CBE 1

GENERAL EDUCATION
<3
SLIDESMANIA.COM
 Welcome,
future educators
SLIDESMANIA.COM
SLIDESMANIA.COM
THE 19th CENTURY
as Rizal's Context
I. How Did Rizal Became Who He Was?
Rizal was born in the 19th century,
a time marked by significant
changes in the world.
He grew up amidst the Philippines'
struggle for independence and the
shifting social, economic, and
political landscape of the time.
These changes played
a role in shaping his
perspective on life.
To better understand how Rizal became who
he was, let's look back at what was
happening in the 19th century.
II. The 19th Century
The 19th Century
Birth of modernity
The term modernity
emphasizes the break
from traditional ways
of life
and the emergence of new
ideas, attitudes, and
institutions that marked the
transition to a new era.
Before The 19th Century

Monarchy Democracy
Before The 19th Century

Feudalism Capitalism
 Before The 19th Century

Passively-Accepting Reform-Minded
The 19th Century
Part of Age of Revolution
During this era, the industrial
revolution was taking place.
New modes of production, transportation
and communication were introduced,
bringing about a shift from
manual labor to machine-
based production.
This transformation of the economy and society
resulted in new forms of work and leisure, as
well as urbanization and the growth of cities.
Various political revolutions also happened
during the late 18th and 19th Century.
This era was characterized by various
political upheavals, including the American
Revolution and the French Revolution,
which were both heavily influenced by the
Enlightenment, a philosophical movement that
valued reason, rationality, and individualism.
 The wave of political change challenged the power of the
monarchy and paved the way for new forms of governance
based on individual rights, nationalism, and freedom.
 The 19th Century encompasses
a new way of thinking about the
world and one's place in it,

characterized by an increased focus on

individualism, rationality, and the belief
in progress and the ability to shape the
world through scientific, technological,
and social advancement.
 The 19th Century
While different parts of Europe were flourishing,
Spain was experiencing a slow decline
To better understand why, we
need to examine its economic
condition during this period.
III. Economical Condition
Trading was already apparent
among our ancestors even before the
Spaniards colonized the Philippines.
Early Philippine merchants traded
with various countries, including
China, Japan, Siam, Cambodia,
India, Borneo, and the Moluccas.
Amin na ito mga Indio!

The Spanish Crown

saw an opportunity to
profit from this trade,
and eventually closed the ports of
Manila to all countries except Mexico.
Why still open for Mexico?
 During the 16th century, Mexico was a
colony of Spain, just like the Philippines.
This created a monopoly because
Spain had exclusive control over the
trade route and the goods that were
traded.
Hence, the birth of the Manila-Acapulco Trade.
Also known as Galleon Trade.
The trade monopoly that emerged
from this decision made Manila the
center of commerce in the East.
Mangoes from Manila, as well as tamarind,
rice, carabao, Chinese tea, textiles,
fireworks, perfume, precious stones, and
tuba (a coconut wine), were sent to Mexico.
On the return voyage, numerous
and valuable flora and fauna were
brought into the Philippines,
including guava, avocado, papaya,
pineapple, horses, and cattle.
Spain became a mercantilist superpower.
But not forever.
Why?
By the late 18th century, the
Galleon system faced tough
competition as other nations
became self-sufficient and
preferred direct trade.

Spain’s trading system and the

demand for Asian goods
eventually declined.
Spain was heavily dependent on
the silver mines of its colonies in
South America, which slowly
dwindled.
The value of silver also
declined due to the
increased production of
silver in the Americas,
reducing the profit
margins of Galleon
Trade merchants.
Revolts, particularly in the War for Independence in
Mexico, took place in the New World, thus shifting the
focus and priority of consumers away from trade.
With the old trade system no
longer sustainable, the
Galleon Trade was ended by
decree during the first
decade of the 19th century.
 Because the Galleon Trade
the Philippines
ended, need a commercial purpose.
The economic opportunities created by the Industrial
Revolution had encouraged Spain in 1834 to open
the Philippine economy to world commerce.
The Philippines became a
supplier of raw materials for
the industries of the West by
utilizing its underutilized land
resources to venture into
cash crop agriculture.
cash crop agriculture
is a type of farming where crops are
grown primarily for sale rather than
for personal or local consumption.
British, Dutch, and American trading companies invested
large capital in the country for the large-scale production
of different products, such as tobacco and sugar.
To make transactions easier, foreign
investors need people who are
already in the Philippines,
such as Chinese, mestizos,
and rich natives.
They help them with the
acquisition of
lands, mobilization of
labor, transportation of
crops, and retail trade.
Chinese immigrants served as middlemen between the
provinces, where the crops were planted, and the
merchant houses of the Mestizos in Manila.
Rich natives became tenants,
known as ‘Inquilinos’ in Spanish.
 Inquilinos oversee the production of cash crops by
subleasing large estates or haciendas from friars and
then subletting them to indigenous farmers.
 Inquilinos oversee the production of cash crops by
subleasing large estates or haciendas from friars and
then subletting them to indigenous farmers.
When the Suez Canal, an artificial sea-level waterway, was
opened, the distance of travel between Europe and the
Philippines was considerably shortened.
The opening of the Suez Canal, construction of steel bridges, and
safer and faster gave way to more intensive production of crops,
which provided a huge advantage in commercial enterprises.
From this, positive effects took place as
the industrial revolution contributed
many things to the people:
The Philippines was opened for
world commerce.
Foreigners were engaged in
manufacturing and agriculture.
The Philippine economy became
dynamic and balanced.
There was rise of new influential
and wealthy Filipino middle class.
People were encouraged to
participate in the trade.
Migration and increase in
population were encouraged.
During 1825, the total trade of the
Philippines was only 2.8 million
pesos.
In 1875, it was 31.1 million
pesos,
and by 1895, it had grown to
62 million pesos.
What does all of this
have to do with
Rizal?
The fast tempo of economic progress in the
Philippines during the 19th century facilitated by
Industrial Revolution resulted to the rise to a
new breed of rich and influential Filipino middle
class.
This made the Inquilino class
wealthy, which include the Rizal
patriarch, the family Mercado.
When Rizal’s Chinese ancestor Domingo Lam-co had
come to the Binan hacienda in mid-eighteenth century,
the average holding of an Inquilino was 2.9 hectares.
After Rizal's father had moved to the Calamba hacienda, the Rizal
family in the 1890s rented from the hacienda over 390 hectares.
The family Mercado became one of
the most affluent family in Calamba.
 This enabled the family to live a prosperous and comfortable life,
thus giving the Rizal children more time and focus toward education.
IV. Social Condition
Education is considered
a status symbol
Only a few people, usually those with
Spanish blood , have the opportunity to
experience college education.
This privileged people belong to
the highest racial class.
In the Mariana Islands, for administrative purposes,
the Spanish racial hierarchy was as follows:

Peninsulares

Creoles or Insulares

Mestizos

Native Filipinos

Indios
The highest class is the
Peninsulares-pure-blooded
Spaniards who were born in the
Iberian Peninsula, such as Spain.
They were the officials and
friars who had the power and
authority to rule over the
Filipinos.
Insulares or Creoles were
part of the second-
highest racial class in the
Spanish hierarchy below
the Peninsulares.
Insulares were the specific
term given to creoles (full-
blooded Spaniards born in
the colonies) born in the
Philippines or the Marianas.
Mestizos, or colloquially
Tisoy, is a name used to
refer to people of mixed
native Filipino and any
foreign ancestry.
At the bottom of the
hierarchy were the Native
Filipinos and Indio.
Indios, a term used to refer to the poor people of the country who
were viewed as inferior and treated as second-class citizens.
The Spanish colonial government's discrimination against
Indios limited their opportunities and social mobility.
This oppression resulted in the term "Indio"
becoming associated with social and
economic oppression..
Spanish blood was highly valued
during the Spanish colonial era,
and as Spanish blood disappeared, so
did all the privileges that came with it.
Insulares, despite being part
of the second-highest racial
class, were viewed
negatively because they
were born in the Philippines
or the Marianas,
which were considered to
be a "dumping ground" for
societal misfits.
Those with any trace of Indio
blood were never considered
the social equals of pure-
blooded Spaniards.
Since the Spaniards viewed Filipinos
as inferior, they denied them access
to education, associating them with
backwardness, primitiveness, and
inferiority.
 As a result, obtaining a college education was
difficult for those at the bottom of the hierarchy.
While wealthy families like the Rizals were able to
send their children to study in prestigious schools.
The female children of the Rizal's studied at La Concordia,
while their son Paciano studied at Colegio San de Jose.
The relative prosperity of the
period has enabled them to
send their other sons to Spain
and Europe for higher studies.
 There, they were exposed to secular and liberal ideas, thanks to the
French Revolution, which showed that a democratic world was possible.
The exposure of these young Filipinos in Spain and
Europe inspired them to form the Ilustrados,
 Ilustrados
a group of educated natives
who sought freedom and
independence from Spanish rule.
 Ilustrados
mean "erudite", "learned",
or "enlightened ones".
 Ilustrados
One of their aims was to
be in the same level with
the proud Spaniards.
V. Cultural Condition
It has become commonplace to speak of the role of ideas
learned by the European-educated Ilustrados in the emergence
of the nationalist movement.
However, it was not just this handful of Filipinos who
were important, nor was it only the European
intellectual atmosphere that stimulated nationalism.

‘Di lang kami?

 A key factor in the emergence of nationalism in the late
nineteenth century was the cultural development consequent
on the rapid spread of education from about 1860.
In many respects, the spread of higher education among middle and
lower-middle-class Filipinos, who could not afford to go abroad, was
more important for propagating the liberal and progressive ideas
written about from Europe by Rizal or Del Pilar.
Let us examine the educational reforms
that happened in the mid-19th century.
The Industrial Revolution
necessitated changes in the
education system of the Philippines.
Schools need to
focus on teaching
skilled labor, as
that is what the
economy needs.
Before this, schools had total
and strict control from the
friars.
It can even be summed up in three
words: inadequate, suppressive, and
controlled.
 Children were taught to fear God over basic literacy
and to obey the friars instead of learning how to count.
They were instilled with the belief that they were inferior
to others and were only capable of doing manual
work.
Whew This educational system will no longer work
. to keep up with the modernizing world.
The Educational Decree of 1863.
The Educational Decree of 1863.
This was a significant attempt by the Spanish
Colonial Government to address the lack
of formal education among Filipinos.
It mandated the
establishment of a public
school system throughout
the country and required
each town to have at least
one primary school for boys
and girls,
which was to be supported
municipal funds and supervised
by the local government.
This decree marked the beginning of formal education in the
Philippines and opened up educational opportunities to a wider
segment of society, including the middle and lower classes.
 However, the implementation of the
Education Decree faced numerous
challenges, including a lack of resources
and qualified teachers.
The curriculum was heavily
influenced by the Spanish
colonial government and
focused on Catholicism and
Spanish culture,
 limiting the scope of
education and hindering the
development of a national
identity among Filipinos.
Despite these challenges, the Education Decree of
1863 was an important step towards the
democratization of education in the Philippines and
laid the foundation for the development of a formal
education system in the country.
The return of the Jesuits was a significant event that
influenced the educational system in the Philippines
When the Jesuits returned to the Philippines, they returned
with ideas and methods new to the educational system.
The return of the Jesuits was a significant event that
influenced the educational system in the Philippines
In 1865, Ateneo (which was handled by Jesuits) transformed into a
secondary school that offered a level of instruction beyond the
official requirements, more closely resembling today's college than
high school.
Alongside Latin and Spanish,
subjects such as Greek, French,
and English were also taught.
Literature, Science, Philosophy,
and Natural Science were also
given an emphasis.
It was in these secondary schools that the
ideas of nationalism began to emerge,
It was in these secondary schools that the
ideas of nationalism began to emerge, even
among those who had never traveled to Europe.
These reforms opened up educational opportunities to a
wider segment of society, helping to
democratize education in the country.
By 1866, the proportion of literate people in the Philippines
was higher than in Spain. The proportion of Filipino children
attending school was also above average in European
standards.
 By emphasizing humanistic education and principles of
justice and equality, these schools helped to undermine
the foundations of the Spanish colonial regime and
inspired a growing sense of national identity among
Filipinos.
This growing sense of nationalism would ultimately
pave the way for significant political developments,
including the pursuit of greater democracy.
VI. Political Condition
During Rizal's time, there were widespread
calls for democracy in the Philippines.
To understand why, we need to look
back again to the 16th century.
When Spanish
missionaries introduced
Christianity, they taught
that all men are equal
before God.
Despite the teachings of
Christianity, which emphasized
equality among all people, the
Spanish colonial authorities did not
treat brown-skinned Filipinos
equally.
This hypocrisy is reminiscent of this
famous quote from Animal Farm:
Most Filipinos (except the hinterland
Luzon
of and the Visayas and in
Mindanao and Sulu) became
Christians.
And throughout the next three centuries,
Spaniards used religion to justify
their malicious behaviors:
Forced Labor?
Forced Labor?
For
God.
Cultural Suppression?
Cultural Suppression?
For
God.
Conquest and violence?
Conquest and violence?
For
God.
Spain showcased this wonderful
thing and used it for corruption,
oppression, and exploitation.
During Rizal's time, the court of justice in the
Philippines was notoriously corrupt.
They were a court of "injustice," as far as
brown Filipinos were concerned.
The Spanish fiscals (prosecuting attorneys)
and other court officials were inept, venal,
and often times ignorant of the law.
Brown Filipinos were often treated unfairly
and justice was costly, partial, and slow.
The poor had no access to the courts due
to the heavy expenses of litigation,
while the rich and those with white skin
color were favored in court.
Racial prejudice was rampant in the Philippines
during the Spanish colonial period.
 The local indigenous population was prohibited
from organizing assemblies or political meetings.
Merit was not based on one's capabilities or qualifications but on
wealth, race, and connections with influential people.
 This system of discrimination resulted in a sense of
oppression and discontent among the local population.
The Spanish colonial government in the Philippines
was highly centralized and authoritarian.
It enforced strict social and political
hierarchies, denying Filipinos basic
political rights and freedoms.
The Church played a significant role in the state's
proceedings, manipulating the indigenous people to
comply with the state's laws as it saw fit.
Meanwhile, the colonial government was primarily
interested in exploiting the country's natural
resources and labor for the benefit of Spain.
In addition, the money collected from the natives
was not used to improve their province, but rather
for the self-betterment of the officials.
The system was exploitative and maintained
through the use of force, including military forces
deployed to quell uprisings and rebellions.
If you witnessed such injustices happening to
your fellow Filipinos, wouldn't you feel angry?
That's precisely how Rizal,
Ilustrados, and other Filipinos
who were exposed to liberal
ideas felt when they witnessed
such injustices.
They viewed Spain as
regressive, incompatible, and
the main reason why the
country was not progressing.
In one of Rizal’s letter, he said:

"I wanted to hit the friars since the friars are

always making use of religion, not only as a
shield but also as a weapon, protection,
citadel, fortress, armor, etc.,
In one of Rizal’s letter, he said:

I was therefore forced to attack their false

and superstitious religion in order to combat
the enemy who hid behind this religion... God
must not serve as shield and protection of
abuses, nor must religion.
Those who shared Rizal's views wondered if
other countries could achieve independence,
could the Philippines also do so?
The British colonial masters were overthrown
to gain independence and achieve the status
of becoming a sovereign nation, a feat that
spread across European countries and other
parts of the world.
This motivated people to follow suit. Filipino
reformists like Rizal were inspired by the
revolution to pursue freedom and
independence for the country.
It's high time for these abuses to end.
The thirst for reform and nationalism flourished in
the liberal atmosphere, and, to make a long story
short, this led to the Philippine Independence
movement and the death of Rizal.
The cries for democracy during Rizal's time were
a result of the long-standing injustices and
corruption of the Spanish colonial authorities,
who used religion to justify their actions.
The call for democracy was a call for equality,
justice, and fairness for all Filipinos, regardless
of their skin color or social status.
 If Rizal were born today,
would he still be the same
Rizal that we knew?
(BioShock)
 Rizal's
Family
Childhood
and Early
Education
I. Ang Batang Rizal
What comes to your mind when you
hear the term “Batang]Rizal”?
 It is likely that you're thinking that
Rizal was already a prolific writer as
a child, and that he wrote the poem
“Sa-Aking-Mga-Kabata”.
“Sa-Aking-Mga-Kabata”
is a masterpiece that express
love of one's native language
the
and the importance of
freedom.
Za
But did you know that young
Rizal did not write this poem?
According to historian Ambeth Ocampo, in an
episode of “The Howie Severino Podcast”,

Yung pinaka-quoted natin na quote kay

Rizal, yung “Ang hindi marunong
magmahal sa sariling wika, masahol pa
sa hayop at malansang isda.” 'Di ba?
'Yun pala, hindi naman pala kay Rizal
'yun.
Nung inumpisahan kong i-research ito,
doon ko nakita nawala pa lang original
manuscript ito. Na-publish ito, patay na
si Rizal.
So ang una kong inisip ay “Ano kaya?”

‘Yun pala, hindi pala kay Rizal 'yung “Sa

Aking Kababata.” 'Di ba? There are
only two manuscripts na ang sabi nila
kay Rizal, written in Tagalog. Both of
them are not by Rizal.
Many historians and scholars express doubts
about whether Rizal wrote the poem.
For one thing, it is unlikely that an eight-
year-old, who typically only begins to
read, could write a five-stanza poem with
profound terms, meter, and rhyme.
 Additionally, the letter "K" was not widely
used in 1869 when Rizal was a child; words
were spelled with a "c" rather than a "k“.
The poem is full of "k“,
The poem is full of "k“,
two of which are for "kalayaan."
The term “kalayaan”, as we
know it today, was not widely
used in the 19th century.
In fact, Rizal first encountered
the word in the summer of 1882
when he was 21 years old.

Oo na, hindi na ako.

It is worth considering whether
Rizal was already aware of the
colonial condition of the
Philippines at such a young
age.
Was he truly an exceptionally
intelligent child?
Bata pa lang,
BAYANI NA!

Was he truly an exceptionally

intelligent child? Or are we simply
overestimating his abilities?
This was not the only lie about young Rizal.
 Did you know that there is a
popular story about young
Rizal inventing champorado?
As the story goes, our national
hero's favorite food was tuyo,
one cup of rice, and a steaming
cup of hot chocolate.
Legend has it that
when Rizal was a
small boy,
he accidentally spilled hot chocolate
into his plate of rice and dried fish.
His sisters scolded him for being wasteful,
but he defended himself by
saying, "I did that on purpose.
When you mix rice and chocolate,
you have champorado."
While Rizal did mention in his writings that he enjoyed eating tuyo for
breakfast, there is no primary source to support that he invented
champorado.
Another lie about
young Rizal is the tsinelas story.
While playing by the riverbank, one
of Rizal's slippers fell into the water
and was carried off by the current.
Having failed to retrieve it, and
with one slipper now rendered
useless,
 Rizal decided to throw the other slipper
so that someone downstream would find
the pair and have a complete set.
Although the story speaks of Rizal's
selflessness, there is no historical basis for it.
 These kind of stories about the young
Rizal depict him as a superhuman, with
exceptional intelligence, kindness, and
patriotism.
However, these are myths that have been
invented and circulated, which do not
reflect the reality of his childhood.
We need to correct these inaccuracies and
view Rizal as a normal child, not as a
superhero.
II. From Pepe to Pepe
 To start the discussion on the life of
Jose Protacio Rizal Mercado y Alonso Realonda
we must begin with his birth.
He was born on June 19, 1861, in
the lakeshore town of Calamba,
Laguna.
The birth occurred between
eleven and twelve o'clock at
night, just a few days before the
full moon.
The birthing process
was not easy, as
Rizal's mother
struggled due to the
size of his head.
Fortunately, both the
baby and his mother
survived the difficult
birth.
Three days later, Jose
Protacio, was baptized in a
Catholic Church by the parish
priest, Father Rufino
Collantes.
a

The child was christened Jose Protacio,

in honor of two saints.
His mother was a devout follower of
Saint Joseph or San Jose
while the name “Protacio“ was
inspired by Saint Gervacio
Protacio, whose feast is
celebrated every June 19th.
Note: Some references spell his name
Protasio, but here we will continue to use
Protacio.
During the baptism
ceremony, Father Collantes
noticed that Jose's head
was unusually large for a
baby.
The priest was astonished and
advised Jose's family to take good
care of him,
as he likely associated the large head
with intelligence and believed that
someday the child would become a
great man.
 You might notice that Rizal’s name
Jose Protacio Rizal Mercado y Alonso Realonda
is unusually long.
The reason behind this is that it's a
combination of several surnames from his
family's history.

Jose Protacio Rizal Mercado y Alonso Realonda

 Jose Protacio Rizal Mercado y Alonso Realonda

The first two given names -Jose Protacio-

were taken from two different saints.
 Jose Protacio Rizal Mercado y Alonso Realonda

The surname Mercado comes from Rizal's

Chinese ancestor, Domingo Lam-co.
 Jose Protacio Rizal Mercado y Alonso Realonda

In order to avoid anti-Chinese sentiment

reflected their merchant
from the Spanish authorities, Lam-co
roots.
changed his family's surname to Mercado
("market").
 Jose Protacio Rizal Mercado y Alonso Realonda

The surname Rizal is the surname

adapted by the Mercados during the
1940s because of the Claveria Decree.
 Jose Protacio Rizal Mercado y Alonso Realonda

During the 1840s, Governor-General Narciso Claveria

mandated that Filipinos adopt surnames
to facilitate census work and tax collection.
Jose Protacio Rizal Mercado y Alonso Realonda

Each province was given a list

from which each family could
choose a new surname.
 Jose Protacio Rizal Mercado y Alonso Realonda

All of which came from this book:

Catalogoalfabeticode apellidosor
Alphabetical Catalogue of Surnames in
English.
Jose Protacio Rizal Mercado y Alonso Realonda

The Mercados of Calamba

chose the unlisted name Rizal.
Jose Protacio Rizal Mercado y Alonso Realonda

The family's original choice was

Ricial, which means “the green
of young growth” or “green
fields”, reflecting their livelihood.
 Jose Protacio Rizal Mercado y Alonso Realonda

Even though they picked Rizal,

they continued to use Mercado.
 Jose Protacio Rizal Mercado y Alonso Realonda

The new surname (Rizal) caused confusion

in the commercial affairs of the family.
 Jose Protacio Rizal Mercado y Alonso Realonda

Don Francisco thus settled on the combination

name ‘Rizal Mercado’as a compromise.
 Jose Protacio Rizal Mercado y Alonso Realonda

The “y” in Spanish names indicates the

conjunction "and" and separates the
patriarch's and matriarch's surnames.
 Jose Protacio Rizal Mercado y Alonso Realonda

The surname Alonso comes from

Rizal's mother's old family name.
 Jose Protacio Rizal Mercado y Alonso Realonda

The surname Realonda was the

adapted surname of the Alonsos of
Biñan due to the Claveria Decree.
Jose Protacio Rizal Mercado y Alonso Realonda

Just like the Mercados,

they continued to use the surname
Alonso.
This seemed to be a common practice, so
that each family ended up with four surnames:

Jose Protacio Rizal Mercado y Alonso Realonda

each of the old and new family

names of both the mother and the
father.
If you find Rizal's full name
confusing, we can call him on his
other nickname:

Jose Protacio Rizal Mercado y Alonso Realonda

If you find Rizal's full name
confusing, we can call him on his
other nickname:

“Pepe”
Why “Pepe”?
According to the book In Excelsis,
writer Felice Prudente Santa Maria
explains that Rizal got the nickname
“Pepe” because the letters “P.P.” were
always used after the name of Saint
Joseph.

P.
In Latin, “P.P.” stands for “pater putativus”,
which means “putative father”.

In the New Testament, Joseph was

Mary’s husband, but not Jesus’ father:
only his putative (“so-called”) father, or
padre putativo in Spanish.

Pater Putativus
In Spanish, the letter “P” is pronounced as
“peh”, which led people to start calling
Saint Joseph “Pepe” instead of “Jose”.

P.
Given that Rizal's given name
was Jose, people also began to
call him “Pepe” as a nickname.

P.
III. Welcome to the Family Mercado
Jose Rizal was the seventh
child of the Mercado family,
who were relatively well-off
and lived on a tenant land
owned by a
Dominican in Calamba,
Laguna.
p
1 Saturnina (1850 –1913)

Nickname: Neneng

She’s the oldest of the Rizal chidren. She

married Manuel T. Hidalgo of Tanawan,
Batangas and had five children together.
2 Paciano (1851 –1930)
Also known as: "Lolo Ciano"

He was the older (also only) brother and confidant of

Jose Rizal. After his younger brother’s execution, he
joined the Philippine Revolution and became a combat
general.
After the Revolution, he retired to his farm in Los Baños,
where he lived as a gentleman farmer and died an old
bachelor aged 79.

He had two children by his mistress (Severina Decena)

–a boy and a girl.
3 Narcisa (1852 –1939)

Pet Name: Sisa

She was the one who found the unmarked

grave of her brother in the abandoned Old
Paco Cemetary.

She married Antonio Lopez (nephew of Father

Leoncio Lopez), a school teacher and
musician from Morong.
4 Olimpia (1855 –1887)

Pet name: Ypia

She married Silvestre Ubaldo, a telegraph

operator from Manila. and together they
had three children.

She died in 1887 from childbirth when she

was only 32 years old.
5 Lucia (1857 –1919)

She married Mariano Herbosa of Calamba,

who was a nephew of Father Casanas.
Together, they had five children.

In 1889, Mariano died due to an epidemic but

was denied a Christian burial. This was due to
the fact that he was the brother-in-law of Jose
Rizal.
6 Maria (1859 –1945)

Nickname: Biang

She married Daniel Faustino Cruz of Biñan, Laguna

and together they had 5 children. Mauricio Cruz, one
of Maria's children became a student of Jose Rizal in
Dapitan and was known to be one of his uncle's
favorites.

Maria was a known recipient of many of Jose's letters

during his lifetime.
7 Jose (1861 –1896)

Nickname: Pepe

Kilala mo na, pagod na ‘ko mag-explain.

8 Concepcion (1862 –1865)

Pet name: Concha

Concepcion did not live very long as she

died of sickness at the age of 3. Her death
was Rizal’s first sorrow in life.
9 Josefa (1865 -1945)

Pet name: Panggoy

She was unmarried and lived together with

her younger sister Trinidad until death.
Josefa was said to have suffered from
epilepsy.
10 Trinidad(1868 -1951)

Pet name: Trining

She remained unmarried and lived together with

her sister Josefa.

Trinidad was the one who received an alcohol lamp

from brother Jose, in which he secretly hid the “Last
Farewell” better known as “Mi Ultimo Adios”, a poem
Rizal wrote on the eve of his death in 1896.

Trinidad died in 1951, outliving all her siblings.

11 Soledad(1870 -1929)

Pet name:
Choleng
She was the youngest of the Rizal siblings. She
married Pantaleon Quintero of Calamba and
together they had 5 children
Francisco Mercado Rizal was more
than just the father of Jose Rizal;
he was a man of admirable qualities.
Born on May 11, 1818, in Biñan
Laguna, Francisco Mercado
Rizal studied Latin and
Philosophy at the College of San
Jose in Manila.
Francisco lost his father early, and
when both of his parents died,
he moved to Calamba to
work in a hacienda owned
by a Dominican.
Although let's be clear,
Francisco was not poor.
His father, Juan
Mercado, was Biñan’s
gobernadorcillo
in 1808, 1813, and
1823.
His paternal
grandfather,
Francisco Mercado,
also held the position
in 1783, and
incidentally owned the
largest herd of
carabaos in all of
Biñan.
It is clear that he might have inherited
some of this when his parents died.
But because of his hard work, he
made their money grow even more
by engaging in farming and trading.
In Calamba, Francisco was well-
respected and known as "Don Francisco"
or "Don Kiko."
 don
is an honorific prefix used
to show respect and
courtesy.
He was a man of few words but great
actions, with a strong body and a sharp
mind.
He was elected by the citizens of Calamba to
be their “cabeza de barangay” or head of the town.
He was not only beloved by the people of
Calamba but also by his family.
His son, Jose Rizal, affectionately
called him "a model of fathers"
in his student memoirs.
 This deep admiration and
love for his father was evident
in the art he created in his
honor.
In 1881, Jose made a clay bust of Don Kiko.
Six years later, he carved a bust life-size wood
sculpture of his father as an expression of his love.
In honor of his father, Jose even named his
premature son (with Josephine Bracken)
'Francisco,' according to some sources.
Before his death, Jose Rizal wrote a letter to
his brother Paciano, in which he said:

“Tell our father I remember him, and how! I

remember my whole childhood, of his
affection and his love. Ask him to forgive me
for the pain that I have unwillingly caused
him.”
He also wrote a letter directly to his father, saying:

My beloved Father, pardon me for the pain with

which I repay you for sorrows and sacrifices
for my education. I did not want nor did I
prefer it. Goodbye, Father, goodbye
Through Don Kiko's independence,
determination, and hard work, he instilled
in his son a free spirit that would inspire
Jose Rizal to become who he was.
Don Francisco's life and legacy are a
testament to the importance of
hard work, perseverance, and love
for family and community.
 We can clearly see that Jose Rizal's
relationship with his father was good, and
the same can be said of his mother, maybe
even more.
This is because in Jose's student memoir, he
wrote:

“Ah! Without her what would … have been my

fate? … After God, the mother is everything to
man.”
Teodora Alonso Realonda y Quintos
also known as “Lolay” and was
born on November 8, 1826, in
Manila.
Even before marrying Don
Doña Teodora was already living
Kiko, a comfortable life.
She came from a long line
principalia, which explains why
of her family was wealthy.
 principalia
the ruling and educated upper class in
the towns during the Spanish
occupation.
They came from lineages
of ex-datus who were the
original principalias.
These datus cooperated with the
Spanish in subjugating their former
subjects and, in turn, were rewarded
with government positions such as
gobernadorcillos (mayor) and
cabeza de barangay (town chief)
The principalia status was
hereditary, including the
government positions they
held.
Her father and grandfather
served as gobernadorcillos,
the
highest position any Filipino
could hold in government.
Her grandfather, Cipriano
Alonso, served as Biñan’s
gobernadorcillo in 1790 and
1802.
Her father, Lorenzo Alberto Alonso
Also held the position in
1844.
Aside from holding public office,
the principalia class had privileges
such as being exempt from paying
taxes and leasing
vast tracts of
farmlands.
Teodora Alonso Realonda y Quintos received
a fine education at the prestigious Colegio de
Santa Rosa, where she displayed a special
inclination toward literature and music.
Teodora Alonso Realonda y Quintos received a fine
education at the prestigious Colegio de Santa Rosa,
where she displayed a special
inclination toward literature and music.
Her education and refined culture set her
apart from most women of her time.
She was a remarkable woman, possessing
refined culture, literary talent, business
ability, and the fortitude of Spartan women
"My mother is a woman of more
than ordinary culture."
As a mother, she taught her children how to
read, write, and pray at a very young age.
She also taught them values such as
discipline, justice, and compassion, and
most importantly, to treat Indios as equals.
Teodora also act as Rizal's reading teacher
and critic, and together they would read
books in their home library.
Her love for literature and the arts
would be passed on to her children,
who would become renowned
writers and artists in their own right.
Shortly before her death, the
government offered her a life pension
after declaring Jose Rizal as the
national hero.
She courteously rejected it,
saying,
“My family has never been patriotic for
money. If the government has plenty of
funds and does not know what to do
with them, better reduce the taxes.”
Teodora Alonso Realonda y
Quintos was not just a mother,
but a force of nature that shaped
the destiny of her children and,
in turn, the destiny of her nation.
Her unwavering commitment to
education and culture ignited a spark
in her children that would eventually
lead to the birth of Philippine
independence.
Her legacy is a testament to
the power of a mother's love
limitless
and the potential of a human
being.
Let her life inspire you to be the
change you want to see in the world,
and to never underestimate the
impact that a single person can have
on the course of history.
IV. Childhood and Early Education
At the early age of three, Jose
started to take a part in the family
prayers.
When Concha died of sickness in
1865, he mournfully wept at losing
her. He later wrote in his memoir,
“When I was four years old, I lost my
little sister Concha, and then for the
first time I shed tears caused by love
and grief . ”
At the age of five, he learned to read
the Spanish family bible. Also at the age of five, he started to
make pencil sketches and mold in
clay and wax objects.
When he was seven years old, his father provided him the exciting
experience of riding a “casco” (a flat-bottomed boat with a roof) on
their way to pilgrimage in Antipolo.
As a gift, he received a pony named “Alipato” from his
father. As a child he loved to ride this pony or take long
walks in the meadows and lakeshore with his black
dog named “Usman”.
 The Story of the Moth

To impart essential lessons, Lolay

held regular storytelling sessions
with the young Jose.
She loved to read stories to him
from the book Amigo de los Ninos
(The Children’s Friend).
One day, she scolded him for
making drawings on the pages of
the story book. To teach the value of
obedience to one’s parents, she
afterward read him a story in it.
 The Story of the Moth
Many years later, Jose himself felt that the moth’s tale could serve
as an allegory of his own destiny. About himself, he wrote:
“Years have passed since then. The child has become
a man… Steamships have taken him across seas and
oceans. He has received from experience bitter
lessons, much more bitter than the sweet lessons that
his mother gave him. Nevertheless, he has preserved
the heart of a child. He still thinks that light is the most
beautiful thing in creation, and that it is worthwhile for a
man to sacrifice his life for it.”
Education in Calamba
In his memoirs, Jose wrote, “My
mother taught me how to read and
to say haltingly the humble prayers
which I raised fervently to God”.

She was the first teacher of the

hero- teaching him Spanish,
correcting his composed poems,
and coaching him in rhetoric. On her
lap, Jose learned the alphabet and
Catholic prayers at the age of three,
and learned to read and write at age
of five.
Aside from his mother, Jose’s sister
Saturnina and three maternal uncles
also mentored him.
Education in Binan

Rizal was subsequently sent to a

private school in Binan. In June
1869, his brother Paciano brought
him to the school of Maestro
Justiniano Aquino Cruz.
Do you know Spanish?
Do you know Latin?
 After Rizal's return to Calamba, his parents
decided that he should stay there and later go to
Manila.
During this time, his uncle, Don Jose
Alberto, also returned from Europe.
 What happened next is a scandalous story
involving Rizal's family, comparable to a modern
teleserye.
 Teodora Realonda y Alonso was suddenly
arrested on a malicious charge that she and
her brother, Jose Alberto, tried to poison
Jose Alberto’s wife.
Teodora was forced to walk 50
km from Calamba to Santa
Cruz as
punishment, and forbidden from
using any kind of vehicle.
In his student memoirs, Rizal described the deep grief that
he and his siblings felt for their mother's arrest. He wrote:
Our mother’s arrest, we knew, was unjust. The men
who arrested her pretended to be friends and had
often been our guests. Ever since then, child though
I was, I have distrusted friendship.

We learned later that our mother, away from us all

and along in years, was ill. From the first, the alcalde
believed the accusation. He was unfair in every way
and treated my mother rudely, even brutally. Finally,
he persuaded her to confess to what they wished by
promising to set her free and to let her see her
children.
What mother could resist that?
What mother would not sacrifice life itself for her
children?
They terrified and deceived my mother as they
would have any other mother. They threatened to
condemn her if she did not say what they wished.
She submitted to the will of her enemies and lost
her spirit.
The case became involved until the same alcalde
asked pardon for her. But this was only when the
matter was before the Supreme Court. He asked for
the pardon because he was sorry for what he had
done. Such was his meanness that I felt afraid of
him.
Attorneys Francisco de Marcaida and Manuel
Masigan, Manila’s leading lawyers, defended my
mother and they finally succeeded in having her
acquitted. They proved her innocence to her judges,
her accusers and her hosts of enemies. But after
how much delay?

—After 2 ½ years
Because of his mother's arrest, the young Rizal's
eyes were opened wide to the brutal realities of
the world.
Because of his mother's arrest, the young Rizal's
eyes were opened wide to the brutal realities of
the world.
 It was a moment of reckoning, a tipping
point that would forever shape his destiny.
The injustice Teodora suffered fired up the beacons of destiny in her youngest son, Jose
Rizal, whose silent vow of nationalism was unbreakable and inexorable in its forward
march towards the final conclusion of death and heroism.
I. Ang Gom-Bur-Za
Understanding Gomburza's 1872
death is crucial, as it significantly
impacted the independence
movement and Rizal's life.
Naturally, the Filipino workers did not take kindly
to this. In the evening of that very day, they rose
up in revolt against the Spaniards.
This event, known as
the Cavite Mutiny,
quickly ended after
about two days.
 Following the Cavite Mutiny came the
“Terror of 1872,” where participating Filipinos
faced imprisonment, execution, or exile.
The most unforgettable act was the garrote execution of three priests
accused, without adequate evidence, of masterminding the revolt.
 Their execution, which was supposed to
silence people, sparked a wave of anger and
resentment among the Filipinos.
Paciano, José Rizal's brother and
housemate of Fr. Jose Burgos,
witnessed the garrote execution.
When Jose Rizal was only 10 years old, Paciano shared
with him the story of the execution of his close friend.
This story left an indelible impression on the young Rizal,
inspiring him to become an advocate for social justice.
In his 1889 letter to Mariano Ponce, he wrote:
 In tribute to the martyrs, Rizal dedicated his
second novel, El Filibusterismo, to their memory.
II. Ateneo Days
 In June 1872, it had been four months since the priests
were brutally killed. Rizal's mother, Donya Teodora, was still
in prison on unproven charges of poisoning.
Despite the chaos, Rizal had to focus on
his future and prepare for high school.
On June 10th, Rizal and his
brother traveled to Manila. He
took and passed an exam at the
College of San Juan de Letran.
Upon returning to Calamba, Don Kiko
changed his mind, opting for Rizal to
study at the prestigious Ateneo instead.
This was the right decision, as Ateneo in the 19th
century was renowned for providing top- notch
secondary education in the Philippines.
Ateneo, led by Jesuits,
maintained rigorous
academic standards
and courses almost
equivalent to college-
level courses.
Rizal returned to Manila with his brother Paciano,
but they faced obstacles before he could enroll.
Father Magin Ferrando, who was then
the College Registrar, initially refused
Rizal's admission for two reasons.
However, with the help of Manuel
Burgos, nephew of Father Burgos,
he was accepted into the institution.
Rizal was not able to use Mercado as his
surname and was instead registered as Jose
Rizal.
This is because his real surname had rung a bell to
Paciano Mercado’s relation with Father Burgos.
Rizal enrolled in the six-year “Bachiller en Artes” program at Ateneo,
which exposed students to five subjects:
1. Christian Doctrine
2. Languages of Spanish, Latin, Greek and French
3. History and Geography (World History and Geography, History of
Spain and the Philippines)
4. Mathematics and Sciences (Geometry, Trigonometry, Mineralogy,
Chemistry, Physics, Botany and Zoology)
5. Classic Disciplines (Poetry, Rhetoric, and Philosophy)
Teaching at Ateneo was unique as classes were
divided into two groups that constantly competed
against each other to foster healthy competition.
Within an empire, members were also
in continuous competition as they vied
for the top ranks, called dignitaries.
Pepe
Pepe
He wrote a poem comparing
it to a lighthouse, illuminating
the path of individuals'
behavior and actions.
Rizal considered education crucial
not just for personal endeavors, but
for society’s progress.

He envisioned educated youth

leading the nation to a brighter
future, recognizing education’s vital
role in building a strong nation.
 As a fiction writer, nationalist, and medical doctor,
Rizal's accomplishments were undeniably influenced
by his solid foundation at Ateneo.

The breadth of his achievements would have been

unattainable without the knowledge and skills
cultivated during his formative years.
III. UST Years
After studying at Ateneo, Rizal enrolled in University of Santo
Tomas (UST), a Dominican school that was established in 1611.
 Donya Teodora surprised her son when she
forbade him from studying at the university.
In his student memoirs, Rizal wrote:
In April 1887, Rizal took a course of Philosophy
and Letters in the Dominican school.
Rizal's father wanted him to study metaphysics
to give him a solid foundation in the liberal arts,
which could prepare him for a career in law.
At the same time, he took a course of surveying in Ateneo.
After one year of studying Philosophy and
Letters at UST, Rizal shifted to Medicine.
The reason behind this is that his mother was going blind from
cataracts, and he hoped that he would be able to cure her.
 Rizal finished his surveying training in Ateneo in
1877 and passed his licensing examination in 1878.
 However, he was underage, so he had to wait a
few years before he could receive his license/title.
Rizal's UST academic
performance didn't match Ateneo,
possibly due to his unhappiness
there.
Historian Gregorio Zaide cites three reasons for
Jose Rizal's unhappiness at
UST.
Likewise, historian Leon Ma.
identified three main reasons for Rizal's
Guerrero struggling academic

performance.
While Jose Rizal may not have excelled in his studies like
in Ateneo, he made a name for himself in other activities.
He won first prize for his poem "A la Juventud Filipina"
in a literary contest, boldly asserting the Philippines as
the motherland of Filipinos, not Spain.
In another literary contest, Rizal won first prize using
an assumed name. The contest was dedicated to
Miguel de Cervantes, the writer of Don Quixote.
Rizal's winning piece was the allegory
"The Council of the Other Gods.“
Upon discovering the author was Filipino, the
Spanish judges reversed their decision,
awarding the prize to a Spaniard.
Jose Rizal was also active in activism during his
time at the University of Santo Tomas (UST).
Rizal and Filipino students often faced discrimination
through derogatory names like "indio" or "chongo."
In retaliation, Rizal and his friends would sometimes call
their Spanish and mestizo classmates "Kastila" or "bangus."
This led to frequent student fights on
campus and in the streets of Manila.
This led to frequent student fights on
campus and in the streets of Manila.
 In response to discrimination, Rizal founded the
secret society "Compañerismo" for Filipino students.
 Rizal's activism was also expressed in his criticism of
the faulty and outmoded system of education at UST.
He condemned the humiliation of
Filipino students, who were often
insulted by their Dominican mentors.
He also criticized the archaic method of instruction at
UST. For example, he ridiculed the teaching of physics,
which was taught without any laboratory experiments.
Rizal also believed that grades
were often given based on
favoritism and skin color, rather
than on academic merit.
BONUS: In Defense of UST
Everything you have heard up to this point comes
from textbooks, biographies, and articles that
portray Rizal's experience in the university.
In order to be unbiased, let us also hear the side of UST.
The Nostalgic Thomasian clarified misconceptions about José Rizal's UST
experience in a Facebook post.
According to UST archivist Regalado Trota Jose,
The book argues that while Rizal's grades
not excellent, they were still above average.
were
It is also worth noting that Rizal never complained
about his grades in UST, while he did complain
about those he received in Madrid.
According to Lito Zulueta, a UST faculty
member, in his essay “Rizal at the University
of Santo Tomas: The Misunderstood Years”,
Various comments arise when discussing Rizal's experience
at UST. Some agree, some claim bias, others criticize
Rizal's biographer, and some question the relevance.
So, what's your take?

Is Rizal’s UST life exaggerated,

or did he genuinely face
discrimination? Or perhaps
there’s a middle ground.

I’ll leave it to you to be the judge

of that.
References:
• Guerrero, Leon Ma. The First Filipino: A Biography of JoséRizal. 5th ed.
• Baylon, Jose Bayani. “Gomburza and History.” Malaya, 2022. National Historical Commission, 1974.
https://malaya.com.ph/news_opinion/gomburza-and-history/.
• Jose, Regalado Trota. “The Truth about Rizal’s ‘Poor’ Grades inUST.”
• Capino, Diosdado. Jose Rizal and His Meaning of Germany.” Inquirer, 2011.
Internationals Jahrbuch Für Geschichtsunterricht 8 (1962): 184. https://lifestyle.inquirer.net/3292/the-truth-about-rizal’s-’poor’-grades-in-ust/.
https:www.jstor.or/stable/43054787.
• Jose Rizal University, “Life and Studies at Ateneo,” joserizal.ph,n.d.,
• Chua, Xiao. “Ang Papel Ni Paciano Rizal Mercado Sa Kasaysayan Ng http://www.joserizal.ph/ed02.html.
Pilipinas.” IT’S XIAOTIME! (blog), 2013.
https://xiaochua.net/2013/03/07/xiaotime-7-march-2013-ang-papel-ni- • ———, “Philosophies in Life,” joserizal.ph, n.d.,
paciano-rizal-mercado-sa-kasaysayan-ng-pilipinas/. http://www.joserizal.ph/ph01.html.

• Cruz, Elfren S. “Rizal +.” Philstar.Com, December 30, 2020. • Mañebog, Jensen. “Jose Rizal: The First Filipino Phenom.”Smashwords,
https://www.philstar.com/opinion/2020/12/31/2067234/rizal-. 2013.

• Cruz-Araneta, Gemma. “Rizal, the Fifth Generation.” Manila Bulletin,2023. • Nery, Imelda, and Paul John Sion. The Life and Works of JoseRizal. 1st ed.
https://mb.com.ph/2023/6/28/article-680. JTCA Publishing, 2019.

• Cullum, Leo. “Francisco de Paula Sanchez, 1849-1928.” Philippine Studies8, • Ocampo, Ambeth. “Gomburza: Continuing Inspiration.”Inquirer, 2022.
no. 2 (1960). https://opinion.inquirer.net/150206/gomburza-continuing-inspiration.
https://www.jstor.org/stable/42720467.
• ———. “Not Just Gomburza.” Inquirer, 2015.
• Francia, Luis H. “Let Us Now Praise a Not-so-Famous Man.” Inquirer, 2012. https://opinion.inquirer.net/82663/not-just-gomburza.
https://globalnation.inquirer.net/23991/let-us-now-praise-a-not-so-famous-
man.
•———. “The Unfortunate Future of History.” Inquirer, 2018.
• ———. “The Unfortunate Future of History.” Inquirer, 2018.
https://opinion.inquirer.net/115739/unfortunate-future-history.
https://opinion.inquirer.net/115739/unfortunate-future-history.

• Pasigui, Ronnie Espergal, and Danilo Hipolito Cabalu. Jose Rizal: TheMan
•Pasigui, Ronnie Espergal, and Danilo Hipolito Cabalu. Jose Rizal:
and the Hero: Chronicles, Legacies, and Controversies. 2nd ed.C&E
Publishing, 2014.
TheC&E Publishing,
Man
•2014.andJosé
Rizal, the Hero: Chronicles,
and Project Legacies,
Gutenberg. Rizal’sand
OwnControversies. 2nd
Story of His Life, ed.
1918.
https://www.gutenberg.org/files/48438/48438-h/48438-h.htm.
•Rizal, José and Project Gutenberg. Rizal’s Own Story of His Life, 1918.
https://www.gutenberg.org/files/48438/48438-h/48438-h.htm.
• The Nostalgic Thomasian. “DID UST HATE RIZAL?” Facebook.Accessed
June 19, 2021.
•Thehttps://www.facebook.com/Nostalgic.UST/photos/pb.100064316966486.-
Nostalgic Thomasian. “DID UST HATE RIZAL?” Facebook.
2207520000/4011144068969396/?type=3.
Accessed June 19, 2021.
https://www.facebook.com/Nostalgic.UST/photos/pb.100064316966
• Zaide, Gregorio, and Sonia Zaide. Jose Rizal: Life, Works, and Writingsof a
486.-2207520000/4011144068969396/?type=3.
Genius, Writer, Scientist, and National Hero. 2nd ed. All-Nations,1999.

•Zaide, Gregorio, and Sonia Zaide. Jose Rizal: Life, Works, and Writings
of a Genius, Writer, Scientist, and National Hero. 2nd ed. All-Nations,
1999.
 GO THE EXTRA MILE
It’s never crowded
SLIDESMANIA.COM