Mercado was made to walk sixteen kilometers from their home to
the prison and was incarcerated for two and a half years until a successful appeal at the highest
court of the Spanish government cleared her of the charges.

NOVELS
During his stay in first stay in Europe, Rizal wrote his novel, Noli Me Tangere.The book
was written in Spanish and first published in Berlin, Germany in 1887. The Noli, as it is more
commonly known, tells the story of a young Filipino man who travels to Europe to study and
returns home with new eyes to the injustices and corruption in his native land.
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Rizal used elaborate characters to symbolize the different personalities and

characteristics of both the oppressors and the oppressed, paying notable attention to Filipinos
who had adopted the customs of their colonizers, forgetting their own nationality; the Spanish
friars who were portrayed as lustful and greedy men in robes who sought only to satisfy their
own needs, and the poor and ignorant members of society who knew no other life but that of
one of abject poverty and cruelty under the yoke of the church and state. Rizal’s first novel was
a scalding criticism of the Spanish colonial system in the country and Philippine society in general,
was met with harsh reactions from the elite, the church and the government.
Upon his return to the country, he was summoned by the Governor General of the
Philippine Islands to explain himself in light of accusations that he was a subversive and an inciter
of rebellion. Rizal faced the charges and defended himself admirably, and although he was
exonerated, his name would remain on the watch list of the colonial government. Similarly, his
work also produced a great uproar in the Catholic Church in the country, so much so that later,
he was excommunicated.
Despite the reaction to his first novel, Rizal wrote a second novel, El Filibusterismo, and
published it in 1891. Where the protagonist of Noli Me Tangere, Ibarra, was a pacifist and
advocate of peaceful means of reforms to enact the necessary change in the system, the lead
character in Fili, Simeon, was more militant and preferred to incite an armed uprising to achieve
the same end. Hence the government could not help but notice that instead of being merely a
commentary on Philippine society, the second novel could become the catalyst which would
encourage Filipinos to revolt against the Spanish colonizers and overthrow the colonial
government.

ARREST, EXILE, AND INCARCERATION

Upon his return to the Philippines in 1892, he was arrested by the Spanish government
for being a subversive and for his reported involvement in the rebellion. He was then exiled to
the island of the Dapitan in the southernmost island group of the Philippines, Mindanao. There
he established a school that taught English to young boys, he worked on agricultural projects on
abaca, a plant used for rope, and he continued to practice medicine, eventually meeting one of
the most famous women in his life, Josephine Bracken.
Although Jose Rizal had repeatedly said that he advocated peaceful reforms in the
Philippines, the Spanish government were correct in assuming that his novels would indeed stir
up a hornet’s nest of unrest in the islands. One of the leaders of the revolutionary group called
Katipunan, Andres Bonifacio, had read the Rizal’s novels and had used these as a basis for the
revolution. So influential was Rizal that even without his permission they named him as a
member and Katipuneros shouted his name as part of the their battlecry.
With no wish to be further implicated in the revolution, Rizal asked and was granted
permission by then governor General Ramon Blanco to travel to Cuba, another Spanish Colony at
the time, to support in the medical efforts needed to suppress an outbreak of yellow fever. On
the way to Cuba, Rizal was arrested and incarcerated in Barcelona due to the political

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manoeuvrings of the friars which saw Blanco removed from office and replaced by Camilo de
Polavieja.

EXECUTION AND DEATH

READ: Rizal on trial

Rizal was then brought back to the Philippines to face charges of rebellion due to his
reported association with the revolutionary movement. The court found him guilty and
sentenced him to death. Jose Rizal was executed by a firing squad on December 30 1896, at
7:00am, in Bagumbayan (now called Rizal Park) and his remains were buried in an unmarked
grave in the nearby Paco Cemetery.
Through the years, Rizal’s works and ideals have been cited by many reformists, such as
Jawaharlal Nehru, Sun Yat Sen and even Ghandi as the means for peace reforms. As the national
hero of the Philippines, his works, are required reading for all students and streets, buildings, and
parks have been named after him and the 30th of December, his death anniversary, was declared
a national holiday.

LEGACY
What made Jose Rizal worthy of becoming the Philippines’ national hero was not merely
his intelligence, personality, literary acumen, or his pacifist ideals. Rather, it was his patriotism,
optimism, undying love for his country and his belief in his countrymen which set him apart. He
believed not merely in freedom but in the potential of the Filipino people to surpass what they
were under the Spanish colonial government, and all he wished was for them to be given the
chance to tap into that potential. And for that, he has earned his right place as a symbol of what
a Filipino can do in one short lifetime.

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ACTIVITY 1
LESSON3: THE LIFE OF RIZAL
SCORE

Name:______________________________________ Date:_____________
Section/Group:_______________________________ Prof: MR. MENGUITA

EXPLAIN YOUR THOUGHTS

Direction: Briefly anwer the following questions. Write your answer/s on the space privided

1. Describethe background of Rizal’s ancestry that might have contributed to his life and
education.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Compare the experiences of Rizal as a student in Ateneo, Municipal, UST and in Madrid;
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

3. Who are the important persons that influenced Rizal in his intellectual pursuits?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. What are Rizal’s activities in Dapitan and their Impact?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

5. How would you asses Rizal’s objection to the revelution?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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SUMMARY OF EACH LESSON

REMEMBER THESE!

Lesson 1: Understanding the Rizal Law

The Rizal Law could be considered a landmark legislation in the postwar Philippines.
During this period, the Philippines was trying to get up on its feet from a devastating war and
aiming towards nation-building. As the government sought ways to unite the people, legislators
like Claro M. Recto drew inspiration from the lives of the heroes of the revolution against Spain.
In this frame, the teaching of the life and works of José Rizal, particularly the reading of his novels
Noli Me Tcingere and El Pilibusterismo, was proposed to be mandated to all private and public
educational institutions. The proposed legislation, however, met opposition particularly from the
Catholic Church. After much debate, the proposed bill was eventually signed into law and became
Republic Act No. 1425.

Lesson 2: 19th Century Philippine as Rizal’s Context

This chapter aimed to situate Rizal’s life 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 eighteen 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 mechanisms of the state. Furthermore, the nineteenth century
saw the ascendance of the mestizo and principalia classes that would assert their relevance in
society.

Thus, it is not wholly surprising that men like José Rizal flourished in the nineteenth
century. Born in the 1860s, Rizal grew up in a society in transitions. By the time he matured, he
could reap the benefits of the changes that were happening. As he was exposed to higher
education, he would realize that as much as economic development was a reality, so’was the
rising inequality and worsening conditions for the majority of the population.

Lesson 3: The Life of Rizal

This chapter covered the important stages of Rizal’s lifefrom his family history to his
memorable childhood in Calamba ' and his first taste of education in the town of Bifian in Laguna.
The narrative also showed how 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 reformists. 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.

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RIZAL’S LIFE AND WORKS

Required Readings and Other Materials
Textbook:

“The Life and Works of Jose Rizal”, Obias, Rhodalyn W., Mallari, Aaron A., Estrella, Janet R., C &
E Publishing, Inc. 2018

Rizal, José. 1996. Noli me tangere, trans. Ma. Soledad Lacson-Locsin.

Makati: Bookmark. [Read Dedication and Chaps. 1–32]

Schumacher, John. 1997. The “Noli me tángere,” 1887. In The propaganda

movement: 1880–1895; The creators of a Filipino consciousness, the
makers of the revolution, 83–104. Quezon City: Ateneo de Manila
University Press.

Anderson, Benedict. 2008. Why counting counts: A study of forms of

consciousness and problems of language in Noli me tangere and El
filibusterismo, pp. 1–37. Quezon City: Ateneo de Manila University Press.

Other Readings:

file:///C:/Users/USER/Desktop/SVCC%202020-
2021/RIZAL'S%20LIFE%20AND%20WORKS/Philippine-History.pdf

file:///C:/Users/USER/Desktop/SVCC%202020-
2021/RIZAL'S%20LIFE%20AND%20WORKS/An%20Outline%20of%20Life%20and
%20Works%20of%20Dr.%20Jose%20Rizal.pdf

https://joserizalss014.wordpress.com/2012/11/05/rizal-in-europe/

http://www.joserizal.ph/tr01.html

https://www.joserizal.com/complete-works-of-rizal/

https://www.joserizal.com/

https://www.thoughtco.com/jose-rizal-hero-of-the-philippines-195677

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