The Life and Works of Rizal PDF

The Life and Works of Dr. Imelda C. Nery Paul John G. Sion First Edition  Table of Contents CHAPTER 1 Introduction to the Course: Republic Act 1425 1 CHAPTER 2 19th Century Philippines as Rizal’s Context...

The Life and Works of Dr. Imelda C. Nery Paul John G. Sion First Edition  Table of Contents CHAPTER 1 Introduction to the Course: Republic Act 1425 1 CHAPTER 2 19th Century Philippines as Rizal’s Context 11 CHAPTER 3 Rizal’s Life: Family, Childhood and Early Education 23 CHAPTER 4 Rizal’s Life: Higher Education and Life Abroad 32 CHAPTER 5 Rizal’s Life: Exile, Trial and Death 59 CHAPTER 6 Annotation of Antonio Morga’s Sucesos de las Islas Filipinas 69 CHAPTER 7 Noli Me Tangere 87 CHAPTER 8 El Filibusterismo 104 CHAPTER 9 The Philippines: A Century Hence 118 CHAPTER 10 Jose Rizal and Philippine Nationalism: Bayani and Kabayanihan 131 CHAPTER 11 Jose Rizal and Philippine Nationalism: National Symbol 146 vii  INTRODUCTION: Republic Act 1425 LEARNING OBJECTIVES: At the end of the lesson, the students should be able to: 1. Recognize the historical background and context of the Rizal Law and its important provisions; 2. Critically assess the effectiveness and significance of the Rizal Course; 3. Reflect upon themselves the idea and principles of Rizal in their life. 1 The Life and Works of Jose Rizal Introduction: Republic Act 1425  1 INTRODUCTION: Republic Act 1425 If you were to ask or say something to Dr. Jose Rizal, what would it be? Write at least two (2) questions on the silhouettes beside our national hero below. Then, answer the questions that follow. https://www.google.com/search?q=jose+rizalandsource=lnmsandtbm=ischandsa=Xandved=2ahUKEwiPo6aIjcbmAhWIAYgKHZNeBlcQ_AUoAXoECBQQAwandbiw=1707andbih=760#imgdii=eK3EdrwKbbNsYM:andimgrc=gbn5m1TQ0wT-9M: 1. What do you know about Dr. Jose Rizal? ___________________________________ __________________________________________________________________________ 2. What is your reason for asking or saying those things to Rizal? ________________ __________________________________________________________________________ 3. Why do you think you need to study the life and works of Rizal? _______________ __________________________________________________________________________ THE RIZAL LAW AND ITS IMPORTANCE Republic Act. No. 1425, also known as the Rizal Law has been enacted on June 12, 1956 and was sponsored and authored mainly by the late Senator Jose P. Laurel and Senator Claro M. Recto. Rizal Law is a mandate to include in the course curricula of all public and private schools, colleges and universities the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo. https://www.google.com/search? q=the+story+of+rizal+lawandsource=lnmsandtbm=ischandsa=Xandved=2ahUKEwi WzuHjnMbmAh- 2 The Life and Works of Jose Rizal Introduction: Republic Act 1425  It is important to note that before the enactment of the Rizal Law, Senate Bill No. 438 was submitted to the Senate Committee on Education on April 3, 1956. It 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. On April 17, 1956 the bill was sponsored and presented to the members Senator Jose P. Laurel of the Senate or the Upper House by the https://www.google. com/search?q=senator+jose+p.+laurelands ource=lnmsandtbm=ischandsa=Xandved=2ahUKEwikxPPXn8b late Senator Jose P. Laurel, who was then mAhXbFogKHZe4DGsQ_AUoAXoECBMQAwandbiw=1707and bih=760#imgrc=6gpepMBrBHFxtM: the Chairman of the Committee. According to the late Senator Jose P. Laurel the dissemination of ideas and ideals of Jose Rizal through the Senator Claro M. Recto reading of his works, notably the NOLI ME TANGERE AND EL FILIBUSTERISMO is the main purpose of the bill. https://kahimyang.com/kauswagan/articles/921/today-in-philippine-history -february-8-1890-claro-m-recto-was-born-in-tiaong-tayaba He stated that “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 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 (Laurel,Jr.,131). Meanwhile, Congressman Jacobo Z. Gonzales also filed a similar bill called House Bill No. 5561 to the House of Representatives. Unfortunately, akin to Senate Bill No. 438, House Bill No. 5561 had also been opposed contending its constitutionality and religiosity. It was then that a substitute bill has been proposed to include all the works and writings of Jose Rizal, ruling out the exclusivity of Noli Me Tangere and El Filibusterismo as the main features of the previous bills. Moreover, the late Senator Jose P. Laurel asserted the importance of reading the original and unexpurgated edition of Rizal’s novel because the true purpose of studying these will be defeated if not followed. On May 12, 1956 and May 14, 1956, Senate Bill No. 438 and House Bill No. 5561 were both unanimously approved on the second reading and in the Lower House. On June 12, 1956, the bill was signed into law by President Ramon Magsaysay, giving birth to Republic Act 1425 or the Rizal Law. REPUBLIC ACT NO. 1425 AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES. WHEREAS, today, more than any other period of our history, there is a need for a re-dedication to the ideals of freedom and nationalism for which our heroes lived and died; WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives 3 The Life and Works of Jose Rizal Introduction: Republic Act 1425  and works that have shaped the national character; WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused; WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of citizenship; Now, therefore, SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: Provided, That in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translation shall be used as basic texts. The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers and textbooks. The Board shall, within sixty (60) days from the effectivity of this Act, promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall promulgate rules and regulations providing for the exemption of students for reasons of religious belief stated in a sworn written statement, from the requirement of the provision contained in the second part of the first paragraph of this section; but not from taking the course provided for in the first part of said paragraph. Said rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette. SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English as well as other writings of Rizal shall be included in the list of approved books for required reading in all public or private schools, colleges and universities. The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of the school, college or university. SECTION 3. The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause them to be distributed, free of charge, to persons desiring to read them, through the Purok organizations and Barrio Councils throughout the country. SECTION 4. Nothing in this Act shall be construed as amendment or repealing section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person engaged in any public school. SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not otherwise appropriated in the National 4 The Life and Works of Jose Rizal Introduction: Republic Act 1425  Treasury to carry out the purposes of this Act. SECTION 6. This Act shall take effect upon its approval. Approved: June 12, 1956 Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956. Think about this again: Why study the life and works of Rizal? It is apparent that during Rizal’s time, the Filipino identity is already diminishing—this was the rationale behind the enactment of the Rizal Law, which seeks to accomplish the following objectives: 1) To rededicate the lives of the youth to the ideals of freedom and nationalism, for which our heroes lived and died; 2) To play tribute to our national hero for devoting his life and works for shaping the Filipino character; 3) To gain an inspiring source of patriotism thru the study of Rizal’s life, works and writings. The late Senator Jose P. Laurel, who sponsored the said law emphasized the need to know and imbibe the great ideals and principles for which Rizal died. After all, Rizal was the founder of Filipino nationality and the architect of the Filipino nation. It is by reading and studying Rizal’s life, teachings and writings that the young generation of the Philippines will be able to gain incorruptible confidence, direction, courage and determination to move forward in our people’s journey towards an abundant life. The teaching of Rizal Course in higher education institutions in our country today is anchored on the patriotic policy statements of Rizal Law and the patriotic goals set by the then Board on National Education (Capino et. Al, 1997). These goals are as follows: 1) To recognize the relevance of Rizal’s ideals, thoughts, teaching, and life values to present conditions in the community; 2) To apply Rizal’s ideas in the solution of day-to-day situations and problems in contemporary life; 3) To develop an understanding and appreciation of the qualities, behavior and character of Rizal; and 4) To foster the development of moral character, personal discipline, citizenship and vocational efficiency among the Filipino youth. Thus, the importance of the study of Rizal’s life, works and writings is to instill in ourselves the idea and ideals of Jose Rizal, and to develop a deeper awareness and understanding of its relevance so that in the long run, we may be able to apply them in our daily lives and become an active participant in nation-building. 5 The Life and Works of Jose Rizal Introduction: Republic Act 1425  19TH CENTURY PHILIPPINES as Rizal’s Context LEARNING OBJECTIVES: At the end of the lesson, the students should be able to: 1. Appraise the link between the individual and society. 2. Analyze the various social, political, economic, and cultural changes that occurred in the 19th century. 3. Understand Jose Rizal in the context of his times. 11 The Life and Works of Jose Rizal 19th Century Philippines as Rizal’s Context 2 19th Century Philippines as Rizal’s Context You have certainly heard many changes in the 1990s as compared to your generation at present. Interview a Batang 90s to determine such changes in comparison with the current situation for Batang 2000s. Record your findings by filling-up the table below. Description Batang 90s Batang 2000s Storage for Files Method/s used for doing Research Way/s of Note-Taking during Class Discussion Favorite Past Time Famous TV Show Well-loved Snack Tool/s for Listening to Music Prominent Get-Up/Attire Mode of Communication Preferred Beverage Throughout the years, the Philippines has transformed in many ways. A lot of changes have taken place brought about by the many historical occurrences that have plagued the country. In this lesson, we will discuss the changes in the 19th century, categorizing social, political, economic and cultural changes in the Philippines. The nineteenth century is considered the birth of modern life, more so, the birth of many nation-states all over the world. For us to understand what Dr. Rizal have done during the nineteenth century, let us look the different developments and accomplishments on that period that changed and shaped the landscape of the Philippines’ economy, society and politics. The birth of modernity brought up three revolutions to the world: the Industrial Revolution in England, the French Revolution in France and the American Revolution. During these periods the Spaniards have already been in so much power to some parts of the world. 12 The Life and Works of Jose Rizal 19th Century Philippines as Rizal’s Context The Revolutions When Governor-General Jose de Basco y Vargas arrived in the Philippines, Galleon Trade was not yet in progress. But trading with China, Japan, Siam (now Thailand), India, Cambodia, Borneo and the Moluccas (Spice Islands) was already apparent among our ancestors when the Spaniards came to the Philippines. The Spanish government continued trade relations with said countries and Manila became the center of commerce in the East. The Philippines, allegedly a Spanish colony, was then governed from Mexico and in 1565, the Spaniards closed the ports of Manila to all countries except Mexico. Hence, the birth of the Manila-Acapulco Trade, more known as the “Galleon Trade.” The Galleon Trade was a government monopoly. It was a ship (“galleon”) trade going back and forth between Manila and Acapulco in Mexico. Only two galleons were used: one sailed from Acapulco to Manila with some 500,000 pesos worth of goods, spending 120 days at sea and the other sailed from Manila to Photo taken from: https://ericpgranada.files.wordpress.com/2015/05/the-galleon-trade-ok.jpg Acapulco with some 250,000 pesos worth of goods spending 90 days at sea. It started when Andres de Urdaneta, in convoy under Miguel Lopez de Legaspi, discovered a return route from Cebu (from which the galleon actually landed first) to Mexico in 1565. This trading system served as the economic lifeline for the Spaniards in Manila, serving most trades between China and Europe. During the heyday of the galleon trade, Chinese silk was by far the most important cargo. Other goods include tamarind, rice, carabao, Chinese tea and textiles, fireworks and tuba were shipped via the galleon including exotic goods such as perfumes, porcelain, cotton fabric (from India), and precious stones. After unloading at Acapulco, this cargo normally yielded a profit of 100-300% and on its return voyage, the vessel brought back huge quantities of Mexican silver and other prized flora and fauna such as guava, avocado, papaya, pineapple, horses, and cattle. Governor Basco thought of making an organization, the Royal Philippine Company, that will finance both the agricultural and the new trade that were being made between the Philippines and Spain, and other Asian countries. Some groups like the Catholic Church opposed the new organization as changes brought by the planned reforms and traders of the Galleon trade were not accepted. There were news that the Royal Philippine Company had issues of mismanagement and corruption. But the governor-general still continued to develop reforms that he prohibited the Chinese merchants from trading internally. He also introduced the development of cash crop farms (crops cultivated for export) and became very strict to some policies that allow the continuous opening of Manila to foreign markets; And finally, he also established monopoly and maximize the production of tobacco. The tobacco industry was under the government control during General Basco’s time. In 1871, the first tobacco monopoly was established in Cagayan Valley, Ilocos Region, La Union, Isabela, Abra, Nueva Ecija and Marinduque. These provinces were the only ones allowed to plant the tobacco, and this is the only plan that was allowed to be planted on the farmlands. 13 The Life and Works of Jose Rizal 19th Century Philippines as Rizal’s Context The government exported tobacco to other countries and part of it were given to the cigarette factories in Manila. The first among the revolutions was the Industrial Revolution, which was about the inventions of steam engines and machines that were used in the manufacturing sector in different cities of Europe. This revolution was considered as one of the most significant developments in the 19th century — from being a country that relied on machines and wage labor, Europe’s economic status totally changed. At this time, traders were fortunate to become the first capitalists. The industrial workers were former farmers who migrated from rural areas and remote provinces of Europe. From this, positive effects took place as the industrial revolution contributed many things to the people: 1. The Philippines was opened for world commerce. 2. Foreigners were engaged in manufacturing and agriculture. 3. The Philippine economy became dynamic and balanced. 4. There was rise of new influential and wealthy Filipino middle class. 5. People were encouraged to participate in the trade. 6. Migration and increase in population were encouraged. By 1810, the end of Galleon trade transpired because of the loss of Latin American colonies brought by the Mexican War of Independence from the Spanish empire. The Royal Philippine Company eventually closed and the policies for trade were adjusted. In effect, Manila was open for world trade in 1834. Merchants and traders from other countries migrated in Manila and became leaders in finance, who made agricultural cash crop export possible. These traders were mestizos consisting of Spanish and Chinese families and decided to put-up merchant houses (establishments) in Manila. There were ilustrados, who belonged to the landed upper class, were much-respected in their own towns or pueblos but were regarded as filibusteros or rebels by the friars. Because of the fortune that these ilustrados have, they were able to send their children to Spain and Europe to further their studies. There they gained higher education degrees that made them equal with the Spaniards. Note that equality and even secularization were major issues during this time. Hence, quest for equality became Rizal’s lifelong search. In this period, railways and steamships were constructed for safer, faster and comfortable means of transportation and communication. The construction of bridges, most especially, the opening of the Suez Canal provided a shorter route for trades. Built by Ferdinand de Lesseps, a French man, the opening of the Suez Canal for world shipping took place on November 17, 1860. In effect, there had been closer interactions between Philippines and to other countries of the world. Through the cash crops, the Philippine economy began to flourish. Majority of the export income of the Philippines during the nineteenth century came from the cash crops from tobacco, sugar, cotton, indigo, abaca and coffee, making it the major source of revenue in the country. This also concludes the importance of having lands at that time. Consequently, more provinces shifted to growing cash crops so ownership and management of lands became major concerns. Farmers were pressured to produce more harvest while the landowners (hacienderos) take advantage of their position. Then they would engage in a pacto de retroventa – an agreement of sale guaranteeing that the landowner could buy the land back at the same price at which it was sold. However, it was difficult to buy back the land because of the 14 The Life and Works of Jose Rizal 19th Century Philippines as Rizal’s Context continuously rising demand of the economy and payment for renewals, causing farmers to be in full debt. This further instigated the lost of the farmers’ rights to their land as they were forced to work as tenant farmers, or kasama. There was also a form of land grabbing by acquiring the land forcefully. Because of the growth of the economy, people required better care for lands. As a result, there came the Inquilinos, a laborer indebted to a landlord who allows him to form a farm in parts of his property and who, in exchange, works without pay from the landlord. The rise of Chinese and Chinese mestizos was brought by the increasing growth of the economy. Even before Spanish colonization, they were already doing multiple services as traders, artisans and domestic servants in the Philippines. Also, when the Galleon trade was introduced, the products of the Chinese were the goods that were most traded. Chinese population have increased, but the Spaniards saw this as a potential threat to their colony. Spaniards were afraid that the Chinese could be more loyal to the Indios (Christianized natives) than the Spanish regime. However, despite this dilemma, the Spaniards find the Chinese as the population who were essential to the economy. They planned to convert the Chinese and introduce intermarriages with indios that brought the Chinese mestizos. The Chinese mestizos play a major part in the Spanish colonial period, buying land, accumulating wealth and influencing the majority. Feodor Jagor considered the Chinese mestizo as the richest and most enterprising portion of the entire population. To increase the population of hardworking Chinese mestizo, the Spaniards allowed them to marry at the age of sixteen without their parent’s consent, a privilege not granted to the Indios. Furthermore, the treatment of the Spanish conqueror to the Filipinos were likened to slavery - they collected and urged Filipinos to pay all forms of taxes and demanded the natives to do forced labor or polo y servicio for the government and the Catholic church. Accordingly, the increasing population of the mestizos prompted the emergence of the following social status in the society: 1st Peninsulares (pure-blooded Spaniard born in the Iberian Peninsula such as Spain) 2nd Insulares (pure-blooded Spaniard born in the Philippines) 3rd Spanish Mestizo (one parent is Spanish, the other is a native or Chinese Mestizo; or one parent is Chinese, the other is a native) 4th Principalia (wealthy pure-blooded native supposedly descended from the kadatoan class) 5th Indio (pure-bloodedd native of the Philippines or the Filipinos) th 6 Chino Infiel (non-Catholic pure blooded Chinese) In the 19th century, the Spaniards’ economic power started to weaken. True, they have maintained their superiority because of their status but the issue brought complications with the growing principalia wherein the mestizos realized their indispensable position in the society as movers and facilitators of the economy. So, they have demanded to be recognized in the public. Arguments continued for the whole duration of the century but the pureblooded Spaniards denied their request. With the mestizos and principalia’s effort and hardwork to get what they want, their importance in the society made them known. An inquilinato system was introduced during the mid-eighteenth century because of the increasing economy through the export of agricultural crops for trade. The process for the system was: somebody or someone, known as canon, will be renting a piece of land for a fixed amount for the year. The inquilino or lessee 15 The Life and Works of Jose Rizal 19th Century Philippines as Rizal’s Context should be working for the landlords. If the inquilino did not meet the requirements, he will be evicted from the land. In return, the inquilino would rent the land to a kasama or a sharecropper, who would do the cultivating of the land. A system of three-tired began where the landlords or landowners stay at the top, the inquilinos in the middle and the kasama at the bottom. Through this, the religious hacienderos will be free from the responsibility to do all the land crop cultivating while direct contact with the sharecroppers was done by the inquilinos. The sharecroppers were also happy with the arrangement because they will be exempted from their responsibility to serve the forced labor owing to their labor obligations to the religious estates as demanded by the Spanish government. However, there was disadvantage in this arrangement: after paying the rent to the hacienderos by the inquilinos and got their share, the remaining income will be divided among all the sharecroppers. Suddenly a change in the social structure and land services started an argument between the Spanish religious hacienderos, the inquilinos and the sharecroppers. The abuses of the friar estates started when the Philippine Revolution broke out in 1896 and became one of the main causes that urged the rebellion. Education was under the control of the friars during the 19 th to mid-19th century. Fear of God and obedience to the friars were the main lessons taught to students. Children in the schools were taught to instill in their minds that they were inferior to others and were only capable of doing manual work. The students’ learning were measured based on how well they read without understanding it. As a result, the Filipino students developed inferiority complex in learning - having learned the culture of silence. By the end of 19 th century, the only school that offered different courses was the University of Santo Tomas, an existing higher education in the Philippines that was founded in 1611. Courses offered were related to medicine, pharmacy, theology, philosophy, canon and civil law. Expectedly, the only students who enrolled were Spaniards and mestizos at first but was later on offered to the Filipinos towards the end of half of the 19 th century. At that same time, public education for the indios were offered. An Educational Decree of 1863, requiring each town in the Philippines to establish one elementary school for boys and one elementary for girls, also paved the way for the establishment of a regular school for the training of teachers to master the Spanish language, under the supervision of the Jesuits. This was because it was required, at that time, that Spanish be the main language in all schools. The teaching of Spanish language to Filipinos were opposed by the friars. They believed that teaching the Spanish language may lead to the development of political and social awareness among the natives, which will allow them to work for freedom and independence. The friars was against all efforts given to the Filipinos to improve education during the Spanish colonization but there were schools like Ateneo, Letran and UST that used Spanish as their medium of instruction. The next revolution was the French Revolution, which allowed for the changing of political views among the people. It started in Europe and other parts of the world. Since politics, not only in France but Spain, too, were disturbed during the 19th century, a revolution arose. The French governmental structure changed from absolute monarchy, which gave privileges to the nobles and religious officials. It was an era of political disturbances which included some changes in the ministries, constitutions and parliaments. To resolve the country’s political problem, the liberals and conservatives in Spain shifted the administration of the affairs of the country. As a result of the 16 The Life and Works of Jose Rizal 19th Century Philippines as Rizal’s Context political condition in Spain, the Philippines experienced a number of negative impacts. There were inefficient and corrupt administration due to the brief service of the governor-generals in the country. The Philippines was conquered by the Spaniards, the land property of the Filipinos were lost because of the encomienda system. In addition, Spanish culture and religion became widespread and the Filipinos were forced to accept it. The colonization of the Spaniards during the 19 th century had been seen in the administration, social structure, educational system and economic situation of the Philippines. Considered as the third revolution, the American revolution was somehow about the political disturbance during the mid-18th century. There were thirteen (13) North American colonies that forcibly removed the British empire from power and ignored the British government for United States of America to become a sovereign nation. The American revolution has given the idea that the colonized people will have their independence from their colonizers in the 19 th century. The overthrowing of the British colonial masters to gain independence and achieve the status of becoming a sovereign nation had reached the European countries and other parts of the world. This motivated the people to follow. Filipino reformists like Rizal also got the same idea from the American revolution to pursue freedom and independence for the country. During the 19th century, when the Philippines was opened for world trade, new ideas coming from the Americans and people from other places arrived in the Philippines and greatly influenced the ilustrados. BOURBON REFORMS AND CADIZ CONSTITUTION The Spanish monarchs decided on implementing Bourbon reforms, a set of economic and political laws that contributed to the expansion of the gaps between the peninsulares and the creoles (those born in America). This made the independence of the Spanish American photofrom https://prezi.com/p/0wzhfetrrxw4/bourbon-reforms-javier-kim/ colonies possible through a revolution. The Bourbons’ purpose was to strengthen and support the Spanish empire during the 18 th century but led to its destruction in the nineteenth. During the reorganization of the colonial military, the bourbons sought to ensure that all officers were Spanish born, but it was difficult for them to apply the policy because most of the officers were natives, although the highest ranking officials belonged to the Peninsulares. Said reforms were aimed at the following: 1) to control over the American colonies; 2) for the crown to obtain resources through exploitation; 3) to professionalize the army; 4) to subdivide New Spain into mayors; 5) to diminish the viceroy’s political power; and 6) to prohibit the natives from participating in political or ecclesiastical commands. These reforms emerged because of the need for free trade and open new ports to improve trading with other countries; to promote the extraction and processing of silver by putting up a college of mining and the court of mines, and to evict the Jesuits from the Spanish territories since they were disobedient before Spanish empire. The reforms achieved 17 The Life and Works of Jose Rizal 19th Century Philippines as Rizal’s Context in growing the production, trade and income was not that easy. Meanwhile, around 300 subordinates from Spain, Spanish America, and the Philippines decided to form a liberal constitution in the Mediterranean port of Cádiz in 1812, in the middle of the occupation of almost all of the Iberian peninsula by the French army. The constitutional monarchy that the Constitution of 1812 tried to put in place did not materialize because King Fernando VII declared it invalid and restored absolutism in May of 1814. However, Cádiz and the Constitution of 1812 were among the very important periods in the political and intellectual history of the Spanish-speaking world and represent a major contribution to the Western political thought and practice during the Age of Revolutions. The study of the Cádiz Constitution, of liberalism, and of its manifold relations with Spanish America during the first quarter of the 19th century has shown such a revival in the past two decades that it may be a temptation to say that this is a “new” field in the Western academic world. The problem is, any English-speaking scholar who cannot read Spanish will not be able to do so because most of the bibliography is in Spanish. Studies of the Cádiz Constitution and liberalism up to the recent years were almost exclusively confined to the Peninsula where Spanish America is now a very large field of research regarding these topics. The bicentennials of 1) the beginning of the crisis of the Spanish monarchy or crisis hispánica (2008), 2) of the beginning of the “independence” movements in Spanish America (2010), and 3) of the promulgation of the Cádiz Constitution (2012) have been the main motives behind the editorial avalanche on these topics that were witnessed for the past years. In any case, the importance of the participation of the Spanish American deputies in the Cádiz Cortes and of the role that the Spanish liberals thought in general, not to mention the Cádiz Constitution in particular that was played in Spanish America during the first quarter of the 19th century are now well-established. The 1812 Constitution was deemed essential if one is to understand the political, ideological, and intellectual aspects of liberalism. With all its limitations and its very restricted application in the Peninsula, it was revolutionary vis-à-vis the political principles that had sustained the Spanish monarchy for centuries. Cádiz was, more than anything else, a political revolution; however, this fact should not neglect or minimize the social and cultural implications of a period of the history of the Spanish-speaking world that evidently transcends a legal document. Because Cádiz, liberalism, and the 1812 Constitution are the main objectives of this bibliography, it centers its attention in Peninsular Spain during the six years that cover the crisis hispánica and the revolución liberal española (i.e., 1808–1814) and in Spanish America during those six years and the following decade, all through which the presence, weight, and influence of what was still the metropolis was felt in the entire region (with considerable variations among the different territories). Liberals then returned to power in Spain and the Cádiz Constitution was brought back in 1820. The Trienio Libera period lasted only three years and could not avoid the loss of the whole continental Spanish American empire. 18 The Life and Works of Jose Rizal 19th Century Philippines as Rizal’s Context  RIZAL’S LIFE: Family, Childhood and Early Education LEARNING OBJECTIVES: At the end of the lesson, the students should be able to: 1. Analyze the family, childhood, and early education of Rizal. 2. Evaluate the people and events and their influence on Rizal’s early life. 23 The Life and Works of Jose Rizal Rizal’s Life: Family, Childhood and Early Education 3 Rizal’s Life: Family, Childhood and Early Education The Rizal family was known to be well-off family in Calamba, Laguna and they were considered as one of the biggest families in those times. They lived a life of comfort and prosperity, then considered that his family belonged to the principalia class or the ruling elite of their town. Jose Rizal came from a 13-member family, consisted of his father Don Francisco Mercado II and his mother Teodora Alonso Realonda. Jose Rizal had nine sisters and one brother. Saturnina Rizal was the eldest child among the siblings, followed by Paciano, Narcisa, Olympia, Lucia, Maria, Jose, Concepcion, Josefa and the youngest was Soledad. Photo from https://tagacalamba.wixsite.com/calamba/single-post/2015/12/13/The-Rizal-Familys-origin Rizal came from a mixture of races, his paternal ascendant was Domingo Lamco, a full-blooded Chinese. He married a wealthy Chinese mestiza, Ines de la Rosa. Domingo Lamco adopted the surname Mercado, which means “market” in keeping the gubernatorial decree of Narciso Claveria on the use of Spanish surnames. From the Parian in Manila, the coupled moved to Biñan, Laguna and became tenants in the Dominican hacienda. Rizal’s father is one of the 14 children of Juan Mercado, paternal grandfather and his grandmother was Cirila Alejandrino, a Chinese-Filipino mestiza. Juan Mercado became a gobernadorcillo of Biñan Laguna. Rizal’s maternal great grandfather was Manuel de Quintos, a Chinese mestizo from Lingayen, Pangasinan. Manuel married Regina Ursua, with a Japanese ancestry to whom they bore the grandmother of Rizal, Brigida who married Lorenzo Alberto Alonso, one of their 24 The Life and Works of Jose Rizal Rizal’s Life: Family, Childhood and Early Education DON FRANCISCO RIZAL MERCADO (1818-1898) Rizal’s father was born on May 11, 1818 and was the youngest of his 13 siblings. Mercado was a well-respected man in their home town of Calamba in which citizens made him the their "cabeza de barangay" (head of town.) He was of part Chinese descent, having been related to a Chinese entrepreneur by the name of Domingo Lamco. Mercado die shortly after Rizal in the home of his daughter, Narcisa Rizal in Binondo, Manila on January 5, 1898. TEODORA ALONSO (1827-1913) Doña Teodora Alonso was born on November 14, 1827 in Santa Cruz Manila. Her parents were Lorenzo Alonso, a municipal captain and Brijida de Quintos, an educated housewife and had four other siblings. It is said that her great grandfather, Eugenio Ursua was of Japanese ancestry making her of Japanese descent. When Teodora was 20 years old, she married Francisco Mercado, a native from Binan, Laguna. Together they prospered in Calamba after involving themselves in business and agriculture. She was known to be a hardworking, intelligent, business minded woman. She died in 1913 in Manila. SATURNINA RIZAL (1850-1913) Saturnina Mercado Rizal Hidalgo was born in 1818 and was the eldest sister of Jose Rizal. She had five children together with husband Manuel T. Hidalgo and died the same year as her mother in 1913. PACIANO RIZAL (1851-1930) General Paciano Mercado Rizal aka "Lolo Ciano" was the only brother of Jose Rizal. He was born in 1851 and studied in Biñan later attending school at the Colegio de San Jose in Manila. After the execution of his brother, he joined in the Philippine Revolution where he rose up to the ranks of a General. He later married Severina Decena of Los Banos and had two children of which one died at an early age. Paciano passed away in 1930. NARCISA RIZAL (1852-1939) Narcisa Rizal Lopez was born in 1852 and was the one who found the unmarked grave of her brother, Jose in the abandoned Old Paco Cemetery. Narcisa married Antonio Lopez who was a teacher and musician from Morong, Rizal. She died in 1938. OLYMPIA RIZAL (1855-1887) Olympia Rizal Ubaldo was born in 1855. She married Silvestre Ubaldo and together they had three children. She died in 1887 from childbirth when she was only 32 years old. LUCIA RIZAL (1857-1919) Lucia Rizal Herbosa was born in 1857. She married Mariano Herbosa and had 5 children together. 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. This showed the beginning of the persecution of the Rizal family by Spanish friars. Lucia died in 1919. 25 The Life and Works of Jose Rizal Rizal’s Life: Family, Childhood and Early Education MARIA RIZAL (1859-1945) Maria Cruz Rizal was born in 1855. 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 od Jose's letters during his lifetime. Maria died in 1945. JOSE RIZAL Jose Protacio Rizal was the second son and the seventh child. He was executed by the Spaniards on December 30,1896. CONCEPCION RIZAL (1862-1865) Concepcion Rizal was born in 1862. Concepcion did not live very long as she died at the age of 3 in 1865. JOSEFA RIZAL (1865-1945) Josefa Rizal was born in 1865. She was unmarried lived together with sister Trinidad until death. Josefa was said to have suffered from epilepsy. She died in 1945. TRINIDAD RIZAL (1868-1951) Trinidad Rizal was born in 1868. 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. SOLEDAD RIZAL (1870-1929) Soledad Rizal Quintero was born in 1870 making her the youngest of the Rizal siblings. She married Pantaleon Quintero and together they had 5 children. Soledad died in 1929.. RIZAL’S CHILDHOOD AND EARLY EDUCATION Jose Rizal (Jose Protacio Mercado Rizal y Alonso Realonda) was born on June 19, 1861 at Calamba, Laguna. According to some readings, his mother nearly died during his delivery because of his big head. Three days after his birth, Rizal was baptized on June 22 of the said year with the name Jose Rizal Mercado at the Catholic church of Calamba by the parish priest Rev. Rufino Collantes. He was the seventh child of Francisco Mercado Rizal and Teodora Alonso y Quintos. During 1865-1867, his mother taught him how to read and write. At the age of three, Rizal mastered and learned the alphabet taught by his mother. At a very young age, he has shown great interest in reading. He enjoyed reading books in their library at home, with his Photo from https://www.joserizal.com/childhood-jose-rizal/ mother who acts as his reading teacher and a critic. At this time, he also learned how to pray and even read the bible. 26 The Life and Works of Jose Rizal Rizal’s Life: Family, Childhood and Early Education  When Jose Rizal grew older, his parents acquired private tutors to give him lessons at home in preparation for his formal education. One of them was Leon Monroy, a classmate of his father who taught him the rudiments of Latin. At about this time, his mother’s cousin, Uncle Manuel Alberto, who frequently visited the family in Calamba, was worried about his nephew’s physical development. He then taught Rizal to develop the skills in swimming, fencing, wrestling and other sports, while Uncle Jose taught him to love and admire the beauty of nature. Photo from https://alambaninyo.wordpress.com/tag/rizal/ On the other hand, Uncle Gregorio, a scholar, has instilled in Rizal’s mind the love for education and its importance, the value of hard work, to think for himself, and to observe his surroundings carefully. When he was four years old, his sister Concepcion, the eighth child in the Rizal family, died at the age of three. This was the first time he cried as a young boy. As sad as he was, the parish priest of Calamba, Father Leoncio Lopez, helped Rizal understand the philosophy of life and learned the value of scholarship and intellectual honesty. Rizal, in his childhood, used to take long rides through all the surrounding country by riding his pony that his father gave him. Among his pets were doves and a dog. Owing to the continuous teaching of Doña Teodora, Rizal was persuaded to express his feelings through verses. He was able to write his first poem when he was eight years old. The poem was entitled “Sa Aking Mga Kababata” (To My Fellow Children), which showed that Rizal, even at a young age, already had love for his country. Here, he similarly incorporates the love for the native language with God’s gift of freedom. He compared his native language or Tagalog to Latin, English and Spanish. Tagalog, like any other languages, had its own alphabet and system writing, which according to Rizal, disappeared because they were neglected or ignored. With this, he encourages his fellow children to love their native tongue. Then, after Rizal’s tutor Leon Monroy died, his parents decided to transfer Rizal to a private school in Biñan, Laguna. He was accompanied by his older brother Paciano, who acted as his second father during his school days in Biñan. The school was then supervised by Maestro Justiniano Aquino Cruz. Rizal’s first day of class in the school was not easy. The maestro asked him if he knows how to speak Latin or Spanish, but in response, he only knew a little of the languages. As a result, one of his classmates named Pedro, the son of the maestro, laughed at him. Pedro was always bullying him that eventually resulted to a brawl. But knowing Rizal’s acquired knowledge and skill in the art of wrestling from his Tio Manuel, he defeated Pedro. After the said incident, Rizal became popular in his class. Here, Rizal was able to show his intellectual superiority. He excelled in his class in Latin, Spanish and other subjects in the curriculum for elementary pupils. Because of this, many of the students became jealous to him and do everything to destroy Rizal’s name to Maestro Cruz. While Rizal’s interest in painting was nurtured early on by an old painter named Juancho of Biñan. During this time, knowledge was taught in the minds of the students by doing tedious memorization method. Despite some lack of the elementary education in Spanish system, Rizal was able to have the needed instruction preparatory for college work in Manila. 27 The Life and Works of Jose Rizal Rizal’s Life: Family, Childhood and Early Education  TO MY FELLOW CHILDREN Whenever people of a country truly love The language, which by heaven they were taught to use That country also surely liberty pursue As does the bird which soars to freer space above. For language is the final judge and referee Upon the people in the land where it holds sway; In truth our human race resembles this way The other living beings born in liberty. Whoever knows not how to love his native tongue Is worse than any beast or evil smelling fish. To make our language richer ought to be our wish The same as any mother loves to feed her young. Tagalog and the Latin language are the same And English and Castilian and the angel’s tongue; And God, whose watchful care o’er all is flung, Has given us His blessing in the speech we claim. Our mother tongue, like all the highest that we know Had alphabet and letters of its very own; But these were lost – by furious waves were overthrown Like bancas in the stormy sea, long years ago. 28 The Life and Works of Jose Rizal Rizal’s Life: Family, Childhood and Early Education  RIZAL’S LIFE: Higher Education and Life Abroad LEARNING OBJECTIVES: At the end of the lesson, the students should be able to: 1. Explain the principle of assimilation advocated by the Propaganda Movement. 2. Appraise Rizal’s relationship with other Propagandists. 3. Analyze Rizal’s growth as a Propagandist and disavowal of assimilation. 32 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad 4 Rizal’s Life: Higher Education and Life Abroad Ateneo was known to be the most prestigious college for boys because of its great teachings. From 1872-1877, under the supervision of the Jesuit priests Rizal studied in Ateneo de Manila. Rizal went to Ateneo Municipal, formerly known as Escuela Pia. In search for Rizal’s formal knowledge as a high school student, his father wanted to send Rizal to Letran but decided to have him enrolled at the latter instead. AT ATENEO DE MANILA Rizal took first the Photo from https://www.ateneo.edu/grade-school/news/looking -back-rizal%E2%80%99s-ateneo entrance examination at the Colegio de San Juan de Letran on June 10, 1872. His brother, Paciano, accompanied him when he took the exam. The exams for incoming freshmen in the different colleges for boys were administered or held at the Colegio de San Juan de Letran since the Dominicans exer- cised the power of inspection and regula- Photo from https://hubpages.com/education/Education-in-the-Philippines-Jose-Rizal-in-Ateneo tion over Ateneo that time. After passing the exam, Rizal was admitted at the Ateneo Municipal. Although Rizal qualified in the entrance examination, Father Magin Ferrand, who was then the College Registrar, refused Rizal’s admission in the institution for two reasons: first, Rizal was a late registrant and second, he was very pale, thin and undersized for an 11-year old. But, with the help of Manuel Burgos he was accepted in the institution. Jose was not able to use Mercado as his surname when he enrolled at Ateneo. He was registered as Jose Rizal because his real surname had rung a bell to the ears of the authorities — this was because of Paciano’s relation with one of the leaders of the secularization movement, Father Burgos. At that time, Ateneo was offering a six-year program that gives students the academic title of Bachiller en Artes. This program exposed students to five subjects: Christian doctrine; Languages of Spanish, Latin, Greek and French; History and Geography (World History and Geography and History of Spain and the Philippines; Mathematics and Sciences (geometry, trigonometry, mineralogy, chemistry, physics, botany and zoology); and the Classic disciplines (poetry, rhetoric, and philosophy). Ateneo, as a prestigious school, offered the best secondary education for boys that enhances the character of their students through strict religious instruction and discipline. Before the classes start, the students must first hear masses and end with prayers. To encourage the spirit of competition among students in academics, with the help of Atenean teachers, the school proposed a program of dividing the class into two competing groups (empires): the Roman Empire composed of boarding students at Ateneo and the Carthaginian Empire composed of non-boarding students. Both groups have ranks and classifications and they competed through question and answers. When banners are raised, it means victory for the group; there is defeat if banners are lowered. 33 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad  Rizal’s first professor was Father Jose Bech. At first, Rizal was left behind among his classmates but he knew the severity of his studies, so he organized and seriously observed himself a timetable to manage his studies. He excelled as the emperor in his class, a title given to the most intelligent in the class. The method of instruction used at Ateneo was the ration studiorum, a system of indoctrination under tight and constant discipline but with reward. It applies memorization and understanding of the concepts taught in class. At that time, the Atenean education had one goal: Ad Majorem Dei Gloriam (or For the Greater Glory of God). A student’s life was centered on the chapel, considered as the highest level of extra-curricular activity. Rizal was able to pass his oral examination on March 14,1877. He finished with the degree, Bachiller en Artes, with the highest academic honors. Looking at Rizal’s scholastic records, it is evident that he excelled in his academic studies during the entire time that he was studying at Ateneo. Racial pride, monastic discipline and seclusion of boarding school life were the factors that gave Rizal the motivation to outshine his classmates. Note that in doing so, he wanted to prove to his Spanish classmates that a Filipino student can compete and beat them academically. The competition inside the classroom was an opportunity to outdo his classmates in the daily activities designed to test the student’s memory and understanding of their lessons in the different curriculum. For Rizal, being in a boarding school was effective as it gave him more time to focus on his studies. Aside from academics, Rizal was also active in extra-curricular activities. He became a member of Marian Congregation and an officer in the religious confraternities at Ateneo. This position is only offered to students who consistently possessed the highest degree of scholarship and leadership. There, he was mentored by Father Pablo Pastells, S.J. He was also a member of two academic societies: Academy of Spanish Literature and the Academy of Natural Sciences, both were considered elite organizations for students who excelled in literature and the sciences. STA. ISABEL COLLEGE Rizal took private lessons in Santa Isabel College to be proficient in Spanish and develop his skills in poetry writing more. But before he took up lessons, he was guided by Father Francisco Paula de Sanchez in developing his skills in poetry. Through his poetry he was able to finish poems about photofrom https://www.pinterest.ph/pin/463589355366532147/?lp=true religion, education, and childhood experiences. It also gave him the opportunity to develop more mature emotions, patriotic sentiments and exquisite sensitivity. Rizal did not waste any time to learn new things during his time. On his vacant time, Rizal took painting lessons from Agustin Saez and sculpture lessons from Teodoro Romualdo de Jesus to enhance his interest in arts. As a result, he was able to sculpt the image of the Virgin Mary and the Sacred Heart of Jesus. Father Jose Villaclara, S.J. encouraged him to pay attention also to the sciences and philosophy. 34 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad LITERATURE FOR RIZAL The first poem that Rizal wrote as a student was entitled Mi Primera Inspiracion (My First Inspiration). This poem was dedicated to his mother during her birthday, but according to some, this was a work of his cousin. My First Inspiration Why do the scented flowers in fragrant fray Rival each other’s flower this festive day? Why is the sweet melody bruited in the sylvan dale, Harmony sweet and fluted like the nightingale? Why do the birds sing so in the tender grass, Flitting from bough to bough with winds that pass? And why does the crystal spring run among the flowers While lullaby zephyrs sing like its crystal showers? I see the dawn in the East with the beauty endowed Why goes she to a feast in a carmine cloud? Sweet mother, they celebrate your natal day The rose with her scent innate, the bird with his lay. The murmurous spring this day without alloy. Murmuring bids you always to live in joy. While the crystalline murmurs glisten, hear you the accents strong Struck from my lyre, listen! To my love’s first song. When he was a student at Ateneo, he wrote another poem entitled Un Recuerdo de Mi Pueblo (In Memory of My Town). Written in 1876, this poem was his way of giving tribute to his hometown, Calamba. The content of the poem shows how Rizal appreciates the beauty of his place, which made him love nature and to strengthen his faith and beliefs in God. In Memory of My Town When I recall the days, that my boyhood saw By the green banks of a murmuring lagoon; When I recall the murmur of the wind That sweetly amused by brow with delicious freshness; I recall, sadly recall your countenance, infancy precious That a loving mother Oh! Succeeded in embellishing I recall a simple town, my contentment, happiness and cradle, by the fresh lagoon, seat my love. 35 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad  The Creator I saw in the grandeur of your secular forests; Sorrows on your bosom, never did I come to know; While at your blue sky I gazed, neither love nor tenderness Did I lack, for in Nature my pleasure depended. Tender childhood, beautiful town, rich fountain of happiness Of harmonious melodies that banish sorrows! Return to my heart, return my gentle hours Return as the birds return when flowers are in bloom! But alas! Adieu! Eternally keep vigil over your peace, joy and Repose, Genie of goodness who kindly his gifts presents with love; For you my fervent wishes, for you my constant yearning To learn and to heaven I pray that you your candor keep! The exposure of Rizal into the Atenean system of education became his way to write more poems on religion and education. Among the notable poems were: Al Niño Jesus (To the Child Jesus) as Rizal’s expression of his devotion to Catholicism; La Alianza Intima Entre Religion y La Buena Educacion (The Intimate Alliance Between Religion and Good Education); and Por La Educacion Recibe Lustre la Patria (Through Education The Country Receives Light) that shows Rizal’s various ideas on education. From this, Rizal likened education to a lighthouse — that it can guide people in their behaviors and actions. Rizal even quoted the good effects that a country and its people can learn from an excellent and wise education. He believes that through education, the country could bear a group of educated youth who can guide them towards progress. AT UNIVERSITY OF SANTO TOMAS After completion of Bachiller en Artes at Ateneo, Rizal was admitted to higher studies at a university. Doña Teodora was against Rizal’s decision to pursue a higher education because of her fear of what might happen to her son due to the martyrdom of Gomburza. However, Don Francisco sent Rizal to UST, the Dominican University of the http://ydcourseworkkfqt.seaphnconference2017.org/rizal-in-ust-jadosopo165.html Philippines. At the beginning, Rizal was not sure of what course to take after graduation. His former mentors in Ateneo suggested priesthood or farming, but Rizal considered taking up literature, law or medicine. Paciano, his brother discouraged him to take law, saying that Rizal will not be able to practice it later on because of the political conditions in the country that time. Rizal was 16 years old when he began his freshman year at UST. He enrolled under the Faculty of Philosophy and Letters, Major in Philosophy. This was the course that his father wanted him to pursue, but then it turned out that he took up courses 36 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad in Cosmology, Metaphysics, Theodicy and History of Philosophy. He also took up surveying course at Ateneo. Once again, he excelled in the said course while underage. But because of this, he could not practice the surveyor’s profession yet. Instead, Rizal was presented the title on November 25, 1881 for his excellency. After his first year, Rizal changed his course from Philosophy and Letters to Medicine. Rizal believed that he should finish medicine so that he could cure his sick mother who had an eyesight failure. ACADEMIC PERFORMANCE AT UST Rizal’s performance in UST was not as good as his accomplishment in Ateneo, where he excelled in all his subjects. On the contrary, some of Rizal’s grades in UST were still excellent but he had lower grades in other subjects. This might have been because Rizal was not actually happy while in UST. Three contributing factors explain this: The attitude of Dominican professors towards Rizal; there was racial discrimination against Filipino students; and he was disgusted at the primitive method used in UST. It was manifested in Rizal’s scholastic records that he was not into a medical course. Most of his grades in his medical subjects were generally average, his real vocation was really in the arts. Rizal’s not-so-good performance can also be attributed to a number of distractions he experienced as a youth in Manila, specifically his interest in women when he was a UST student. The first woman he was into was Segundina Katigbak of Batangas, whom he frequently visited in her boarding house. But when Rizal learned that she was getting married, he turned his eyes on other women. At that time, he was courting both Leonor (Orang) Valenzuela and Leonor Rivera. Upon learning that Orang was already engaged with another man, Rizal focused on courting Leonor Rivera, his first cousin. From these, we could tell that Rizal became very busy with other things, a reason why he had less time for studies. He also joined gang fights, attended parties and even did cutting classes. LIBERALISM AND LITERARY WORKS AS A UNIVERSITY STUDENT Liberal ideas were significantly introduced in Manila owing to the culmination of the Spanish Civil Wars, opening of Suez Canal and the availability of the Philippines to world trade. Filipino students were heavily influenced by the entry of these ideas and were exposed to the significant revolutions of 19 th century in the country such as: revolution against monasticism; human reason against the comforting certitudes of the catechism; and race and nation against inequality and subjection. To support the production of literary works in Manila, the Liceo Artistico Literario de Manila, an organization of art lovers in the city, initiated regular competitions in literary writing. Rizal joined the contests to prove that the Filipinos can be equal and even surpass the Spaniards in literary prowess. Sponsored by the association in 1879 and 1880, his works, A La Juventud Filipina (To The Filipino Youth) and El Consejo de los Dioses (The Council of the Gods) were recognized as the best entry in the competition. A LA JUVENTUD FILIPINA This literary work is considered as one of the best work of Rizal. The English translation of this poem is seen on the next page, which Rizal wrote when he was 18. 37 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad Rizal expressed that he wanted to contribute to Spanish-Philippine society, but instead of being famous to have the prize for excellence in the arts, it was rejected. To The Filipino Youth Theme: “Grow, O Timid Flower” Lift up your radiant brow, This day, Youth of my native strand! Your abounding talents show Resplendently and grand, Fair hope of my motherland! Soar high, oh genius great, And with noble thoughts fill their mind; The honor’s glorious seat, May their virgin mind fly and find More rapidly than the wind. Descend with the pleasing light Of the arts and sciences to the plain, Oh Youth, and break forthright The links of the heavy chain That your poetic genius enchain. See that in the ardent zone, The Spaniard, where shadow stand, Doth offer a shining crown, With wise and merciful hand To the son of this Indian land. You who heavenward rise On wings of your rich fantasy Seek in the Olympian skies The tenderest poesy, More sweet than divine honey; You of heavenly harmony, On a calm unperturbed night, Philomel’s match in melody, That in varied symphony Dissipate man’s sorrow’s blight; You, at the impulse of your mind The hard rock animate And your mind with the great pow’r consigned Transforms into immortal state The pure mem’ry of genius great; 38 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad  And you, who with magic brush On canvas plain capture The varied charm of Phoebus, Loved by the divine Apelles And the mantle of Nature; Run! For genius’ sacred flame Awaits the artist’s crowning Spreading far and wide the fame Throughout the sphere proclaiming With trumpet the mortal’s name. Oh, joyful, joyful day, For you fair Philippines! The Almighty blessed be Who, with loving eagerness Sends you luck and happiness. This poem won the grand prize in the contest wherein Rizal received a silver quill for sharing his talent in poetry. A La Juventud Filipina was considered a great work in Philippine literature for the following reasons: one, the Spanish authorities noticed that it was the first best poem in Spanish written by a Filipino; and two, it showed that the Filipinos were the fair hope of the motherland — a nationalistic concept that portrayed Rizal’s love for the country. In his piece, he clearly mentioned that Philippines is his motherland, Mi Patria. However, the Spanish authorities did not see the political involvement of the poem. In the poem Spain was considered to be the Patria but, contrary to what was written, Rizal used the term to mean the Philippines. Rizal, for that reason was the first Filipino to call the country his motherland. He also pointed out in his poem the role of the youth in nation-building. In the poem, he stated that the youth is, “THE FAIR HOPE OF THE MOTHERLAND” (La Bella Esperanza de la Patria Mia ). He challenges the youth of his day to practice three things: to enhance their talents in the arts; to develop their knowledge of the sciences; and to not be afraid of the future and remove the chain of bondage. EL CONSEJO DE LOS DIOS This is one of Rizal’s entry in the literary contest of 1880. The poem was announced as the best entry in the competition that year. However, the jury knew that its author was a Filipino so they decided to confer the grand prize to a Spaniard. Even though Rizal did not receive the best award, he had proven that Filipinos can compete with other races in a fair play irrespective of the superiority of the Spaniards. JUNTO AL PASIG At the request of the Jesuits, Rizal wrote a one-act play and was staged at Ateneo in celebration of the Feast Day of Immaculate Conception on December 8. The play was essentially considered as continuation of Rizal’s appeal to the Filipino youth to rebuke foreign individuals for causing them misery. 39 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad A FILIPINAS In February 1880, Rizal wrote a sonnet dedicated to the Philippines that aimed at encouraging Filipino artists to thank the country through their art works. This is the most passionate poem about the Philippines written by Rizal. To the Philippines Warm and beautiful like a houri from heaven, Gracious and pure like the rising dawn When it colors the sapphire clouds, There sleeps a goddess of the Indian soil. The light foam of the sonorous sea Kisses her feet with a lover’s desire; The civilized West adores her smile, And the white Pole her flowered veil. My muse, stuttering with tenderness, Sings to her among the naiads and undines; I offer her my happiness and fortune. With green myrtle and purple roses And Madonna lilies crown her pure brow, O artists, and sing the praises of the Philippines! It can be deducted from Rizal’s work that he is grateful to God for all his experiences of the scenery of his country. His love for natural beauty had always been appreciated since he was a child, but the depiction of the lake, sky, mountains and fields in “A Filipinas”, the country to which he was personally connected, was something new. ACTIVISM AT UST Rizal stood as a leader in student activism when he was studying philosophy and medicine in UST. The Spanish and mestizo students called the Filipinos indio or chongo. In return, Rizal and his peers retaliated by calling them Kastila or bangus. As a result, student fights in the university campus and even in the streets of Manila became common. Rizal, being the front-runner, was recognized for winning the brawls because of his determination and skills in fencing and wrestling. In fact, there was also a time that Rizal was wounded due to a fight with the Spanish students of Escolta, Manila. Rizal then created a secret group of Filipino students called “ Compañerismo.” The members were called Companions of Jehu, the patriot general of the Jews. Rizal automatically became the president of this secret society and Galiciano Apacible was the secretary. Rizal’s activism was also expressed in his disapproval of the faulty and outmoded system of education in the university during his time. He condemned the humiliation of brown Filipino students, who were most of the time insulted by their Dominican mentors. He also criticized the archaic method of instruction at UST. He ridiculously described the teaching of Physics devoid of laboratory experiments. Students were not allowed to touch the laboratory 40 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad apparatus and equipment that is why they were always kept inside the display cabinets. Besides, favoritism and skin color were bases for getting the good grades and not the actual intellectual capacity of the students. EXPERIENCING SPANISH BRUTALITY Rizal first experienced Spanish brutality during his first summer vacation at Calamba after his freshman year in UST. While walking past the streets, he did not notice the man passing by because of the darkness of the night. This man happened to be a lieutenant of the Guardia Civil. But since Rizal did not pay respect to the lieutenant by saluting or greeting him, the lieutenant whipped him with his sword and slashed it at Rizal’s back causing him to be wounded. Of course, everybody was expected to bow down for the Guardia Civil during that time. Consequently, Rizal wrote a complaint letter to Governor-General Primo de Rivera but the response, as foreseen, was nothing as good, considering that he was an indio. The incident left Rizal a bad impression of the unfair and unjust acts of the Spaniards towards the Filipinos. RIZAL’S LIFE ABROAD Barcelona Rizal did not continue his studies in the Philippines, instead, he went to Europe to widen his learning and to acquire knowledge about a cure for his mother’s worsening eye condition. He left Calamba on May 1, 1882 and was able to reach Manila in ten hours. He left Manila on May 3, 1882, with his brother Paciano and Uncle Antonio Rivera’s blessing. He decided to go abroad after completing his fourth year in the medical course. But he did not seek his parents’ permission because clearly, they will not approve of Rizal’s plan. Bringing with him his disappointments during his days as a student, he left the Philippines for Europe. Photo fromhttp://philippine-embassy.de/2017/07/06/retracing-rizals-journey-through-germany/ Initially, he was going to finish his medical course in Barcelona, Spain. Then again, he wanted to make a name for himself in the field of journalism, to observe and study the European society and to prepare himself from being freed from the tyrants of Spain. This was seen in Paciano’s letter to Rizal dated May 26,1882 and reads: “When the telegram advising us of your departure was received in Kalamba, our parents were naturally grief-stricken, especially the old man who would not speak a word and took to his bed, crying to himself at night, all advice from the family, the parish priest and others not doing any good at all. He made me go down to Manila to find out his satisfaction how you had managed to make a trip. When I returned, I told them that some friends of yours in Manila had Photo from https://www.barcelonayellow.com/index2.php? option=com_content&task=emailform&id=53&itemid=3 41 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad shouldered the expenses, hoping to reassure them. For all that, I could see that he was still depressed and, seeing this and fearing, for another thing, that his continued brooding might make him ill, I told him everything, but only to him, pleading with him to keep it to himself, which he promised. Only since then have I seen him somewhat cheerful and back to his usual self. This is what happened in the family. As far as our friends, our acquaintances, and strangers are concerned, you will finish your medical course in Barcelona, not in Madrid; to my way of thinking, the main purpose of your going is not to improve yourself in the profession but in other more useful things or what comes to the same thing, that to which you have greater inclination. That is why I believe you should follow it in Madrid, the center of all the provinces, for, while it is true that in Barcelona there is more activity and even less to do business and as afar as a good education is concern, if it should not be available in Madrid, the application of the student can supply it. It should be more convenient for you to be there together with our countrymen who can show you around until you can get the hang of things. Paciano did everything to make sure that Rizal can leave the country secretly to avoid detection by Spanish authorities, especially by the friars. He was the one who secured Rizal’s passport using the name Jose Mercado and through the endorsements from Pedro Paterno. From Manila, he boarded the steamer Salvadora and sailed to Singapore. Rizal stayed there for two days and visited the botanical garden, art galleries, parks and some historical places. After Singapore, he boarded the ship Djemnah that passed through Colombo in Sr Lanka, Aden in Yemen, and the entire Suez Canal until it landed at Port Said. The ship reached the Naples in Italy on June 11,1882. From there, the steamer stopped at the harbor of Marseilles, and then he rode a train going to Barcelona, Spain. He arrived at the city on June 16,1882. Upon his coming, Rizal noticed that the community practices freedom and liberalism. But in the end, he adored the hospitality, open-heartedness and courage shown by the people. To welcome Rizal, his fellow Filipinos (most of them were his former schoolmates at Ateneo Municipal), gave him a celebration at Plaza de Cataluna. He roamed around the city and visited the historical spots. Not forgetting his family, he made sure that he wrote them, his relatives and friends a letter. This trip aimed to satisfy one of Rizal’s mission: to make a name for himself by sharing his writings and to express his love for his country. At the age of 21, the first piece he made was the essay entitled, El Amor Patrio or Love of Country. While writing this, he used the screen name Laong Laan. It was published in the Diariong Tagalog in Manila on August 20, 1882. Love of Country It has been said that love has always been the most powerful force behind the most sublime actions. Well then, of all loves, that of country is the greatest, the most heroic and the most disinterested. Read history, if not, the annals, the traditions. Go to the homes, what sacrifices, self-denial, and ears are held on the sacred altar of the nation! From Brutus, who condemned his sons charged with treason, to Guzman the Good who allowed his son to die in order not to fail his duty, what dramas, what tragedies, what martyrdom have not been enacted for the welfare of that inexorable divinity who has not nothing to give you in return for your children but gratitude and blessings! And notwithstanding, with the pieces of their hearts they raise glorious monuments to their motherland; with the work of their 42 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad hands, with the sweat of their brow, they have sprinkled and made fruitful her sacred tree, and neither have they expected nor received any reward………. The motherland is in danger! Soldiers and leaders as if by charm, spring from the ground. The father leaves his children, the sons leave their parents and all rush to defend their common mother. They bid farewell to the quiet pleasures of the home and hide under the helmets the tears that tenderness draws. They all leave and die……. Some have sacrificed for her their youth, their pleasures; others have dedicated to her the splendors of their genius; others shed their blood; all have died, bequeathing to their motherland an immense fortune: LIBERTY and GLORY……… Fair and grand is the Motherland when her children at the cry of the battle, get ready to defend the ancient land of their ancestors; cruel and arrogant when she sees from her throne the terrified foreigner flee before the invincible phalanx of her sons. But when her sons, divided into rival factions, destroy one another; when anger and rancor devastate the fields, towns, and cities; then ashamed, she tears away her robe and hurling her scepter, she puts on mourning clothes for her dead sons. Whatever our conditions might be then, let us love her always and let us wish nothing but her welfare. Then we shall labor in conformity with the purpose of humanity dictated by God, which is the harmony and universal peace of his creatures. You have lost the ideal of your souls, you, who with wounded hearts have seen your illusions disappear one by one and like the trees in autumn you find yourselves without flowers and without leaves, and desirous of loving, find no one worthy of you, there you have the Motherland: Love her. You have lost a father, mother, brother, wife, child, in short, love, upon which you have founded your dreams, and you find in yourselves a deep and horrible void. There you have the Motherland: Love her. Love her! Oh, yes! But not as they loved in other times by performing ferocious acts, denied and condemned by true morals and mother nature; by making a display a fanaticism, destruction and cruelty, no. A more promising dawn appears in the horizon – a soft and gentle light, the messenger of life and peace – the dawn, in short, of true Christianity, the prelude to happy and peaceful days. It is our duty to follow the arid but peaceful and productive paths of science, which lead to progress, and thence to the unity desired and asked by Jesus Christ on the night of his sorrow. Jose Rizal Barcelona, June 1882 Love of Country was considered to portray the purest, most noble and courageous human sentiment. It reminds us of the love, affection and gratitude to the Philippines. Other forms of sacrifices can be read in the article such as the fathers who gave up their children for the sake of the country. After writing the El Amor Patrio, Rizal suspended writing articles about the country because of his mother’s opposition. Apart from this, he also had a difficulty in putting his name to fame and wanted to finish his studies first. MADRID On September 1882, Rizal moved to the capital city of Spain to continue his studies. Rizal enrolled at the Universidad Central de Madrid on November 3, 1882 he took up Philosophy and Letters in Medicine. While studying in the university, he also enrolled at the Academy of San Carlos taking up painting and sculpture, and 43 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad languages in French, German and English. He also took up shooting and fencing at the Hall of Sanz and Carbonell. He also showed great interest in taking the examination in Roman law. Rizal passed the medical examination which he took from June 5 to 26. He was given the degree of Licentiate in Medicine for this and continued his doctorate degree in medicine. However, he was not able to accomplish the diploma because he failed to present the thesis required for graduation. He was allowed to practice medicine but cannot teach medicine. Rizal was saddened by this decision and thought that the education system in Madrid had no difference with that in Manila. He then finished his Photo from https://www.pinterest.ph/pin/342203271662313214/?lp=true course in Philosophy and Letters and gained the degree Licenciado en Filosofia y Letras. During this time, Rizal was halfway done with his novel, the Noli Me Tangere. CIRCULO HISPANO FILIPINO Circulo Hispano Filipino was a social organization meant to create reforms for the Philippines. The members were mostly Filipino elderlies, who were exiles of 1872. It was led by Juan Atayde, a retired army officer and a Philippine-born Spaniard. They conducted informal programs, which included poetry reading and debates. Even with a busy schedule, Rizal took the time to join his fellow Filipinos in Madrid. The group knew that Rizal is a good writer — he was actually requested to comment or write a few verses to the review published by the group. Rizal was able to do the poem entitled Mi Piden Versos (They Ask Me for Verses). Rizal, while in Madrid, sent a letter to Don Francisco about joining the Circulo Hispano. But later on, he told him that the society was disbanded because of: 1) the differences among its members who were young student expatriates and retired colonials, and 2) due to their age difference. It was difficult for Rizal during his stay in Madrid. There were delays in his monthly allowance coming from the Philippines, considering the financial status of Rizal’s family caused by crop failures brought by drought and locusts, and the increase in rentals of the Dominican hacienda lands in his hometown. Truth be told, there were times when Rizal attended his classes on an empty stomach. Influenced by Miguel Morayta, a history professor at the Universidad de Madrid, Rizal became a member of freemasonry with “Dimasalang” as its masonic name. It is an organization outlawed by the Catholic Church because its beliefs are contrary to the doctrines of the church. It is said that the mason’s view of life is that, knowledge should be achieved by the light of reason and universal brotherhood of men. He became a Master Mason in Lodge Solidaridad on November 15,1890. Hence, Rizal was immediately removed from the Catholic church. Rizal’s love interest in Madrid was Consuelo, Don Pabolo’s daughter. Because of her good traits and beautiful smile he got attracted and fell for her but he held back his feelings for Consuelo knowing that he was engaged with Leonor Rivera in the Philippines. Aside from this, Rizal did not want to ruin his friendship with Eduardo de Lete, who is the latter’s love interest. Before leaving Madrid in 1883, Rizal composed a poem that expressed his admiration to Consuelo, entitled A La Senorita C.O. y R. On June 25, 1884, in honor of Juan Luna and Felix Hidalgo Rizal made a speech, the Brindis which gave him praises from the public audience because for the 44 The Life and Works of Jose Rizal Rizal’s Life: Higher Education and Life Abroad first time, they heard a Filipino delivering a speech fluently in the Castillan language. He stated that Luna and Hidalgo were the pride of Filipino people. Luna was awarded the top prize for his painting Spolarium while Hidalgo got the second place for his painting Virgines Christianas Expuestas al Populacho (Christian Virgins Exposed to the Population). Both Filipino painters joined the National Exposition of Fine Arts. In his speech, Rizal said that intelligence knows no race and the prizes they got were results of both Philippines and Spain. He also hoped that someday, Spain will accept the changes that the Filipinos have to offer. The speech was published in the newspaper, El Liberal. RIZAL’S LIFE IN OTHER COUNTRIES Paris Rizal arrived in Paris on November 1885. At that time, he was 24 years old and a full-pledged surgeon. He decided to migrate to Paris to specialize in Ophthalmology, but prior to doing so, he went to visit Maximo Viola, a friend from San Miguel, Bulacan. Rizal also worked as an assistant to Dr. Louis de Weckert’s eye clinic for four months. During his stay, Rizal knew how to conduct the operation of the eye, its ailments, and the different techniques of eye operation. He spent his past time with his fellow Filipinos in the city, something that contributed much to learning how to speak French fluently. His friends were Felix Hidalgo, Juan Luna and Pardo de Tavera. For the duration of his stay with Juan Luna, Rizal became a model and posed for two historical paintings of Luna: The Blood Compact (as Sikatuna) and Death of Cleopatra (as a Priest). It was also in Paris that he finished some part of his Noli. Germany Due to high cost of living, Rizal left Paris for Germany on February 1886. He arrived at an old university town in Heidelberg. He worked as an assistant of Dr. Otto Becker at the University Eye Hospital. It is where Rizal mastered the techniques of diagnosing eye ailments, which he learned from Dr. Louis de Wecker. But before transferring to the university, Rizal resided in a German b