Lesson 1: Republic Act No. 1425 - Why Study About Rizal PDF

Reasons for Approval SS 105 – LIFE, WORKS, & WRITINGS OF DR. JOSE RIZAL 1. There is a need for a rededication to the ideals of freedom and nationalism...

Reasons for Approval SS 105 – LIFE, WORKS, & WRITINGS OF DR. JOSE RIZAL 1. There is a need for a rededication to the ideals of freedom and nationalism for which our heroes lived and died. 2. There is a need to remember with special fondness and devotion the lives Lesson 1 and works of our heroes who shaped the national character. 3. The life, works and writings of Dr. Jose Rizal particularly, his novels Noli I. Republic Act No. 1425 – Why Study about Rizal? Me Tangere and El Filibusterismo are the constant and inspiring sources of patriotism with which the minds of the youth, especially during their formative and Salient Points of the Law decisive years in school, should be suffused. 4. There is a need to develop moral character, personal discipline, and civic 1. Courses on the life, works, and writings of Dr. Jose Rizal, particularly the conscience and to teach the duties of citizenship. novels Noli Me Tangere and El Filibusterismo, shall be included in all public and private schools, colleges, and universities. Notable Persons Who Tried to Block Its Approval 2. It obliged all schools, colleges, and universities to keep in their libraries an 1. Sen. Decoroso Rosales, the brother of Archbishop (Cardinal) Rosales adequate number of copies of the original or unexpurgated editions of the Noli Me 2. Francisco “Soc” Rodrigo, the President of Catholic Action of the Tangere and El Filibusterismo and Rizal's other works and biographies. Philippines 3. Sen. Mariano Cuenco, the brother of Archbishop Cuenco 3. It authorized and directed the Board of National Education to work on the 4. Jesus Paredes, a radio commentator translation of Noli Me Tangere and El Filibusterismo as well as other writings of Dr. 5. Fr. Jesus Cavana, a member of the Paulist Order who wrote a pastoral Jose Rizal into English, Tagalog, and other principal dialects and their printing in letter cheap or popular editions and their circulation. 6. The Friars Rizal is a Legislated and Mandated course Reasons for Opposition - Approval of HB 448 filed by Jose Laurel, into R.A. 1425 on June 12, 1956, 1. The Noli Me Tangere and El Filibusterismo are very damaging to the by Ramon Magsaysay clerics. - Presidential Memorandum Order 247 dated Dec. 26, 1994, when 2. The novels were written when Dr. Jose Rizal, estranged from Catholic faith President Ramos directed the DECS and CHED to immediately and fully and religion and contradict many of the Christian beliefs. implement R.A. 1425. 3. To compel Catholic students to read a book which contains passages - CHED Memorandum Order 6 dated February 15, 1996, when CHED contradicting their faith constitutes a violation of a Philippine constitutional provision ordered all colleges and universities to offer the Rizal course as a (Art. 3, Sec. 1, Par. 7). separate three-unit course fully and immediately. 4. The novels do contain teachings contrary to Catholic faith and so, the Church is opposed to the proposed compulsory reading in their entirety of such Notable Persons Who Fought for Its Approval books in any school in the Philippines where Catholic students may be affected. 1. Sen. Jose P. Laurel 2. Claro M. Recto 3. Other Illustrious Nationalists Activity: Rizal's Relevance Today - Creative Presentation Lesson 2 Lesson 2 Objective: To explore the contemporary relevance of Jose Rizal's ideas and principles as II. His Biography – Who was Rizal? mandated by RA 1425, and to express these insights through a creative presentation. Materials: The Rizals are considered one of the biggest families during their time. Domingo Access to multimedia tools (projectors, computers, etc.) Lam-co, the family’s paternal ascendant was a full-blooded Chinese who came to Art supplies (markers, paper, etc.) the Philippines from Amoy, China in the closing years of the 17th century and married Index cards or small slips of paper a Chinese half-breed by the name of Ines de la Rosa. Timer Researchers revealed that the Mercado-Rizal family had also traces of Japanese, Procedure: Spanish, Malay and Even Negrito blood aside from Chinese. 1. Brainstorming Session: Begin with a brainstorming session where participants discuss and list aspects of Jose Rizal's life, works, and principles that they believe are still relevant in Jose Rizal came from a 13-member family consisting of his parents, Francisco today's society. Mercado II and Teodora Alonso Realonda, and nine sisters and one brother. 2. Random Selection: Ask each participant to write down one key idea or principle on an index card or slip of paper. Collect the cards and randomly distribute them to the participants. FRANCISCO MERCADO (1818-1898) Father of Jose Rizal who was the youngest of 13 offsprings of Juan and 3. Preparation: Participants use the next 30 minutes to research and prepare a short creative Cirila Mercado. Born in Biñan, Laguna on April 18, 1818; studied in San presentation (e.g., a skit, poem, song, or visual art piece) based on the idea or principle they Jose College, Manila; and died in Manila. received. Encourage creativity and originality. TEODORA ALONSO (1827-1913) 4. Presentation: Each participant presents their creative interpretation to the group. Ensure Mother of Jose Rizal who was the second child of Lorenzo Alonso and that they explain how their chosen aspect of Rizal's life or works remains relevant in today's Brijida de Quintos. She studied at the Colegio de Santa Rosa. She was context. a business-minded woman, courteous, religious, hard-working and well- read. She was born in Santa Cruz, Manila on November 14, 1827 and 5. Group Reflection: After all presentations, form small discussion groups where participants died in 1913 in Manila. reflect on the collective insights gained from the various presentations. Discuss common themes and differences in interpretations. SATURNINA RIZAL (1850-1913) Eldest child of the Rizal-Alonzo marriage. Married Manuel Timoteo 6. Interactive Discussion: Open the floor for an interactive discussion. Encourage participants Hidalgo of Tanauan, Batangas. to share their thoughts on how the contemporary relevance of Rizal's ideas can be applied to different aspects of Filipino society. 7. Summarize and Action Points: Summarize the key takeaways from the presentations and PACIANO RIZAL (1851-1930) discussions. Discuss any potential action points or initiatives that participants believe can be Only brother of Jose Rizal and the second child. Studied at San Jose inspired by Rizal's teachings. College in Manila; became a farmer and later a general of the Philippine Revolution. NOTE: This activity not only encourages participants to explore the enduring relevance of Rizal's ideas but also allows them to express their insights through creative means. It fosters NARCISA RIZAL (1852-1939) collaboration, critical thinking, and a deeper understanding of the ongoing impact of Rizal's The third child. married Antonio Lopez at Morong, Rizal; a teacher and legacy. musician. OLYMPIA RIZAL (1855-1887) Birth & Early Childhood in Calamba, Laguna The fourth child. Married Silvestre Ubaldo; died in 1887 from childbirth. ✓ 19 June 1861 JOSE RIZAL, the seventh child of Francisco Mercado Rizal and Teodora Alonso y Quintos, was born in Calamba, Laguna. LUCIA RIZAL (1857-1919) ✓ 22 June 1861 The fifth child. Married Matriano Herbosa. He was baptized JOSE RIZAL MERCADO at the Catholic of Calamba by the parish priest Rev. Rufino Collantes with Rev. Pedro Casañas as the sponsor. ✓ 28 September 1862 The parochial church of Calamba and the canonical books, including the book in MARIA RIZAL (1859-1945) which Rizal’s baptismal records were entered, were burned. The sixth child. Married Daniel Faustino Cruz of Biñan, Laguna. ✓ 1864 Barely three years old, Rizal learned the alphabet from his mother. JOSE RIZAL (1861-1896) ✓ 1865 The second son and the seventh child. He was executed by the When he was four years old, his sister Conception, the eighth child in the Rizal family, Spaniards on December 30,1896. died at the age of three. It was on this occasion that Rizal remembered having shed real tears for the first time. ✓ 1865 – 1867 CONCEPCION RIZAL (1862-1865) During this time his mother taught him how to read and write. His father hired a The eighth child. Died at the age of three. classmate by the name of Leon Monroy who, for five months until his (Monroy) death, taught Rizal the rudiments of Latin. At about this time, two of his mother’s cousins frequented Calamba. Uncle Manuel JOSEFA RIZAL (1865-1945) Alberto, seeing Rizal frail in body, concerned himself with the physical development The ninth child. An epileptic, died a spinster. of his young nephew and taught the latter a love for the open air and developed in him a great admiration for the beauty of nature, while Uncle Gregorio, a scholar, instilled into the mind of the boy love for education. He advised Rizal: "Work hard TRINIDAD RIZAL (1868-1951) and perform every task very carefully; learn to be swift as well as thorough; be The tenth child. Died a spinster and the last of the family to die. independent in thinking and make visual pictures of everything." ✓ 6 June 1868 With his father, Rizal made a pilgrimage to Antipolo to fulfill the vow made by his SOLEDAD RIZAL (1870-1929) mother to take the child to the Shrine of the Virgin of Antipolo should she and her The youngest child married Pantaleon Quintero. child survive the ordeal of delivery which nearly caused his mother’s life. From there they proceeded to Manila and visited his sister Saturnina who was at the time studying in the La Concordia College in Sta. Ana.  The Hero’s First Teacher ✓ 1869 At the age of eight, Rizal wrote his first poem entitled "Sa Aking Mga Kabata." The The first teacher of Rizal was his mother, who was a remarkable woman of good poem was written in tagalog and had for its theme "Love of One’s Language." character and fine culture. On her lap, he learned at the age of three the alphabet and the prayers. "My mother," wrote Rizal in his student memoirs, "taught me how Kapagka ang baya’y sadyang umiibig to read and to say haltingly the humble prayers which I raised fervently to God." Sa langit salitang kaloob ng langit Sanlang kalayaan nasa ring masapi As a tutor, Doña Teodora was patient, conscientious, and understanding. It was she who first discovered that her son had a talent for poetry. Accordingly, she Katulad ng ibong nasa himpapawid encouraged him to write poems. To lighten the monotony of memorizing the ABCs Pagka’t ang salita’y isang kahatulan Sa bayan, sa nayo't mga kaharian and to stimulate her son’s imagination, she related many stories. At ang isang tao’y katulad, kabagay As Jose grew older, his parents employed private tutors to give him lessons at Ng alin mang likha noong kalayaan. home. The first was Maestro Celestino and the second, was Maestro Lucas Padua. Ang hindi magmahal sa kanyang salita Later, an old man named Leon Monroy, a former classmate of Rizal’s father, Mahigit sa hayop at malansang isda became the boy’s tutor. This old teacher lived at the Rizal home and instructed Jose in Spanish and Latin. Unfortunately, he did not live long. He died five months Kaya ang marapat pagyamanin kusa later. Na tulad sa inang tunay na nagpala Ang wikang Tagalog tulad din sa Latin, After Monroy’s death, the hero’s parents decided to send their gifted son to a Sa Ingles, Kastila, at salitang anghel, private school in Biñan. Sapagkat ang Poong maalam tumingin Ang siyang naggagawad, nagbibigay sa atin. Jose Goes to Biñan Ang salita nati’y tulad din sa iba One Sunday afternoon in June 1869, Jose, after kissing the hands of his parents Na may alfabeto at sariling letra, and a tearful parting from his sister, left Calamba for Biñan. He was accompanied Na kaya nawala’y dinatnan ng sigwa by Paciano, who acted as his second father. The two brothers rode in a carromata, Ang lunday sa lawa noong dakong una. reaching their destination after one and one-half hours’ drive. They proceeded to their aunt’s house, where Jose was to lodge. It was almost night when they arrived, Early Education in Calamba and Biñan and the moon was about to rise. Rizal had his early education in Calamba and Biñan. It was a typical schooling That same night, Jose, with his cousin named Leandro, went sightseeing in the that a son of an ilustrado family received during his time, characterized by the four town. Instead of enjoying the sights, Jose became depressed because of R’s- reading, writing, arithmetic, and religion. Instruction was rigid and strict. homesickness. "In the moonlight," he recounted, "I remembered my hometown, my Knowledge was forced into the minds of the pupils using the tedious memory idolized mother, and my solicitous sisters. Ah, how sweet to me was Calamba, my method aided by the teacher’s whip. Despite the defects of the Spanish system of town, even though was not as wealthy as Biñan." elementary education, Rizal was able to acquire the necessary instruction preparatory for college work in Manila. It may be said that Rizal, who was born a First Day in Biñan School physical weakling, rose to become an intellectual giant not because of, but rather despite, the outmoded and backward system of instruction obtained in the The next morning (Monday) Paciano brought his younger brother to the school of Philippines during the last decades of the Spanish regime. Maestro Justiniano Aquino Cruz. The school was in the house of the teacher, which was a small nipa hut about 30 In succeeding days he had other fights with the boys of Biñan. He was not meters from the home of Jose’s aunt. quarrelsome by nature, but he never ran away from a fight. Paciano knew the teacher quite well because he had been a pupil under him Best Student in School before. He introduced Jose to the teacher, after which he departed to return to Calamba. In academic studies, Jose beat all Biñan boys. He surpassed them all in Spanish, Latin, and other subjects. Immediately, Jose was assigned his seat in the class. The teacher asked him: Some of his older classmates were jealous of his intellectual superiority. They "Do you know Spanish?" wickedly squealed to the teacher whenever Jose fought the school, and even told "A little, sir," replied the Calamba lad. lies to discredit him before the teacher’s eyes. Consequently, the teacher had to "Do you know Latin?" punish Jose. "A little, sir." Early Schooling in Biñan The boys in the class, especially Pedro, the teacher’s son laughed at Jose’s answers. Jose had a very vivid imagination and a very keen sense of observation. At the age of seven, he traveled with his father for the first time to Manila and then to Antipolo The teacher sharply stopped all noises and began the lessons of the day. to fulfill the promise of a pilgrimage made by his mother at the time of his birth. They embarked on a casco, a very ponderous vessel commonly used in the Jose described his teacher in Biñan as follows: "He was tall, thin, long-necked, with Philippines. It was the first trip on the lake that Jose could recollect. As darkness a sharp nose and a body slightly bent forward, and he used to wear a sinamay fell, he spent the hours by the katig, admiring the grandeur of the water and the shirt, woven by the skilled hands of the women of Batangas. He knew by the heart stillness of the night, although he was seized with a superstitious fear when he saw the grammar of Nebrija and Gainza. Add to this severity that in my judgment was a water snake entwine itself around the bamboo beams of the katig. With what joy exaggerated and you have a picture, perhaps vague, that I have made of him, but I did he see the sun at daybreak as its luminous rays shone upon the glistening remember only this." surface of the wide lake, producing a brilliant effect! With what joy did he talk to his father, for he had not uttered a word during the night! First School BrawlIn the afternoon of his first day in school, when the teacher was having his siesta, Jose met the bully, Pedro. He was angry at this bully for making When they proceeded to Antipolo, he experienced the sweetest emotions upon fun of him during his conversation with the teacher in the morning. seeing the gay banks of the Pasig and the towns of Cainta and Taytay. In Antipolo he prayed, kneeling before the image of the Virgin of Peace and Good Voyage, of Jose challenged Pedro to a fight. The latter readily accepted, thinking that he could whom he would later sing in elegant verses. Then he saw Manila, the great easily beat the Calamba boy who was smaller and younger. metropolis, with its Chinese sores and European bazaars. And visited his elder sister, Saturnina, in Santa Ana, who was a boarding student in the Concordia The two boys wrestled furiously in the classroom, much to the glee of their College. classmates. Jose, having learned the art of wrestling from his athletic Tio Manuel, defeated the bigger boy. For this feat, he became popular among his classmates. When he was nine years old, his father sent him to Biñan to continue studying Latin, because his first teacher had died. His brother Paciano took him to Biñan After the class in the afternoon, a classmate named Andres Salandanan one Sunday, and Jose bade his parents and sisters goodbye with tears in his eyes. challenged him to an arm-wrestling match. They went to the sidewalk of a house Oh, how it saddened him to leave for the first time and live far from his home and and wrestled with their arms. Jose, having the weaker arm, lost and nearly cracked his family! But he felt ashamed to cry and had to conceal his tears and sentiments. his head on the sidewalk. "O Shame," he explained, "how many beautiful and pathetic scenes the world would witness without thee!" They arrived at Biñan in the evening. His brother took him to the house of his aunt pretexts to remain longer at home! A day more seemed to him a day spent in where he was to stay, and left him after introducing him to the teacher. At night, in heaven, and how he wept, though silently and secretly, when he saw the calesa company with his aunt’s grandson named Leandro, Jose took a walk around the that was a flower that him Biñan! Then everything looked sad; a flower that he town in the light of the moon. To him, the town looked extensive and rich but sad touched, a stone that attracted his attention he gathered, fearful that he might not and ugly. see it again upon his return. It was a sad but delicate and quite pain that possessed him. His teacher in Biñan was a severe disciplinarian. His name was Justiniano Aquino Cruz. "He was a tall man, lean and long-necked, with a sharp nose and a body Philosophies in Life slightly bent forward. He used to wear a Sinamay shirt woven by the deft hands of Batangas women. He knew by memory the grammars of Nebrija and Gainza. To PHILOSOPHY may be defined as the study and pursuit of facts which deal with the this add a severity which, in my judgment, I have made of him, which is all I ultimate reality or causes of things as they affect life. remember." The philosophy of a country like the Philippines is made up of the intricate and The boy Jose distinguished himself in class and succeeded in surpassing many of composite interrelationship of the life histories of its people; in other word, the his older classmates. Some of these were so wicked that, even without reason, philosophy of our nation would be strange and undefinable if we do not delve into they accused him before the teacher, for which, despite his progress, he received the past tied up with the notable life experiences of the representative personalities many whippings and strokes from the ferrule. Rare was the day when he was not of our nation. stretched on the bench for a whipping or punished with five or six blows on the open palm. Jose’s reaction to all these punishments was one of intense Being one of the prominent representatives of Filipino personalities, Jose Rizal is a resentment to learn and thus carry out his father’s will. fit subject whose life philosophy deserves to be recognized. Jose spent his leisure hours with Justiniano’s father-in-law, a master painter. From Having been a victim of Spanish brutality early in his life in Calamba, Rizal had him, he took his first two sons, two nephews, and a grandson. His way of life was thus already formed the nucleus of an unfavorable opinion of Castillian imperialistic methodical and well-regulated. He heard mass at four if there was one that early, administration of his country and people. or studied his lesson at that hour and went to mass afterward. Returning home, he might look in the orchard for a Mambolo fruit to eat, then he took his breakfast, Pitiful social conditions existed in the Philippines as late as three centuries after his consisting generally of a plate of rice and two dried sardines. conquest in Spain, with agriculture, commerce, communications and education languishing under its most backward state. It was because of this social malady After that, he would go to class, from which he was dismissed at ten, then home that social evils like inferiority complex, cowardice, timidity and false pride again. He ate with his aunt and then began at ten, then home again. He ate with pervaded nationally and contributed to the decay of social life. This stimulated and his aunt and then began to study. At half past two he returned to class and left at shaped Rizal’s life phylosophy to be to contain if not eliminate these social ills. five. He might play for a short time with some cousins before returning home. He studied his lessons, drew for a while, and then prayed and if there was a moon, his Educational Philosophy friends would invite him to play in the street in company with other boys. Rizal’s concept of the importance of education is clearly enunciated in his work Whenever he remembered his town, he thought with tears in his eyes of his entitled Instruction wherein he sought improvements in the schools and in the beloved father, his idolized mother, and his solicitous sisters. Ah, how sweet was methods of teaching. He maintained that the backwardness of his country during his town even though not so opulent as Biñan! He grew sad and thoughtful. the Spanish ear was not due to the Filipinos’ indifference, apathy or indolence as claimed by the rulers, but to the neglect of the Spanish authorities in the islands. While he was studying in Biñan, he returned to his hometown now and then. How For Rizal, the mission of education is to elevate the country to the highest seat of long the road seemed to him in going and how short in coming! When from afar he glory and to develop the people’s mentality. Since education is the foundation of descried the roof of his house, secret joy filled his breast. How he looked for society and a prerequisite for social progress, Rizal claimed that only through education could the country be saved from domination. 1. the bondage and slavery of the conquered; Rizal’s philosophy of education, therefore, centers on the provision of proper 2. the Spanish government’s requirement of forced labor and force military service motivation in order to bolster the great social forces that make education a upon the n natives; success, to create in the youth an innate desire to cultivate his intelligence and give him life eternal. 3. the abuse of power by means of exploitation; Religious Philosophy 4. the government ruling that any complaint against the authorities was criminal; and Rizal grew up nurtured by a closely-knit Catholic family, was educated in the foremost Catholic schools of the period in the elementary, secondary and college 5. Making the people ignorant, destitute and fanatic, thus discouraging the levels; logically, therefore, he should have been a propagator of strictly Catholic formation of a national sentiment. traditions. However, in later life, he developed a life philosophy of a different nature, a philosophy of a different Catholic practice intermingled with the use of Rizal’s guiding political philosophy proved to be the study and application of Truth and Reason. reforms, the extension of human rights, the training for self-government and the arousing of spirit of discontent over oppression, brutality, inhumanity, sensitiveness Why the change? and self-love. It could have been the result of contemporary contact, companionship, Ethical Philosophy observation, research and the possession of an independent spirit. Being a critical observer, a profound thinker and a zealous reformer, Rizal did not agree with the The study of human behavior as to whether it is good or bad or whether it is right or prevailing Christian propagation of the Faith by fire and sword. This is shown in his wrong is that science upon which Rizal’s ethical philosophy was based. The fact Annotation of Morga’s Sucesos de las Islas Filipinas. that the Philippines was under Spanish domination during Rizal’s time led him to subordinate his philosophy to moral problems. This trend was much more needed Rizal did not believe in the Catholic dogma that salvation was only for Catholics at that time because the Spaniards and the Filipinos had different and sometimes and that outside Christianity, salvation was not possible even if Catholics conflicting morals. The moral status of the Philippines during this period was one composed only a small minority of the world’s religious groups. Nor did he believe with a lack of freedom, one with predominance of foreign masters, one with an in the Catholic observation of fasting as a sacrifice, nor in the sale of such religious imposition of foreign religious worship, devotion, homage and racial habits. This led items as the cross, medals, rosaries and the like in order to propagate the Faith to moral confusion among the people, what with justice being stifled, limited or and raise church funds. He also lambasted the superstitious beliefs propagated by curtailed and the people not enjoying any individual rights. the priests in the church and in the schools. All of these and a lot more are evidences of Rizal’s religious philosophy. To bolster his ethical philosophy, Dr. Rizal had recognized not only the forces of good and evil, but also the tendencies towards good and evil. As a result, he made Political Philosophy use of the practical method of appealing to the better nature of the conquerors and of offering useful methods of solving the moral problems of the conquered. In Rizal’s political view, a conquered country like the Philippines should not be taken advantage of but rather should be developed, civilized, educated, and To support his ethical philosophy in life, Rizal: trained in the science of self-government. 1. censured the friars for abusing the advantage of their position as spiritual He bitterly assailed and criticized in publications the apparent backwardness of the leaders and the ignorance and fanaticism of the natives; Spanish ruler’s method of governing the country which resulted in: 2. counseled the Filipinos not to resent a defect attributed to them but to accept the human nature. All of the above served as Rizal’s guide in his continuous effort to same as reasonable and just; make over his beloved Philippines. 3. advised the masses that the object of marriage was the happiness and love of ADDITIONAL POINTS the couple and not financial gain; Different authors and scholars have analyzed Rizal's works to identify his 4. censured the priests who preached greed and wrong morality; and philosophical perspectives. Here are some of the key philosophies attributed to Rizal based on the interpretations of various authors: 5. advised everyone that love and respect for parents must be strictly observed. 1. Nationalism Social Philosophy Author: Benedict Anderson Interpretation: Benedict Anderson, in his work "Imagined Communities," sees Rizal That body of knowledge relating to society including the wisdom that man's as an early proponent of nationalism. Rizal's writings, particularly "Noli Me experience in society has taught him is social philosophy. The facts dealt with are Tangere" and "El Filibusterismo," depict his desire for national unity and freedom principles involved in nation-building and not individual social problems. The from colonial rule. subject matter of this social philosophy covers the problems of the whole race, with every problem having a distinct solution to bolster people’s social knowledge. 2. Education as Liberation Author: Renato Constantino Rizal’s social philosophy dealt with; Interpretation: Renato Constantino, a Filipino historian, emphasized Rizal's advocacy for education as a means of liberation. Rizal believed that education 1. man in society; could empower Filipinos, leading them to question the existing social and political 2. influential factors in human life; structures. 3. racial problems; 4. social constant; 3. Reformism 5. social justice; Author: John N. Schumacher 6. social ideal; Interpretation: John N. Schumacher, an American Jesuit historian, characterizes 7. poverty and wealth; Rizal as a reformist rather than a revolutionary. According to Schumacher, Rizal 8. reforms; aimed for social change through peaceful means and legal reforms. 9. youth and greatness; 10. history and progress; 4. Human Rights and Social Justice 11. future Philippines. Author: Floro Quibuyen Interpretation: Floro Quibuyen, a Filipino philosopher, sees Rizal as a champion of The above dealt with man’s evolution and his environment, explaining for the most human rights and social justice. Rizal's writings express his concern for the rights part human behavior and capacities like his will to live; his desire to possess and dignity of individuals, advocating for fair treatment and equality. happiness; the change of his mentality; the role of virtuous women in the guidance of great men; the need for elevating and inspiring mission; the duties and dictates 5. Cultural Identity of man’s conscience; man’s need of practicing gratitude; the necessity for Author: Milagros Guerrero consulting reliable people; his need for experience; his ability to deny; the Interpretation: Milagros Guerrero, a Philippine literary scholar, highlights Rizal's importance of deliberation; the voluntary offer of man’s abilities and possibilities; exploration of cultural identity. Rizal's works reflect his appreciation for Philippine the ability to think, aspire and strive to rise; and the proper use of hearth, brain and culture, folklore, and traditions, contributing to the development of a distinct spirit-all of these combining to enhance the intricacies, beauty and values of national identity. 6. Liberalism serious romance because he wanted to remain loyal to Leonor Rivera and he did Author: Gregorio Zaide not want to destroy his friendship with Eduardo de Lete who was madly in love with Interpretation: Gregorio Zaide, a Filipino historian, interprets Rizal's ideas as Consuelo. influenced by liberalism. Rizal believed in the principles of democracy, individual freedom, and the rule of law, which are central tenets of liberal philosophy. O Sei San O Sei San, a Japanese samurai’s daughter taught Rizal the Japanese art of 7. Pacifism painting known as su-mie. She also helped Rizal improve his knowledge of the Author: Ambeth Ocampo Japanese language. If Rizal was a man without a patriotic mission, he would have Interpretation: Ambeth Ocampo, a Filipino historian, emphasizes Rizal's pacifist married this lovely and intelligent woman and lived a stable and happy life with her approach. Rizal advocated for change through non-violent means, promoting in Japan because the Spanish legation there offered him a lucrative job. peaceful dialogue and reforms rather than armed revolution. Gertrude Beckett Rizal, the Romantic While Rizal was in London annotating the Sucesos de las Islas Filipinas, he boarded in the house of the Beckett family, within walking distance of the British There were at least nine women linked with Rizal; namely Segunda Katigbak, Museum. Gertrude, a blue-eyed and buxom girl was the oldest of the three Beckett Leonor Valenzuela, Leonor Rivera, Consuelo Ortiga, O-Sei San, Gertrude daughters. She fell in love with Rizal. Tottie helped him with his painting and Beckette, Nelly Boustead, Suzanne Jacoby, and Josephine Bracken. These sculpture. But Rizal suddenly left London for Paris to avoid Gertrude, who was women might have been beguiled by his intelligence, charm, and wit. seriously in love with him. Before leaving London, he was able to finish the group carving of the Beckett sisters. He gave the group carving to Gertrude as a sign of Segunda Katigbak and Leonor Valenzuela their brief relationship. Segunda Katigbak was her puppy love. Unfortunately, his first love was engaged to be married to a town mate- Manuel Luz. After his admiration for a short girl in the Nellie Boustead person of Segunda, then came Leonor Valenzuela, a tall girl from Pagsanjan. Rizal Rizal having lost Leonor Rivera, entertained the thought of courting other ladies. sent her love notes written in invisible ink, that could only be deciphered over the While a guest of the Boustead family at their residence in the resort city of Biarritz, warmth of the lamp or candle. He visited her on the eve of his departure to Spain he had befriended the two pretty daughters of his host, Eduardo Boustead. Rizal and bade her a last goodbye. used to fence with the sisters at the studio of Juan Luna. Antonio Luna, Juan’s brother and also a frequent visitor of the Bousteads, courted Nellie but she was Leonor Rivera deeply infatuated with Rizal. At a party held by Filipinos in Madrid, a drunken Leonor Rivera, his sweetheart for 11 years played the greatest influence in keeping Antonio Luna uttered unsavory remarks against Nellie Boustead. This prompted him from falling in love with other women during his travel. Unfortunately, Leonor’s Rizal to challenge Luna to a duel. Fortunately, Luna apologized to Rizal, thus mother disapproved of her daughter’s relationship with Rizal, who was then a averting tragedy for the compatriots. known filibustero. She hid from Leonor all the letters sent to her sweetheart. Leonor believing that Rizal had already forgotten her, sadly consented to her to Their love affair unfortunately did not end in marriage. It failed because Rizal marry the Englishman Henry Kipping, her mother’s choice. refused to be converted to the Protestant faith, as Nellie demanded and Nellie’s mother did not like a physician without enough paying clientele to be a son-in-law. Consuelo Ortiga The lovers, however, parted as good friends when Rizal left Europe. Consuelo Ortiga y Rey, the prettier of Don Pablo Ortiga’s daughters, fell in love with him. He dedicated to her A la Senorita C.O. y R., which became one of his Suzanne Jacoby best poems. The Ortiga's residence in Madrid was frequented by Rizal and his In 1890, Rizal moved to Brussels because of the high cost of living in Paris. In compatriots. He probably fell in love with her and Consuelo apparently asked him Brussels, he lived in the boarding house of the two Jacoby sisters. In time, they fell for romantic verses. He suddenly backed out before the relationship turned into a deeply in love with each other. Suzanne cried when Rizal left Brussels and wrote him when he was in Madrid. Josephine Bracken In the last days of February 1895, while still in Dapitan, Rizal met an 18-year-old petite Irish girl, with bold blue eyes, brown hair, and a happy disposition. She was Josephine Bracken, the adopted daughter of George Taufer from Hong Kong, who came to Dapitan to seek Rizal for eye treatment. Rizal was physically attracted to her. His loneliness and boredom must have taken the measure of him and could be a better diversion than to fall in love again. But the Rizal sisters suspected Josephine as an agent of the friars and they considered her as a threat to Rizal’s security. Rizal asked Josephine to marry him, but she was not yet ready to decide due to her responsibility to the blind Taufer. Since Taufer’s blindness was untreatable, he left for Hong Kong in March 1895. Josephine stayed with Rizal’s family in Manila. Upon her return to Dapitan, Rizal tried to arrange with Father Antonio Obach for their marriage. However, the priest wanted a retraction as a precondition before marrying them. Rizal upon the advice of his family and friends and with Josephine’s consent took her as his wife even without the Church's blessings. Josephine later gives birth prematurely to a stillborn baby, a result of some incident that might have shocked or frightened her.