Life and Works of Rizal PDF

Life and Works of Rizal Reading Materials for the Prelims Period Daryl Vincent B. Prieto Reference: De Viana, A., Cabrera, HM., Atutubo, J., Samala, E., & De Vera, M. (2011). Jose Rizal Social Reformer and Patriot: A Study of His Life and Times....

Life and Works of Rizal Reading Materials for the Prelims Period Daryl Vincent B. Prieto Reference: De Viana, A., Cabrera, HM., Atutubo, J., Samala, E., & De Vera, M. (2011). Jose Rizal Social Reformer and Patriot: A Study of His Life and Times. Rex Book Store  LIFE AND WORKS OF RIZAL (Prelims Period) |2 Rizal: Lesson 1 There will be no Rizal without the INTRODUCTION GOMBURZA priests – it was the unjust execution of the Filipino secular priests, TO THE COURSE Fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora, who inspired Rizal to Course Outcomes: embark on his nationalist quest. 1. Explain the history of the Rizal law and its important provisions. In venerating heroes like Rizal, it is 2. Critically assess the effectiveness of important to study their lives carefully. the Rizal Course. There is a need to critically evaluate their ideas and ideals to see how these apply to Lesson 1.1 the present conditions. RIZAL IN THE EYES OF THE FILIPINOS Through a critical understanding of heroes, we avoid the trap of blind adoration of Jose Rizal ranked with world’s geniuses, history. physician, poet, dramatists, essayist, novelist, historian, architect, painter, Understanding our heroes by putting them sculptor, educator, linguist, musician, in the proper historical perspectives gives naturalist, ethnologist, surveyor, engineer, value to the public worship accorded them. farmer, businessman, economist, folklorist, By looking at heroes through the context philosopher, translator, inventor, magician, of history, we properly pay our debt of humorist, satirist, sportsman, traveler, and gratitude to them and appreciate their role prophet. A Hero and a Political Martyr who in the building of the Filipino nation-state. sacrificed his life for the redemption of his people. Lesson 1.2 COURSE DESCRIPTION AND Many Filipinos admire Rizal as a man of LEARNING OUTCOMES many talents: poet, doctor, anthropologist, (As based on the Course Syllabus of the sculptor, surveyor, farmer, novelist, Commission on Higher Education) essayist, historian, teacher, and a polyglot with a knowledge of, some authors say, 22 Course Description: languages. As mandated by Republic Act 1425, this course covers the life and works of the Historians consider Rizal as the man who country’s national hero, Jose Rizal. Among inspired a nation. the topics covered are Rizal’s biography and his writings, particularly the novels To some sectors, Rizal was revered as a Noli Me Tangere and El Filibusterismo, saint or messiah who would one day free some of his essay, and various the Philippines from oppression. correspondences. Rizal also had his share of detractors. Learning Outcomes: Some writers depict him as an agitator, a At the end of the course, students should wanderlust, a man of hunger for power, be able to: and an unpredictable person. Some would 1. Discuss Jose Rizal’s life within the write to denigrate him and question his context of 19th century Philippines; motives. 2. Analyze Rizal’s various works, particularly the novels of Noli Me Rather than be carried away by the Tangere and El Filibusterism; insinuations of some writers, Filipinos 3. Organize Rizal’s ideas into various should focus more on the contributions of themes; heroes like Rizal rather than on their 4. Demonstrate a critical reading of frailties. Rather than making heroes primary sources; compete with each other in a comparison 5. Interpret the values that can be contest, Filipinos should look on how they derived from studying Rizal’s life contributed to the country’s nationhood. and works; and, 6. Display an appreciation for There will be no Bonifacio without Rizal – education and love of country. it was Rizal’s achievements which helped inspire the foundation of the Katipunan.  LIFE AND WORKS OF RIZAL (Prelims Period) |3 Course Outline: Church’s Claims in Opposing the Bill: 1. Introduction to the course: Republic a) Violation of the constitutional Act 1425 freedom of religion and of 2. 19th century Philippines as Rizal’s conscience context b) Rizal’s novels belonged to the past 3. Rizal’s Life: Family, Childhood, and and it would be harmful to read Early Education them because they presented a false 4. Rizal’s Life: Higher Education and picture of the conditions of the Life Abroad country at the time (Fr. Jesus 5. Rizal’s Life: Exile, Trial, and Death Cavanna) 6. Noli Me Tangere c) Novels contained objectionable 7. El Filibusterismo matters and Catholics had the right 8. The Philippine: A Century Hence to refuse to read them, so as not to (Other possible topics: Letter to the endanger their faith (Jesus Paredes) Women of Malolos/ The Indolence d) Recto introduced the Rizal Bill to of the Filipinos) get back at the Catholic voters, who, 9. Jose Rizal and Philippine together with President Magsaysay Nationalism – Bayani and were responsible for his poor Kabayanihan showing in the 1955 elections 10.Jose Rizal and Philippine (Narciso Pimentel) Nationalism – National Symbol The Church continued its opposition to the Lesson 1.3 bill by calling voters to reject lawmakers THE STORY OF THE who supported Recto’s Rizal Bill. Pastoral RIZAL LAW letters were read in masses voicing opposition. Bishops threatened to close Senator Claro M. Recto – filed a measure down Catholic schools if the bill was which became the original Rizal Bill in approved. 1956 recognizing the need to instill Recto stood his ground and dared the heroism among the youth at the time when Catholic Church to shut down their the country was experiencing social schools, knowing that this was only an idle turmoil (Hukbalahap insurgency) threat since the Catholic learning Internally the country was buffeted by institutions were its major source of corrupt party politics and news of political income. corruption was rampant. This was the The Compromise Bill: period when Recto submitted the bill, calling for a return to patriotic values Senator Jose P. Laurel – authored the enunciated by Filipino heroes like Jose compromise bill, based on the proposal of Rizal. Senators Roseller Lim and Emmanuel Under the bill, it shall be obligatory for Pelaez college and university students to study the Republic Act No. 1425 life and works of Jose Rizal. → better known as the Rizal Law Rizal Bill and the Catholic Church: which came into effect on June 12, 1956 The Catholic Church assailed the Rizal Bill → it accommodated the objections of as anti-Church because it forces the the Catholic Church, which could be students to read Rizal’s works like the Noli seen in the second paragraph of Me Tangere and El Filibusterismo which Section 1, allowing students to seek contain passages that were anti-Church. exemption from reading Rizal’s works for religious reasons They presented fears that the religious → the law requires the reading of the beliefs of the young students would be unexpurgated versions of Rizal’s harmed by reading Rizal’s works while novels and provided the funding of they were at their formative years. publication of Rizal’s works and their distribution to the countryside The Church made use of lobbyists as well as priests in opposing the Rizal Bill.  LIFE AND WORKS OF RIZAL (Prelims Period) |4 The study of Rizal is intended to: That in the collegiate courses, the original 1. Make students and other readers or unexpurgated editions of the Noli Me aware of the sacrifice and noble Tangere and El Filibusterismo or their ideals of Rizal. English translation shall be used as basic 2. Adhere with the teachings of Rizal. texts. 3. Reflect on the life of Rizal who gave up his life for his country’s freedom, The Board of National Education is hereby unity, and progress. authorized and directed to adopt forthwith measures to implement and carry out the Lesson 1.4 provisions of this Section, including the REPUBLIC ACT NO. 1425 writing and printing of appropriate primers, readers and textbooks. The Board AN ACT TO INCLUDE IN THE shall, within sixty (60) days from the CURRICULA OF ALL PUBLIC AND effectivity of this Act, promulgate rules PRIVATE SCHOOLS, COLLEGES and regulations, including those of a AND UNIVERSITIES COURSES ON disciplinary nature, to carry out and THE LIFE, WORKS AND WRITINGS enforce the provisions of this Act. The OF JOSE RIZAL, PARTICULARLY Board shall promulgate rules and HIS NOVELS NOLI ME TANGERE regulations providing for the exemption of AND EL FILIBUSTERISMO, students for reasons of religious belief AUTHORIZING THE PRINTING AND stated in a sworn written statement, from DISTRIBUTION THEREOF, AND FOR the requirement of the provision contained OTHER PURPOSES in the second part of the first paragraph of this section; but not from taking the course WHEREAS, today, more than any other provided for in the first part of said period of our history, there is a need for a paragraph. Said rules and regulations shall re-dedication to the ideals of freedom and take effect thirty (30) days after their nationalism for which our heroes lived and publication in the Official Gazette. died; SECTION 2. It shall be obligatory on all WHEREAS, it is meet that in honoring schools, colleges and universities to keep them, particularly the national hero and in their libraries an adequate number of patriot, Jose Rizal, we remember with copies of the original and unexpurgated special fondness and devotion their lives editions of the Noli Me Tangere and El and works that have shaped the national Filibusterismo, as well as of Rizal’s other character; works and biography. The said unexpurgated editions of the Noli Me WHEREAS, the life, works and writing of Tangere and El Filibusterismo or their Jose Rizal, particularly his novels Noli Me translations in English as well as other Tangere and El Filibusterismo, are a writings of Rizal shall be included in the constant and inspiring source of patriotism list of approved books for required reading with which the minds of the youth, in all public or private schools, colleges especially during their formative and and universities. decisive years in school, should be The Board of National Education shall suffused; determine the adequacy of the number of books, depending upon the enrollment of WHEREAS, all educational institutions the school, college or university. are under the supervision of, and subject to regulation by the State, and all schools are SECTION 3. The Board of National enjoined to develop moral character, Education shall cause the translation of the personal discipline, civic conscience and to Noli Me Tangere and El Filibusterismo, as teach the duties of citizenship; Now, well as other writings of Jose Rizal into therefore, English, Tagalog and the principal Philippine dialects; cause them to be SECTION 1. Courses on the life, works printed in cheap, popular editions; and and writings of Jose Rizal, particularly his cause them to be distributed, free of novel Noli Me Tangere and El charge, to persons desiring to read them, Filibusterismo, shall be included in the through the Purok organizations and Barrio curricula of all schools, colleges and Councils throughout the country. universities, public or private: Provided,  LIFE AND WORKS OF RIZAL (Prelims Period) |5 SECTION 4. Nothing in this Act shall be The 19th century was a century of change: construed as amendment or repealing the age of enlightenment reached its section nine hundred twenty-seven of the zenith in France culminating in the Administrative Code, prohibiting the French Revolution of 1789 discussion of religious doctrines by public ideas of freedom, liberty and school teachers and other person engaged equality, and the belief in the in any public school. sovereignty of the people in determining government thundered SECTION 5. The sum of three hundred all across Europe thousand pesos is hereby authorized to be appropriated out of any fund not otherwise THE NEEDS FOR REFORMS: appropriated in the National Treasury to REPRESENTATION carry out the purposes of this Act. Constitution of Cadiz – allowed colonies to SECTION 6. This Act shall take effect be represented in the Spanish parliament upon its approval. called the Cortes (including the Philippines) Approved: June 12, 1956 Ventura de los Reyes – a Spaniard born in Rizal: Lesson 2 the Philippines, who was selected to TH represent the colony (very first time to be 19 CENTURY given representation in the Spanish Cortes) PHILIPPINES AS RIZAL’S CONTEXT When Napoleon was defeated, Ferdinand who had become King Ferdinand VII, Course Outcomes: abolished the Cortes saying that the body 1. Appraise the link between the encroached on powers he believed individual and society. belonged solely to him. The decision was 2. Analyze the various social, political, unpopular as Spain’s American colonies economic, and cultural changes that began to revolt and sought independence. occurred in the nineteenth century. 3. Understand Jose Rizal in the context 1820 – the Spanish people rose up, and of his times. held the king hostage, and forced him to reconvene the Cortes and restore the Lesson 2.1 representation of the colonies, but was RIZAL’S CENTURY: short-lived when France, under the THE 19TH CENTURY Bourbons, sent an army which restored Ferdinand to absolute rule and caused the In order to fully appreciate Rizal’s life and abolition of the Cortes achievements it is important to place him 1833 – Ferdinand VII died, and the Cortes in the proper historical context. was again restored, however, the body held During the year of his birth, the Philippines a secret session in which it was decided was still a colony of Spain. At this time, that the Philippines should not be accorded however, most of Spain’s colonies such as representation those in South and Central America, such Representation in the Spanish Cortes as Mexico, Chile, Argentina, Venezuela, Colombia, Ecuador, Peru, Nicaragua, El → was one of the reforms demanded by Salvador, Honduras, and others, have won reformists like Rizal their independence from Spain through → it would have given the Filipinos the revolution. right to be heard in the body and equal rights with the Spaniards The Philippines was one of the Spain’s remaining Spanish colonies along with THE RELIGIOUS FRONT: Cuba, Puerto Rico, and the Spanish SECULARIZATION Sahara. At the beginning of Spanish colonization, the task of establishing and administering the country’s parishes was done by the  LIFE AND WORKS OF RIZAL (Prelims Period) |6 regular priests who belong to different tried to rally the Filipinos to their religious orders: support and promised to fight for the Augustinians independence of the Philippines Recollects Apolinario de la Cruz – he aspired Jesuits to be a priest but was refused by the Franciscans Spaniards because of his race; he Dominicans founded the religious organization, Cofradia de San Jose, which gained As early as the 16th century, it was the wish popularity among the ordinary of the King of Spain and of the Pope to people and was seen as a threat by turn over the country’s parishes to the the Catholic Church, then was secular priests. executed During the course of Spanish rule, there The defeats of native revolts demonstrated were demands by the seculars to that the Philippines was disunited because implement the royal and papal orders. of a lack of a national identity. The Spaniards used this disunity to divide and For a time this was actually implemented, rule the country. but turned out to be failures, as the secular priests who were mostly composed of SPANIARDS AND THE native priests, were found to be wanting GOVERNMENT and deemed to be unready to head the parishes. The Spaniards, despite their inferior number, managed to retain the loyalty of Since the issue pitted Filipino secular the native officials by giving them certain against the Spanish regular clergy, the privileges that kept them separate from the secularization issue has become a race rest of the population, like: issue, one between the Spanish regulars afforded with titles of capitan versus the native seculars. municipal, teniente, and cabeza, and it gave them an exalted position in Filipino priests in the Forefront of native society and were called Secularization: principales or leading citizens Father Pedro Pablo Pelaez material rewards in serving the Father Jacinto Zamora Spaniards Father Mariano Gomez exempted from taxation and Father Jose Burgos community labor or prestacion personal Lesson 2.2 entitled to receive a portion of their collection from the people CONDITIONS IN THE PHILIPPINES TH IN THE Spain controlled the natives through the 19 CENTURY native leaders. Liberal stirrings from Europe reached the Aside from the local officials, the Philippines. Spaniards controlled the military and the police, which are usually composed largely Series of Early Revolutions in the of natives except the heads and the elite Philippines: units like the artillery. Kailanes – lead the revolt in the Ilocos, who refused to believe that SPANIARDS AND THE CHURCH the Cadiz Constitution was abolished by King Ferdinand, but Reinforcing Spanish domination in the were crushed by troops from the country were the Spanish clergymen: other provinces helped established the country’s Lt. Andes Novales – a Mexican parishes and even several towns in soldier, who led a mutiny in 1826, the course of evangelization who complained of discrimination spreaders of the Christian faith and and unfair treatment from peninsular representatives of the colonial officials following the independence government of Mexico from Spain; the mutineers  LIFE AND WORKS OF RIZAL (Prelims Period) |7 acted as eyes and ears of the colonial Eventually, they became concerned with government issues of equality including secularization. controlled education in the country guardians of public morals as they By the time of the birth of Rizal in 1861, sat on bodies such as those the quest for equality was the cry of the concerning censorship times, which then influenced Rizal endorsed candidates for political throughout his life, and it became his positions lifelong quest. acted as advisers to the governor general Lesson 2.3 THE PHILIPPINES OF Religious officials serve longer than the RIZAL’S TIME governor general whose average term during the Spanish period lasted around During the times of Rizal, the sinister three years. Given this condition, the shadows of Spain’s decadence darkened religious officials were deeply entrenched, Philippine skies. The Filipino people and it would be difficult for a new agonized beneath the yoke of Spanish governor general to enforce sweeping misrule, for they were unfortunate victims reforms especially those that threaten the of the evils of an unjust, bigoted, and supremacy of the religious officials. deteriorating colonial power. SPANIARDS AND THE ECONOMY Unfortunate evils that the Spaniards brought to the Filipinos: 1834 – Spain’s monopolistic policy of not allowing the Philippines to trade with other 1. Instability of colonial administration countries was scrapped with the opening of This political instability in Spain Manila to world trade, followed by ports in adversely affected Philippine affairs Iloilo and Zamboanga because it brought about frequent periodic shifts in colonial policies and a There was brisk demand for Philippine periodic rigodon of colonial officials. products such as: The frequent change of colonial officials sugar hampered the political and economic coffee development of the Philippines. abaca tobacco 2. Corrupt officialdom dyestuff With few exceptions, the colonial rice officials sent by Spain to the Philippines in the 19th century were highly corrupt, This created economic opportunities as incompetent, cruel, or venal. many families, who were mostly mestizos consisting of Spanish and Chinese 3. No Philippine representation in the families, began trading these products for Spanish Cortes the international market. In 1837, the representation of the overseas colonies including the The increased wealth allowed middle class Philippines in the Spanish Cortes was families to have better homes and send abolished. Since then Philippine their children to colleges and universities conditions worsened because there was for higher education. no means by which the Filipino people could expose the anomalies perpetrated SPANIARDS AND EDUCATION by the colonial officials. During the 19th century, the education of 4. Human rights denied to Filipinos choice was priesthood, and many middle- The Spanish authorities who cherished class families sent their sons to seminaries human rights or constitutional liberties in Manila, where they obtained higher in Spain denied them to the Filipinos in education degrees which made them equal Asia. with the Spaniards. 5. No equality before the law The Spaniards arrogantly regarded the brown-skinned Filipinos as inferior  LIFE AND WORKS OF RIZAL (Prelims Period) |8 beings, not their Christian brothers to 11.The Guardia Civil be protected but rather as their The last hated symbol of Spanish majesty’s subjects to be exploited. tyranny which was created by the Consequently, the Filipinos were Royal Decree of February 12, 1852, as abused, brutalized, persecuted, and amended by the Royal Decree of slandered by their Spanish masters. March 24, 1888, for the purpose of maintaining internal peace and order in 6. Maladministration of justice the Philippines. They later became The courts of justice in the Philippines infamous for their rampant abuses, during Rizal’s time were notoriously such as maltreating innocent people, corrupt. Justice was costly, partial, and looting their carabaos, chicken, and slow. Wealth, social prestige, and color valuable belongings, and raping of skin were preponderant factors in helpless women. winning a case in court. Rizal: Lesson 3 7. Racial discrimination RIZAL’S LIFE: FAMILY, Spaniards regarded the converted Filipinos not as brother Christians, but CHILDHOOD, AND as inferior beings who were infinitely EARLY EDUCATION undeserving of the rights and privileges that the white Spaniards enjoyed. Course Outcomes: 1. Analyze Rizal’s family, childhood, 8. Frailocracy (means “a government by and early education. friars”) 2. Evaluate the people and events and The friars practically ruled the their influence on Rizal’s early life. Philippines through a faced of civil government. The colonial authorities, Lesson 3.1 from the governor general down to the RIZAL’S FAMILY alcaldes mayors, were under the control of the friars. Rizal’s Basic Information: Full Name Jose Protacio Rizal 9. Forced labor (known as “polo”) Mercado y Alonso It was the compulsory labor imposed by Realonda the Spanish colonial authorities on adult Nickname Ute/ Moy (siblings) Filipino males in the construction of Pepe/ Pepito (outside) churches, schools, hospitals; building Date of Birth June 19, 1861 and repair of roads and bridges; the Time of Birth Between 11:00 PM and building of ships in the shipyards; and midnight other public works. The Filipinos came Place of Birth Calamba, Laguna to hate the forced labor because of the abuses connected with it, including the Date of June 22, 1861 (Fathers non-recruitment of Spanish residents to Baptism Rufino Collantes and perform obligatory labor; receiving Pedro Casanas – only a part or none of the daily stipend godfathers) of two pesetas; and the so much Father Francisco Mercado inconvenience and suffering brought to Mother Teodora Alonso the common laborer. Meaning of Jose – in honor of St. Name Joseph, the patron saint 10.Haciendas owned by the friars of laborers and soldiers During Rizal’s times, the Spanish friars belonging to different religious orders Protacio – after a 4th were the richest landlords, for they century saint who was a owned the best haciendas in the bishop of Milan Philippines. The rural folks, who had Position in 7th child out of 11 been living in these haciendas and the Family 2nd son out of 2 cultivating them generation after generation became tenants. Rizal’s Parents: Francisco Mercado → a descendant of Domingo Lam-co, an immigrant from Fujian, China  LIFE AND WORKS OF RIZAL (Prelims Period) |9 who arrived in thethPhilippines Signs of Rizal’s family affluence: during the late 18 century purchased a second bahay na bato in → born on May 11, 1818 in Biñan, the town Laguna accommodated all visitors including → studied Latin and Philosophy at the priests, Spanish officials, and the College of San Jose in Manila guardia civil → a hardy and independent-minded had a collection of books composed man, who talked less and worked of some 1,000 titles in their private more, and was strong in body and library valiant in spirit their home had a wide yard planted → died in Manila on January 5, 1898 at with various fruit trees the age of 80 was able to own a carriage was able to send children to school Teodora Alonso y Realonda in Manila → born on November 8, 1826 in Manila Jose Rizal’s Siblings: → educated at the College of Santa Rosa Saturnina b. 1850 Married to → a remarkable woman possessing (Neneng) d. 1913 Manuel T. refined culture, literary talent, Hidalgo of business ability, and the fortitude of Tanauan, Spartan women Batangas → died in Manila on August 16, 1911 Paciano b. 1851 Became a at the age of 85 d. 1930 revolutionary general and Rizal’s description of his parents: retired to Father – “a model of fathers” who farming after had given his children an education the conflict commensurate with the family’s Narcisa b. 1852 Married to small fortune; was thrift (Sisa) d. 1939 Antonio Lopez, Mother – “cultured woman of a teacher from Manila” who knew literature and Morong, Rizal spoke better Spanish than he did; Olimpia b. 1955 Married to was also a mathematician and had (Ypia) d. 1887 Silvestre read many books Ubaldo, a telegraph Family Social and Economic Status: operator from Manila The Mercados leased farmland from its Lucia b. 1857 Married to Dominican owners and built a house made d. 1919 Mariano of stone (bahay na bato) at the plaza of the Herbosa of town. Calamba Maria b. 1859 Married to The family belonged to the affluent (Biang) d. 1945 Daniel Faustino principalia class which was eligible for Cruz of Biñan, public office at the time. Laguna Jose b. 1861 Married to Aside from being an inquilino or primary (Pepe) d. 1896 Josephine tenant, Doña Teodora tended a store at the Bracken of ground floor of their house. Hong Kong Concepcion b. 1862 Died at the age As tenants in the Dominican estate, the (Concha) d. 1865 of 3 Rizal family grew corn, dyestuff, rice, and Josefa b. 1865 Head of the sugar cane on their farm. They also (Panggoy) d. 1945 women chapter operated a sugar mill, flour mill, and a ham of the press. They were also involved in the trade Katipunan, died of dye and sugar. unmarried  L I F E A N D W O R K S O F R I Z A L ( P r e l i m s P e r i o d ) | 10 Trinidad b. 1868 A member of Physical description of the Child Rizal: (Trining) d. 1951 the Katipunan, He was small and had a fragile unmarried physique. Soledad b. 1870 Married to His head was rather large and it was (Choleng) d. 1929 Pantaleon joked that he would fall after Quintero of standing up. Calamba A Memorable Anecdote: Jose and the Surname Rizal: Happened when Jose and his mother once Jose was the first to adopt the surname exchanged an anecdote about a pair of Rizal, which came from the word “ricial” moths circling the flame of the oil lamp. which means “green field”. Of the two moths, one was larger and it was assumed that it was the mother of the Rizal’s Family Relation: smaller one. The smaller moth got so Rizal’s big family was a happy one. It was attracted to the flame that it flew too close, full of joy tempered with reverence. The its wings got burned and fell into the oil Rizal siblings were tightly bound by love and died. and companionship. The Rizal family: The incident with the moths made an had close family ties impact in the mind of the young Jose and had strict but caring parents as Doña Teodora put him into be she said, religious (hearing mass everyday or “Don’t be disobedient or you may get during Sundays and Catholic burned as it did.” Holidays, praying the Angelus at sunset and the Rosary before retiring The story left an imprint on Jose’s mind to bed) that to sacrifice one’s life for an ideal is worthwhile. Rizal and Paciano: Rizal developed a strong bond with his Rizal’s Early Childhood elder brother Paciano whom he considered Prowess and Interests: as a second father. Paciano, on the other He developed a love for sculpture. hand, respected the potentials of his He had a passion for poetry and a younger brother and supported him in his passion for anything new. His eyes endeavors. lit up on every new discovery. He drew things that he saw, Rizal’s First Sorrow: including trees, flowers and birds Rizal experienced the first sad episode of that visited in the yard. his life with the death of his younger sister He made his own ink using charcoal Concha who died of a disease. According and the juices of various leaves and to Rizal, for the first time he wept tears of flowers. love and grief, bringing him his first His artistic side was becoming sorrow at the age of 4. manifest as he made various statuettes made of clay and wax, and Lesson 3.2 restored a religious banner which RIZAL’S CHILDHOOD was soiled and made it with a better color. Rizal has generally pleasant memories of Spent his time riding on a pony and his childhood. his black dog named Usman was his companion. Memorias de un Estudiante de Manila – He was fascinated with magic tricks the autobiography written by Jose Rizal and his nimble fingers dazzled many under the pseudonym “P. Jacinto” at the onlookers as he entertained folks age of 17, about his childhood memories and friends in Calamba. Un Recuerdo de Mi Pueblo – the poem Sa Aking mga Kabata written by Rizal when he was 15 years old, (To my Fellow Children) immortalizing the town of his birth, → the first poem Rizal wrote when he Calamba was 8 years old  L I F E A N D W O R K S O F R I Z A L ( P r e l i m s P e r i o d ) | 11 → a praise to the native language of the country could be severely Tagalos which became the basis of dealt with the country’s national language → the link of the Rizal family, → he appealed to the readers to love especially with Paciano, to their native tongue and manifested a Father Burgos was treated nationalistic inclination through the with suspicion by authorities appreciation of the country’s culture → Jose Rizal wrote about and heritage Burgos, “He awakened my intellect and made me Tagalog Drama understand goodness and → was written by Rizal during his eight justice. His farewell words I year and which was staged in the will always remember – I fiesta of Calamba have tried to pass on to you → the manuscript was bought by the what I received from my gobernadorcillo of Paete for two teachers. Do the same for pesos and staged it in the fiesta in those who come after you” Paete → Jose dedicated his second novel El Filibusterismo to the Taste of Injustice memory of the GOMBURZA priests, offering it as “a tardy Events that forever changed wreath on your unknown Rizal’s view of Filipino Society: tomns!” 1. Doña Teodora’s imprisonment (June 1871) Influences on the Childhood of Rizal: → Doña Teodora was accused as 1. Hereditary Influences an accomplished of Jose a. Malayan ancestors – love for Alberto of trying to poison the freedom latter’s wife b. Chinese ancestors – serious → she was treated brutally under nature, frugality, patience, and arrest by the alferez, as well love for children as harshly by the c. Spanish ancestors – elegance of gobernadorcillo of Calamba, bearing, sensitivity to insult, and wherein she was sent on foot gallantry to ladies to the provincial jail of Santa d. Father – profound sense of self- Cruz – more than 50 km. respect, the love of work, and the away from Calamba habit of independent thinking → the case dragged on for two e. Mother – religious nature, the years until it reached the spirit of self sacrifice, and the Supreme Court passion for arts and literature → with this event, Rizal 2. Environmental Influences developed the perspective that there is injustice in this world a. Scenic beauties of Calamba and and this could be done by the beautiful garden – literary people who should have been and artistic talents one’s friends b. Paciano – love for freedom and → in his writings, Rizal wrote justice that he developed a distrust of c. Sister – courtesy and being kind people especially when it to women comes to people in power d. Fairy tales told by his aya – 2. Cavite Mutiny of January 20, 1872 awakened his interest in folklore 3. Execution of the Filipino secular and legends priests, Fathers Mariano Gomes, e. Tio Jose Alberto – inspiration to Jose Burgos, and Jacinto Zamora on develop his artistic ability February 17, 1872 f. Tio Manuel – encourage him to develop his frail body by means → this event awakened the of exercises nationalism of the Filipinos, g. Tio Gregorio – intensified his yet at the same time, became voracious reading of good books aware to the fact that anyone or anything threatening Spanish superiority in the  L I F E A N D W O R K S O F R I Z A L ( P r e l i m s P e r i o d ) | 12 h. Fr. Leoncio Lopez – love for Jose became an outstanding student scholarship and intellectual surpassing his classmates in Spanish, honesty Latin, and other subjects. He was also very i. Other unfortunate events in his popular, that some of his classmates spread life (death of Concha, rumors to discredit him. imprisonment of his mother, Spanish abuses and cruelties, December 1871 – Rizal bade farewell to execution of the GOMBURZA) the school and his teacher to go to Manila – awakened his spirit of to study, as recommended by Maestro Cruz patriotism and inspired him to consecrate his life and talents to Juancho – father in-law of Maestro Cruz redeem his oppressed people who became Rizal’s first teacher in painting in Biñan 3. Aid of Divine Providence Suggested Reading from God endowed him with versatile MEMOIRS OF A STUDENT IN gifts of a genius, vibrant spirit of MANILA BY JOSE RIZAL nationalistic and valiant heart for a noble cause. Chapter 1 : My Birth – Early Years Lesson 3.3 I was born in Calamba on 19 June 1861, RIZAL’S EARLY EDUCATION between eleven and midnight, a few days before full moon. It was a Wednesday and Rizal had his early education in Calamba my coming out in this vale of tears would and Biñan. have cost my mother her life had she not vowed to the Virgin of Antipolo to take me The first teacher of Rizal was his mother to her sanctuary by way of pilgrimage. (02) that encouraged him to write poems, taught him the alphabet, and further developed his All I remember of my early days is I don’t literary prowess. know how I found myself in a town with some scanty notions of the morning sun, of Private Tutors of Rizal: my parents, etc. 1. Maestro Celestino 2. Maestro Lucas Padua The education that I received since my 3. Leon Monroy – taught Rizal Spanish earliest infancy was perhaps what has and Latin shaped my habits, like a jar that retains the odor of the body that it first held. I still FORMAL EDUCATION remember the first melancholy nights that I spent on the terrace of our house as if they June 1870 – Paciano brought Jose (9 years happened only yesterday -- nights full of old) to the school in Biñan managed by the saddest poem that made impression of Maestro Justiniano Aquino Cruz my mind, the stronger the more tempestuous my present situation is. I had System of Education with Maestro Cruz: a nurse who loved me very much and who, The infliction of pain was made to in order to make me take supper (which I ensure that the student remembers had on the terrace on moonlit nights), the lesson. frightened me with the sudden apparition According to Rizal, a day did not of some formidable asuang, [ghosts], of a pass that he did not receive a few frightful nuno, or parce-nobis, as she used strokes from his teacher’s short to call an imaginary being similar to the Bu stick. of the Europeans. They used to take me for a stroll to the gloomiest places and at night Jose became the object of bullying from near the flowing river, in the shade of some his classmates especially from Pedro, the tree, in the brightness of the chaste son of the schoolmaster, which came to a Diana............... Thus was my heart point of a brawl. Later learning the nourished with somber and melancholic wrestling skills he learned from his uncles, thoughts, which even when I was a child he eventually defeated the class bully. already wandered on the wings of fantasy in the lofty regions of the unknown.  L I F E A N D W O R K S O F R I Z A L ( P r e l i m s P e r i o d ) | 13 I had nine sisters and one brother. My omnipotent and invisible hand is pulling father, a model of fathers, had given us an her through the spaces. Then my mother educational commensurate with our small would make us recite the rosary all fortune, and through thrift he was able to together. Afterward we would go to the build a stone house, buy another, and to terrace or to some window from which the erect a little nipa house in the middle of moon can be seen and my nurse would tell our orchard under the shade of banana us stories, sometimes mournful, sometimes trees and others. There the tasty ate [atis] gay, in which the dead, gold plants that displays its delicate fruits and bends its bloomed diamonds were in confused branches to save me the effort of reaching mixtures, all of them born of an entirely for them; the sweet santol, the fragrant and oriental imagination. Sometimes she would honeyed tampooy, the reddish macupa, tell us that men lived in the moon and the here contend for supremacy; farther ay are specks that we observed on it were nothing the plum tree, the casuy, harsh and piquant, else but a woman who was continuously the beautiful tamarind, equally gratifying spinning. to the eyes and delightful to the palate, here the papaya tree spreads its broad When I was four years old I lost my little leaves and attracts the birds with its sister (Concha) and then for the first time I enormous fruits, yonder at the nangca, the shed tears caused by love and grief, for coffee tree, the orange tree, which until then I had shed them only because of perfumes the air with the aroma of its my stubbornness that my loving proving flowers; on this side are the iba, the mother so well knew how to correct. Ah! balimbing, the pomegranate with its thick Without her what would have become of foliage and beautiful flowers that enchant my education and what would have been the senses; here and there are found my fate? Oh, yes! After God the mother is elegant and majestic palm trees loaded everything to man. She taught me how to with enormous nuts, rocking its proud read, she taught me how to stammer the crown and beautiful fronds, the mistresses humble prayers that I addressed fervently of the forests. Ah! It would be endless if I to God, and now that I’m a young man, ah, were to enumerate all our trees and where is that simplicity, that innocence of entertain myself in naming them! At the my early days? close of the day numerous birds came from all parts, and I, still a child of thee years at In my own town I learned how to write, the most, entertained myself by looking at and my father, who looked after my them with unbelievable joy. The yellow education, paid an old man (who had been caliauan, the maya of different varieties, his classmate) to give me the first lessons the culae, the maria capra, the martin, all in Latin and he stayed at our house. After the species of pitpit, joined in a pleasant some five months he died, having almost concert and intoned in varied chorus a foretold his death when he was still in hymn of farewell to the sun that was good health. I remember that I came to disappearing behind the tall mountains of Manila with my father after the birth of the my town. Then the clouds, through a whim third girl (Trinidad) who followed me, and of nature, formed a thousand figures that it was on 6 June 1868. We boarded a casco, soon dispersed, as such beautiful days a very heavy craft. I had never yet gone passed away also, leaving behind them through the lake of La Laguna consciously only the flimsiest remembrances. Alas! and the first time. I did, I spent the whole Even now when I look out the window of night near the catig, admiring the grandeur our house to the beautiful panorama at of the liquid element, the quietness of the twilight, my past impressions come back to night, while at the same time a my mind with painful eagerness! superstitious fear took hold of me when I saw a water snake twine itself on the Afterwards comes night; it extends its bamboo canes of the outriggers. With what mantle, sometimes gloomy through starred, joy I saw the sunrise; for the first time I when the chaste Delia does not scour the saw how the luminous rays shone, sky in pursuit of her brother Apollo. But if producing a brilliant effort on the ruffled she appears in the clouds, a vague surface of the wide lake. With what joy I brightness is delineated. Afterwards, as the spoke to my father for I had not uttered a clouds break up, so to speak, little by little, single word during the night. Afterward she is seen beautiful, sad, and hushed, we went to Antipolo. I’m going to stop to rising like an immense globe, as if an relate the sweetest emotions that I felt at  L I F E A N D W O R K S O F R I Z A L ( P r e l i m s P e r i o d ) | 14 every step on the banks of he Pasig (that a few years later would be the witness of my grief), in Cainta, Taytay, Antipolo, Manila, Santa Ana, where we visited my eldest sister (Saturnina) who was at that time a boarding student at La Concordia. I returned to my town and I stayed in it until 1870, the first year that marked my separation from my family. This is what I remember of those times that figure in the forefront of my life like the dawn of the day. Alas, when shall the night come to shelter me so that I may rest in deep slumber? God knows it! In the meantime, now that I’m in the spring of life, separated from the beings whom I love and most in the world, now that sad, I write these pages... let us leave Providence to act, and let us give time to time, awaiting from the will of God the future, good or bad, so that with this I may succeed to expiate my sins. 8 Dulambayan, Sta. Cruz, Manila, 11 September 1878. Complete Copy of Jose Rizal’s Memoirs of a Student in Manila: https://www.studocu.com/ph/document/ate neo-de-zamboanga-university/rizal/rizal- memoirs-of-a-student-in-manila/33705507