Caraga State University Lesson Notes on Rizal PDF

Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 1 Introduction to the Course: Why Study the Life and Works of Rizal? History of the Rizal Law and Its Essential Provisions Gen. Emilio Aguinaldo made Dec. 30 as the anniversary of Jose Rizal’s death Philippine National Hero in 1901 On the recommendation of Trinidad Pardo de Tavera, the Taft Commission renamed the district of Morong into the Province of Rizal Rizal’s death anniversary was made an official holiday Act No. 243 was enacted on September 28, 1901 granting the right to use public land upon the Luneta in the City of Manila upon which to erect a statue of Jose Rizal. History of the Rizal Law and Its Essential Provisions To give ample time to prepare for the birth centenary of Jose Rizal in 1961, the Rizal National Centennial Commission was created and issued by Pres. Ramon Magsaysay on August 10, 1954 to undertake the construction of a National Cultural Shrine and other memorials to be dedicated to Jose Rizal. It became Rizal Presidential Committee on 1 July 1962 during Diosdado Macapagal administration. History of the Rizal Law Jose Rizal’s vast role in the attainment of the nation’s freedom led to the issuance of Republic Act 1425 on June 12, 1956. Commonly known as the Rizal Act. It is Senator Claro M. Recto who authored the Rizal Bill. While Senator Jose P. Laurel, Sr., who was then the Chairman of the Committee on Education, sponsored the bill in the Senate. Rizal Law and the Study of Life and Works of Rizal As mandated by 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. Rizal Law and the Study of Life and Works of Rizal According to Senator Jose P. Laurel, who sponsored the law, Rizal was the founder of Filipino nationality and the architect of Filipino nation that there is a need to know more and imbibe the great ideals and principles for which he died. As the Chairman of the Committee on Education when the law was enacted, Laurel believed that by reading and studying Rizal’s life, teachings and writings, Filipino youth will be able to gain incorruptible confidence, direction, courage and determination to move forward in our people’s journey towards an abundant life. Rizal Law and the Study of Life and Works of Rizal There are other reasons of teaching the Rizal course in higher education institutions which are anchored on the patriotic policy statements of Rizal Law and the patriotic goals set by the then Board on National Education. These are the following:  To recognize the relevance of Rizal’s ideals, teachings as well as life values in relation to present conditions and situations in the society;  To apply Rizal’s ideas in the solutions of social problems and issues in the contemporary;  To develop an appreciation and deeper understanding of the qualities, behavior and character of Rizal; and  To foster the development of moral character of the Filipino youth in all aspects of citizenship. Reference National Commission of the Philippines Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 2 Republic Act 1425 Republic Act 1425 known as Rizal Law 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. Sections 1. included in the curricula of all schools, colleges and universities, public or private: 2. obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies 3. The Board of National Education shall cause the translation 4. prohibiting the discussion of religious doctrines 5. P300,000.00 is hereby authorized to be appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the purposes of this Act. 6. This Act shall take effect upon its approval. Republic Act 1425 known as Rizal Law When the law was enacted in 1956, it is clearly understood that the study of the life and works of Rizal calls the attention of the youth to fully live its objectives. These are the following: To re-dedicate the youth to the ideals of freedom and nationalism for which our heroes lived and died To pay tribute to the heroes particularly our national hero for devoting his life and works in shaping the Filipino character; To gain inspiring source of patriotism thru the study of Rizal’s life, works and writings with which the minds of the youth, especially during their formative and decisive years in school, should be suffused. THE GATES TO HEROISM: DEFINING A FILIPINO HERO THE CRITERIA IS COMPOSED OF 10 STANDARDS 1. The extent of a person’s sacrifices for the welfare of the country. 2. The motive and methods employed in the attainment of the ideal (was his ideal purely for the welfare of the country and without any taint of self-interested motives, most of all the method of attainment should be morally valid). 3. The moral character of the person concerned ( the person should not have any immorality issue that affected his ideal). 4. The influenced of the person concerned of his age and or the succeeding age. 5. That heroes are those who have a concept of nation and thereafter aspire and struggle for the nation’s freedom (they must have desired the country’s freedom in any situation especially when there’s a threat of invasion in any form). THE GATES TO HEROISM: DEFINING A FILIPINO HERO THE CRITERIA IS COMPOSED OF 10 STANDARDS 6. That heroes are those who define and contribute to a system of life of freedom and order for a nation (one who helps in the orderliness and betterment of the country). 7. Those who contribute to the quality of life and destiny of a nation. 8. A hero is part of the people’s expression (the citizen must have recognized and acknowledged the person as a hero). 9. A hero thinks of the future, especially the future generations, his concern for the generations must be seen in his decisions and ideals). 10. The choice of a hero involves not only the recounting of an episode or events in history, but of the entire process that made this particular person a hero. Reference https://www.officialgazette.gov.ph/1956/06/12/republic-act-no- 1425/ Garcia, C. and Cruz, C. (2005) Rizal and the Development of Filipino Nationalism: A textbook on the Life, Works and Writings of Our National Hero. Mandaluyong City: Books Atbp. Publishing Corp. Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 3 The Philippines in the 19th Century: Social and Political Structure Glossary of Terms Peninsulares- they were pure Spaniards who were born in Spain but/and lived in the Philippines Insulares- also known as criollos in Spanish-held country in South America. They were pure Spaniards who were born in the Philippines. Some historians called them Filipinos Indio/s-refer to native Filipino Mestizos- were of mixed ancestry, example Chinese-Filipino, Spanish- Filipino The Filipino The term Filipino was used only in 1898 or after the Spanish rule. The use of the term Filipino in this discussion is only to refer the natives of the country in our context. But then again, it was used only after the Spanish rule. Filipino Social Structure The feudalism established by the Spanish colonial government in the Philippines in the 19th century resulted to master-slave relationship by the Spaniards. The Spanish government imposed and collected all forms of taxes and tributes from the native Filipinos and even required them to render polo y servicio or forced labor to the government and the Catholic church. Lands were owned by the wealthy Spanish officials, businessmen and even friars. The native Filipinos became tenants of their own land due to transfer of ownership. The photo above is the social pyramid. The level 1 is the Upper Class which enjoyed by the peninsulares or the Spaniards born in Spain. They held the most important government jobs, and made up the smallest number of the population. Also in the upper class is the group of friars who were members of any of certain religious orders of men, especially the three mendicant orders such as Augustinians (1565), Dominicans (1587), and Franciscans (1577). Because of the union of Church and State, these people in the upper class have the power and authority to rule over the native Filipinos. The level 2 is the Middle Class which include the insulares or Spaniards born in the Philippines, the Spanish (or European) and Chinese mestizos, and the principalia or the ruling class of native elites composed of the gobernadorcillo, cabeza de barangay, landowners, merchant and wealthy native families. The level 3 or the lowest level is the Lower Class which placed only the native Filipinos known during that time as the indios. The social pyramid during Spanish colonial government manifested the superiority complex, and social tensions were prevalent as the lower class were victimized by the Upper class. However, racial discrimination came to be institutionalized which Rizal even experienced it inside the schools he attended. Members of the middle and lower classes were considered inferior by the upper class and unworthy of education and higher government positions. However, in the next chapter of Philippine history, these two social ranks were those who criticized the government and church and worked for to claim freedom from Spanish tyranny. Social Structure: Highest Class Highest class – the people that belong in this class include the Spaniards, peninsulares and the friars. They have the power and authority to rule over the Filipinos. ✓ The Spanish officials ✓ The Peninsulares (Spaniards who were born in Spain). They held the most important government jobs, and made up the smallest number of the population. Social Structure: Highest Class ✓ The Friars are members of any of certain religious orders of men, especially the four mendicant orders (Augustinians, Carmelites, Dominicans, and Franciscans). Social Structure: Middle Class 1. Middle Class – the people that belongs into this class includes the natives, mestizos and the criollos (Insulares was the specific term given to criollos, a full- blooded Spaniards born in the colonies; Philippines or the Marianas) Natives – the pure Filipinos Social Structure: Middle Class The Mestizos are the Filipinos of mixed indigenous Filipino or European or Chinese ancestry. Social Structure: Lowest Class Lowest class – this class includes the Filipinos only. The Indios are the poor people having pure blood Filipino which ruled by the Spaniards. On Education ✓ The social pyramid manifested also the privileges and rights of the people according to their rank in the society. Thus, it affects their social relationship, economic development, and attainment of education. ✓ The first schools were the parochial schools opened by the missionaries in their parishes. In addition to religion, the Filipino native children in these schools were taught reading, writing, arithmetic and some vocational and practical arts subjects but most of the time centered on the teaching of fear of God and obedience to the friars. ✓ These schools were under the control of the friars up to the middle of the 19th century. However, the primary education was not given attention despite the establishment of parochial schools in the towns of the provinces. Many of the Filipino native children attended these schools were not able to develop self-confidence in their ability to learn and only developed inferiority complex. On Education ✓ The separate colleges for boys and girls were also opened by the missionaries. These colleges were the equivalent of our high schools today. The subjects taught to the students included history, Latin, geography, mathematics and philosophy. Some of these colleges offered degree which is equivalent to present degrees in colleges ✓ Originally, these colleges were open only to the Spaniards and those with Spanish blood or the mestizos. It was only during the 19th century that these colleges began accepting native Filipinos. The university education was started in the Philippines during the early part of the 17th century. By the end of the 19th century, only the University of Santo Tomas remained as the higher education institution in the country. ✓ On 1853, the Educational Decree was implemented in the country which required the establishment of one elementary school for boys and one elementary school for girls in each town of the Philippine provinces. The decree also provided for the establishment of school for the training of teachers mostly girls with a mastery of the Spanish language as the medium of instruction in all schools but under the direction of the Jesuits. On Education ✓ The friars reacted negatively to the teaching of the Spanish language to native Filipinos. For the friars, the learning of Spanish language to Indios would lead to their knowledge and development of political and social awareness about the Spanish government. These friars suppressed the opportunity to learn and thus wanted the Filipino natives or Indios to remain ignorant. Political System (administrative organization) Only the peninsulares or pure blooded Spaniards could have a higher position in the government. Mostly, the positions were done by appointment. The Philippines was governed by the Spanish Crown thru the Ministry of Colonies (1863-1898) in the 19th Century. The government was unitary as policies implemented by colonial administrators to the entire country emanated from Manila as the seat of the central government. It was centralized colonial government in the Philippines that was composed of a national government and the local governments that administered provinces, cities, towns and municipalities with roles: Maintained peace and order Collected taxes Built schools and other Public works Political System (administrative organization) ✓ Governed directly by the Spanish Crown thru Ministry of Colonies (appointing Governor-General) ✓ Policies were unitary ✓ Manila was the seat of government Political System (administrative organization) Governor-General Head of the Spanish colonial government ✓ Head of the Spanish colonial government in the country; thus, he represented the Crown in all governmental matters. ✓ He was the Vice Royal Patron over religious affairs; thus he could choose priests for ecclesiastical administration of the parishes. ✓ He was the Commander-in-Chief of the colonial army. ✓ He was an ex-officio president of the Royal Audiencia; the Supreme Court in the Philippines during Spanish colonial period ✓ He had legislative powers to make laws for the colony. ✓ He had the power of cumplase or the power to decide which law or royal decree should be implemented or disregarded in the colony. ✓ He had the power to appoint and dismiss public officials Political System (administrative organization) ✓ Governed directly by the Spanish Crown thru Ministry of Colonies (appointing Governor-General) ✓ Policies were unitary ✓ Manila was the seat of government Political System (administrative organization) Political System (administrative organization) The pacified provinces were known as the alcaldias and unpacified provinces or not yet fully under Spanish control were known as corregimiento. The alcaldias were headed by alcalde mayor who represented the Spanish king and the governor general in their respective provinces. They managed the day-to-day operations of the provincial government, implemented laws and supervised the collection of taxes and enjoyed the indulto de comercio, a privilege to engage and monopolize commercial matters. Political System (administrative organization) The Residencia To ensure the government efficacy, a residencia was created. It was a special judicial court that investigates the performance of a governor general who was about to be replaced. The residencia, of which the incoming governor general was usually a member, submitted a report of its findings to the King. The Visita The Council of the Indies in Spain (1565-1837) sent a government official called the Vistador General to observe conditions in the colony. He reported his findings directly to the King. Political System (administrative organization) Union of the Church and State ✓ Friars were supervising representatives of the Spanish government for local affairs. Guardia Civil ✓ Organized in 1867 as a corps of native police References https://dimasalanglaonglaan.wordpress.com/philippines-in-the-19th- century/ Garcia, C. & Cruz, C. (2005). Rizal and the Development of Filipino Nationalis: A Textbook on the Life, Works and Writings of our National Hero. Mandaluyong City: Books Atbp.Publishing Corp. https://www.teacherph.com/history-system-education-philippines/ last retrieved December 27, 2020 https://www.slideshare.net/MsKrabbs19/rizal-in-the-19th-century-philippines last retrieved December 28, 2020 Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 4 The Philippines in the 19th Century: Economic Development & The Rise of Nationalism Pre-colonial Economic Activity Trading relationship with ✓ ✓China ✓ ✓India ✓ ✓Indonesia ✓ ✓Malaysia ✓ ✓Borneo Economic Development When the country was opened to foreign trade at the end of the 18th century, there were foreign firms established in Manila which gave opportunity to the Filipino natives engaged in business; basically, agricultural produce such as sugar, rice, hemp and tobacco. These opportunities increased Filipino contacts with foreigners and peninsular Spaniards, gave knowledge about the privileges, freedom and rights of people. Economic Development It was an economic development in the country where many of the natives engaged in agriculture, which eventually enriched them. The rise of the Chinese-Filipino is also one of the results of this event. They were able to send their sons to school in Manila and some of them went for further studies in Europe, mostly in Spain. These Filipinos, who were educated abroad, were able to absorb the intellectual developments in Europe and later played significant roles in nation-building. Economic Development ❑Increasing prosperity to the Filipino middle and upper classes ❑ Agricultural products (rice) ❑ Those who controlled rice, sugar and abaca growing lands in Central Luzon, Batangas, Bikol, Negros and Panay profited much ❑ Development of inquilino of friar haciendas Inquilino-tenant or 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 for the landlord Economic Development In conclusion, because of this economic development many of the natives engaged in agriculture which enriched themselves. The rise of the Chinese-Filipino also one of the results of this event. They were able to send their sons to school in Manila and some of them went further studies in Europe. The economic development also resulted the intellectual development of the Filipinos during that time. Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 4 The Rise of Nationalism Definition of Nationalism ✓ belief, ✓ creed or ✓ political ideology that involves an individual identifying with, or becoming attached to one's nation. Definition of Nationalism Nationalism is a sense of loyalty or psychological attachment members of a nation share, based on common language, history, culture and desire for independence (Jackson & Jackson, 2000). It is a condition of mind, a feeling and sentiment of a group of people (cited by Agoncillo, 1990). Nationalism in the Philippines The birth of nationalism went rather slowly due to ✓topography, ✓language problems and ✓ colonial policy. Nationalism is not a product of a sudden outburst of sentiment. It is brought about by certain factors that gradually develop. Nationalism in the Philippines According to John Schumacher, the development of nationalist’s thoughts was due to the development of these social factors: economic, political and cultural. Economic growth brought changes as the middle class emerged that later became prominent and, politically, became leaders in society. Lastly, the cultural development due to the spread of education, where liberal ideas and foreign nationalist thoughts reached the curious minds of the middle class and even to the lower class. FACTORS OF THE RISE OF NATIONALISM 1. Opening of the Philippines to World Trade 2. Influx of liberal ideas 3. Secularization Movement 4. Liberal regime of Carlos Ma. de la Torre 5. Cavite Mutiny 6. Execution of GOMBURZA Opening of the Philippines to World Trade - Rise of the middle class (intelligentsia or ilustrado Intelligentsia/ilustrado-status class of the educated people Influx of Liberal Ideas The possibility of applying Western thoughts as a means to solve existing problems in the country The intellectuals of the country gained access to western political thought from the books and newspapers brought by foreign travelers -- Ideologies of the French and American Revolution -- Voltaire, Rousseau, Locke, Montesquieu, Jefferson Secularization Movement Regular Priests and Secular Priests ❑Regular priests belonged to religious orders. Their main task was to spread Christianity. ❑Secular priests were trained to run the parishes and were under the supervision of the bishops. Conflict began when the bishops insisted on visiting the parishes that were being run by regular priests Secular priests must fill in the vacancy left by the regular clergy Liberal regime of Carlos Ma. de la Torre ✓ welcomed by both Filipinos and Spaniards -- June 23, 1869 ✓ practiced liberal and democratic principles ✓ abolished flogging, relaxed media censorship, and began limited secularization of education ✓ Developed a close relationship with the ilustrados ✓ The peaceful settlement of agrarian unrest in Cavite Cavite Mutiny Gen. Carlos Maria de la Torre ended and replaced by General Rafael Izquierdo - marked the end of liberal policies 200 Filipino Soldiers (Cavite arsenal) -- abolition of exemption from polo y servicio and payment of annual tribute -- January 20, 1872 the mutiny broke out under the leadership of Sergeant La Madrid -- January 27, 1872 41 mutineers were executed General Rafael Izquierdo Execution of GOMBURZA February 17, 1872 -- executed by the Spanish colonizers on charges of subversion (charged as supporters of the Cavite Mutiny) In conclusion, these events in Philippine history, the characteristics of nationalism were felt and put into practice. References https://dimasalanglaonglaan.wordpress.com/philippines-in-the-19th- century/ https://courses.lumenlearning.com/musicapp_historical/chapter/nationalis m/ https://www.slideshare.net/heyitsmebianca/the-rise-of-filipino-nationalism Schumacher, John. “Rizal in the context of the 19th Century Philippines” in The Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism. Quezon City: ADMU Press, 1991. Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 5 Rizal’ s Family and Ancestry According to the psychologists, what a person is results from the interaction of nature and nurture. Therefore, to understand the life of Rizal, it is necessary to know the factors that influenced him during his childhood and his formation into the greatest hero we have in the country. Calamba at the Time of Rizal’s Birth Calamba (Laguna) at the time of Rizal’s birth was a hacienda town where people engaged in agricultural activities. Calamba was a progressive among the towns of Laguna because of the massive production of sugar. Its fertile soil and favorable climate, people were able to raise and harvest different crops. But the lands were almost owned by the Dominican friars, thus, as a friar estate farmers rented the land and paid taxes. The tenants, however, were resilient despite hardships and cruelties from the owners due to increase of taxes and suppress production of their agricultural products. The Birth of Jose Rizal Taken from his memoirs as cited by Zaide, Rizal was born on Wednesday night of June 19, 1861 in Calamba, Province of Laguna. His mother almost lost her life during his birth because of his big head but was believed being relieved by the Virgin of Antipolo. After three days, he was baptized in Calamba Church by Fr. Rufino Collantes with Fr. Pedro Casañas, a family friend as his godfather. The name Jose was chosen by his mother who was a devotee to St. Joseph. Rizal’s Ancestry Rizal came from a mixture of different races- Chinese, Filipino, Spanish and Japanese ancestry. Below is the ancestry of Rizal both from his parents. Rizal’s Ancestry ✓ The Rizal genealogy started from Lam Co who became Domingo Lamco was a Chinese immigrant from Changchow, China arrived in Manila about 1690. He became a Christian and married a wealthy Chinese mestiza, Ines dela Rosa in 1731. ✓ To avoid prejudices and by the order of the Spanish government, he assumed a surname of Mercado. The couple moved to Biñan ended as tenants of the Dominican hacienda. Their son named Francisco Mercado married a wealthy Chinese mestiza, Cirila Bernacha. ✓ Because of economic status of the family, Francisco Mercado became a gobernadorcillo of Biñan. One of their sons named Juan Mercado became a gobernadorcillo also who married to a Chinese mestizo, Cirila Alejandro. The latest couple had thirteen children; the youngest was Francisco Mercado, Jose Rizal’s father. ✓ The Alonso genealogy started from Eugenio Ursua believed to have a Japanese ancestry who married to a Filipina named Benigna. Their daughter, Regina Ursua married a Chinese mestizo lawyer, Manuel de Quintos from Lingayen, Pangasinan. One of their daughters named Regina de Quintos married a Spanish-Filipino mestizo Lorenzo Alberto Alonso of Biñan. The latest couple had five children, the second was Teodora Alonso, Jose Rizal’s mother. Rizal’s Family Rizal was raised in a middle class family which is considered as principalia or ruling elite in the 19th century. The family source of income was agriculture; farming and stockraising. From the Dominican hacienda, they rented the lands where they owned farms of rice, corn and sugarcane. The following are the evidences and the properties which made Rizal’s family as an affluent family: ✓ stone house of adobe and hardwood located in calle real ✓ a carriage which is a status symbol of the ilustrados ✓ a private library in their house with numerous volumes of books ✓ sent their children to Manila for education ✓ presence of personal servants taking care of the needs of the children ✓ private tutors to improve Spanish language and the academics of the children ✓ participated prominently in some social and religious affairs in the community ✓ Rizal’s father, Don Francisco Mercado was an educated man who studied Latin and Philosophy courses at the Colegio de San Jose in Manila. Rizal described him “a model of all fathers” because of his honesty, frugality and industry that makes their family more progressive than others. He was one of the reasons why Rizal studied and completed the course on Philosophy. ✓ Rizal’s mother was also an educated woman who completed education at the Colegio de Santa Rosa , a prestigious college for girls in Manila. Rizal described her as “a woman of more than ordinary culture”, a dedicated wife and mother. She inspired Rizal in literature particularly in poetry. ✓ The family of Rizal kept Filipino tradition as close to one another. They were together in the practices of the Angelus during sunset, attending mass during Sundays and Catholic holidays. According to Zaide, Rizal’s parents were strict and they trained the children to love God, to behave well, to be obedient, and to respect the people especially the elderlies. References Garcia, Carlito & Cruz, Cynthia (2005). Rizal and the Development of Filipino Nationalism: A textbook on the Life, Works of our National Hero Zaide, Gregorio & Zaide, Sonia (2008). “Jose Rizal: Life, Work, and Writings of a Genius, Writer, Scientist, and National Hero.” 2nd Ed. Quezon City: All- Nations Publishing Co., Inc. RIZAL FAMILY TREE CONCEPCION RIZAL’S FAMILY Francisco Mercado - father of the national hero Dr. Jose Rizal, was born in Biñan, Laguna. He first attended a Latin school in his hometown, and later was sent to study Philosophy and Latin at the College of San Jose in Manila. He got married to Teodora Alonzo on June 28, 1848 and had eleven children, including Jose Rizal. Francisco Mercado a young industrious and efficient farmer, was able to raise a family that was financially comfortable. Jose Rizal called him as “model of fathers”, who tlk less nd work more. Through his hard work he had increased his rented landholdings from the Dominican state in Calamba. He was respected by the towns people that he becme cabeza de Brngy. The name Mercado, was changed to Rizal after an order from Governor General Nariso Clveria that all natives Filipino should adopt a distinctive Spanish Surname. Teodora Alonso Realonda y Quintos (8 November 1826 – 16 August 1911) she was born in Santa Cruz, Manila. She was known for being a disciplinarian and hard-working mother and best known as the mother of the Philippines’national hero Jose Rizal. At the age of 20, she got married to Francisco Mercado, a native of Biñán, Laguna. The couple resided in Calamba Laguna and built a business from agriculture. Being a hands-on mother and educated, was able to manage their farm to sustain the family’s well-to-do lifestyle and basic finances. From agriculture, she branch out their business to textile, and flour and sugar milling in the ground floor of their home. She was accused of poisoning her brother’s wife, and was incarcerated in Santa Cruz, Laguna for two and a half years. For the second time she Saturnina Rizal Mercado de Hidalgo, she was also known as Neneng, the eldest sister of Philippine national hero Jose Rizal who was born on June 4, 1850. She was married to Manuel T. Hidalgo, a native and one of the richest persons in Tanauan, Batangas. She was died on She died on September 14, 1913 Paciano Alonso Mercado was born in Calamba, Laguna on May 7, 1851. He was also known as “Ciano” the older brother and confidant of Jose Rizal. He joined the Philippine Revolutionary and became a combat general, when he retired, he lived as a gentleman farmer. He got married to Severina Rizal a father of Emiliana Rizal-Lopez and Baby Boy Decena Rizal. He was died on April 13, 1830 at the age of 79 because of tuberculosis. Narcisa Alonso Rizal (Mercado) also known as Sisa. She was the third sibling of Jose Rizal. She was a teacher and a musician by profession. And she got mrried to Antonino Manapat Lopez. She was the one who looked for and found the unmarked grave of Dr. Jose Rizal at the Paco cemetery after his martyrdom. Olimpia Alonso Rizal (Mercado) also known as Ypia. She was born on 1855 and was died on August 1887 She was married to Silvestre Ubaldo, a telegraph operator in Manila and a mother of Aristeo Rizal Ubaldo. Lucia Alonso Rizal (Mercado)- 1857 - 1919 She was the fifth child in the Rizal family and was married and a mother of Delfina Rizal Herbosa, José Rizal Herbosa, and Estanislao Herbosa. Her husband was Mariano Herbosa of Calamba, Laguna. He was chargeof inciting the Calamba townsfolk not to pay land rent and causing unrest, the couple was once ordered to be deported along with some Rizal family members. and was died during the cholera epidemic in May 1889. He was refused a Catholic burial because he was the “brother-in-law of Rizal”. Maria Alonso Mercado Rizal (1859 - 1945) Her nickname was “Biang”. she got married to Daniel Faustino Cruz of Bińan, Laguna, and a mother of Petrona Rizal Cruz,Encarnacion Rizal Ban, Mauricio R. Cruz, Prudencio Rizal Cruz and three others. Jose Protasio Rizal Mercado y Alonso Realonda (June 19, 1861 – December 30, 1896) was a Filipino nationalist and polymath during the tail end of the Spanish colonial period of the Philippines. He is tagged as the national hero (pambansang bayani) of the Filipino people. An ophthalmologist by profession, Rizal became a writer and a key member of the Filipino Propaganda Movement, which advocated political reforms for the colony under Spain. He was executed by the Spanish colonial government for the crime of rebellion after the Philippine Revolution, inspired in part by his writings, broke out. Though he was not actively involved in its planning or conduct, he ultimately approved of its goals which eventually led to Philippine independence. He is widely considered one of the greatest heroes of the Philippines and has been recommended to be so honored by an officially empaneled National Heroes Committee. However, no law, executive order or proclamation has been enacted or issued officially proclaiming any Filipino historical figure as a national hero. He was the author of the novels Noli Me Tángere and El filibusterismo, and a number of poems and essays. CONCEPCION RIZAL: The Hero's First Grief Also called ‘Concha’ by her siblings, Concepcion Rizal (1862-1865) was the eight child of the Rizal family. She died at the age of three. Of his sisters, it is said that Pepe loved most the little Concha who was a year younger than him. Jose played games and shared children stories with her, and from her he felt the beauty of sisterly love. When Concha died of sickness in 1865, Jose mournfully wept at losing her. He later wrote in his memoir, “When I was four years old, I lost my little sister Concha, and then for the first time I shed tears caused by love and grief.” From Concha’s life we could learn that not a few children in those times died young. If records are correct, more than ten of Rizal’s nieces and nephews also died young, not to mention that Jose’s child himself experienced the same fate. (by Jensen DG. Mañebog. Josefa Rizal, or Panggoy, was the ninth child in the family and she did not married. In Jose Rizal's letter to his sister, Jose praised her for nearly mastering the English language. Jose also wrote about the 20 pesos he sent, the 10 pesos of the amount was supposed for a lottery ticket. This indicates that Jose did not stop ‘investing’ in lottery tickets despite winning 6, 200 pesos in September the previous year. After Jose’s death, the epileptic Josefa joined the Katipunan. Trinidad Rizal (1868-1951) or ‘Trining’ was the tenth child and the custodian of Rizal’s last and greatest poem. In March 1886, Jose wrote to Trining describing how the German women were serious in studying. He thus advised her: “now that you are still young and you have time to learn, it is necessary that you study by reading and reading attentively.” Perhaps sensing that studying is not Trinidad’s thing, Jose continued, “It is a pity that you allow yourself to be dominated by laziness when it takes so little effort to shake it off. It is enough to form only the habit of study and later everything goes by itself.” Four years later, Trining surprised Jose by writing him, “Dearest Brother: I left the College two years, one month and a half ago.” In August 1893, Trinidad, along with their mother, joined Rizal in Dapitan and resided with him in his casa cuadrada (square house). It is said that Trinidad had once planned Rizal’s escape from his exile. In January 1896, Jose invited Trinidad to return to Dapitan. Jose though had one hesitation: “The difficulty is, whom are you going to marry here? The town is lonely still, for there is almost no one.” Trining once wrote to Jose: “I have read your letter to our brother Paciano in which you asked how I'm getting along with Señora Panggoy. Thank God we are getting along well and we live together peacefully.” Never married, Trinidad and Josefa lived together until their deaths. Right before Jose’s execution, Trinidad and their mother visited him in the Fort Santiago prison cell. As they were leaving, Jose handed over to Trining an alcohol cooking stove, a gift from the Pardo de Taveras, whispering to her in a language which the guards could not understand, “There is something in it.” That ‘something’ was Rizal’s elegy now known as “Mi Ultimo Adios.”Like Josefa and two nieces, Trinidad joined the Katipunan after Rizal’s death. In 1883, Trining was in bed for five months, from April to August, being sick with intermittent fever—that kind which rises and falls and then returns, occurring in diseases such as malaria. Astonishingly however, she was the last of the family to die.( © 2013 by Jensen DG. Mañebog) Soledad Rizal Also called ‘Choleng,’(1870-1929) was the youngest child of the Rizal family. Being a teacher, she was arguably the best educated among Rizal’s sisters. In his long and meaty letter to Choleng dated June 6, 1890, Jose told her sister that he was proud of her for becoming a teacher. He thus counseled her to be a model of virtues and good qualities “for the one who should teach should be better than the persons who need her learning.” Rizal nonetheless used the topic as leverage in somewhat rebuking her sister for getting married to Pantaleon Quintero of Calamba without their parents’ consent. “Because of you,” he wrote, “the peace of our family has been disturbed.” Some timeless lessons in ethics and good manners can be learned from the letter. For instance, it reveals that Jose was very much against women who allow themselves to be courted outside their homes. He said to Choleng, “If you have a sweetheart, behave towards him nobly and with dignity, instead of resorting to secret meetings and conversations which do nothing but lower a woman's worth in the eyes of a man… You should value more, esteem more your honor and you will be more esteemed and valued.” (Copyright by author Jensen DG. Mañebog) Favorable influences on the Hero’s Boyhood We might ask who are the ancestors of Dr. Jose Rizal to whom he inherited his unique characteristics. According to the book of Zaide (Jose Rizal:The Life and Work and Writing of a Genius Writer, Scientist and Ntional Hero p18) Hereditry Influence that Jose Rizal inherited his love of freedom, his innate desire to travel, and indomitable courage to his Malayan ancestors. In his Chinese ancestors, he inherited his serious nature, frugality, patience and love for children. From his Spanish ancestors, he got his elegance in bearing, sensitivity to insult, and gallantry to ladies. Being profound sense of self-respect, the love for work, and the habit of independent of thinking which can be trace from his father. And being religious in nature, the spirit of self-sacrifice and the passion for arts and literature was inherited from his mother. Environmental influence In addition, according to psychologist, not only genes affect the nature of person but also our environment. So, we have to consider both physical or natural environment and social environment. Natural environment includes scenic panoramas, verdant fields, the trees, the garden such environment and the breeze from the lake provides the right temperature that give human being physically and psychologically comfortable. Behind their house was a big garden of tropical fruits such as atis, balimbing, chico, macopa, papaya, santol, tampoy and etc. that provides fresh air. The people that surrounds the young Jose the stimulates his innate artistic and literary talents. Both parents and all his siblings were educated except conception who died early. His parents trained them to love God, to behave well, to be obedient, and to respect people especially the old folks. Their parents love their children but they never spoiled their children, evidently they believed in the maxim “Spare the rod and spoil the child”. Everyday the family heard mass particularly on Sundays and Christian holidays. They pray together at home - the Agelus at sunset and the rosary before retiring to bed at night. After the prayers, all children kissed the hands of their parents as a form of respect, These religious atmosphere at his home fortified his religious nature. At the age of three the young Jose take part in the family prayers, and at the age of five he was able to read haltingly the Spanish family Bible. He loved to go to church to pray, to take part in the novenas, and to join the processions. His brother Paciano, instilled in his mind the love of freedom and justice. From his sisters, he learned to be courteous and kind to women. And the fairy tales told by his aya during his childhood awakened his interest in folklore and legends. His Tio Jose Alberto who had studied for eleven years in British School in Calcuta, India and had traveled in Europe inspired him to develop his artistic ability. So lets take a look at the artistic young Jose. At the age of five, he began to sketches with his pencil and mould in clay and wax objects which attracted his fancy. One day, upon the request of the town mayor,he painted in oil colors a new banner that delighted the towns folks because it was better than the original one. Tio Manuel - a husky and athletic man, encourage him to develop his frail body by means of physical exercises, including horse riding, walking, and wrestling. Tio Gregorio - who was a book lover intensified his voracious reading of good books. Fr. Leoncio Lopez, the old and learned parish priest of Calamba, fostered the young Jose love for scholarship and intellectual honesty. Moreover, are events may contribute in shaping our behavior. There are events which are beyond our control. Some events are good and attractive, and some events my hurts us, but thinking it positively, it strengthen us. According to Stoics idea of determinism that there are events beyond our control, but the only things within our control is our attitudes. Moreover, according to Victor Frankl that the meaning of life is found in every moment of living; life never ceases to have meaning, even in suffering and death. To continue, the first sorrow, of his family was the death of his younger sister Concepcion who was died at the age of three. She was his playmate and he learned sisterly love from her. He was very fond of her and cried bitterly at losing her. Second, the imprisonment of his mother from a malicious charge that his mother and Tio Jose Alberto tried to poison the wife of the latter. The death of his sister concha and the imprisonment of his mother strengthen his character enabling him to resist blows of adversities in later years. The Spanish abuses and cruelties such as the brutal acts of the Lieutenant of the guardia civil and the alcalde and the execution of the three priest awakened his spirit of patriotism and inspired him to consecrate his life and talents to redeem the oppressed Filipino people. To recall, Jose Rizal experienced the first brutality on dark night during the summer vacation of 1878, while he was walking on the street, it was dimmed and he failed to salute or courteously said “Good Evening”. The vague figure was the Lieutenant of the Guadia Civil who turned upon Jose and whipped his sword and brutally slashed Jose’s back. The Execution of GomBurZa [via] Late in the night of the 15th of February 1872, a Spanish court martial found three secular priests, Jose Burgos, Mariano Gomez and Jacinto Zamora, guilty of treason as the instigators of a mutiny in the Cavite navy-yard a month before, and sentenced them to death. The judgement of the court martial was read to the priests in Fort Santiago early in the next morning and they were told it would be executed the following day… Upon hearing the sentence, Burgos broke into sobs, Zamora lost his mind and never recovered it, and only Gomez listened impassively, an old man accustomed to the thought of death. When dawn broke on the 17th of February there were almost forty thousand of Filipinos (who came from as far as Bulakan, Pampanga, Cavite and Laguna) surrounding the four platforms where the three priests and the man whose testimony had convicted them, a former artilleryman called Francico Saldua and was executed before the three priests. Burgos ‘weeping like a child’, Zamora with vacant eyes, and Gomez head held high, blessing the Filipinos who knelt at his feet, heads bared and praying. He was next to die. When his confessor, a Recollect friar , exhorted him loudly to accept his fate, he replied: “Father, I know that not a leaf falls to the ground but by the will of God. Since He wills that I should die here, His holy will be done.” The death of the three priest mourned by many patriotic like Rizal. Paciano was enrage by the execution of his beloved friend, teacher, and housemate and told this heroic story to his younger brother. And this inspired the young Jose Rizal to fight the evils of Spanish tyranny and redeemed his oppressed people. The aid of the Divine Providence may be considered as the great factor in our life, especially shaping and attaining our destiny. Even if a person have everything in life - the intelligence, wealth, power good health but the aid of the divine providence he cannot attain greatness in the annals of the nation. God endowed him with versatile gifts of genius, the vibrant spirit of a nationalist, and the valiant heart to sacrifice for a noble cause. For he was providentially destined to be the pride and glory of his nation. His artistic talent start at the age of five. He began to make sketches with his pencil and mould clay and wax objects which attracted his fancy. One day his sister was laughed at him for spending so much time in making images other than playing with them. But as they we’re departing, he told them: Alright right laugh at me now! Someday when I die, people will make monuments and images of me!” Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 6 Rizal’s Childhood Memories and Influences Story of the Moth Childhood Memories With hardworking parents, Rizal had a happy and confortable life. Because of his poor health, an old woman was employed as nanny to take care of him while his parents manage family business. Though the old woman, Rizal was fascinated with tales, legends, folklores and fables. His nocturnal walks in the moonlight by the river greatly fascinated him. As mentioned by Zaide, Rizal recounted this childhood experience in his student memoirs, he wrote; “Thus my heart fed on sombre and melancholic thoughts so that even while still a child, I already wandered on wings of fantasy in the high regions of the unknown”. Childhood Memories At the age of three, he knew to lead family prayers. He was five when he was able to read the Bible in Spanish. These, because of his mother who patiently taught him everything about Catholic faith and traditions. At the young age, he appreciated Father Leoncio Lopez, one of the esteemed and respected men and the town priest of Calamba. Thus, Rizal had frequent attendance in the church to listen to his opinions on current events and philosophy in life. Childhood Memories ✓Not only good memories Rizal had during his childhood because he observed and witnessed violence acts against some people of Calamba by the Guardia Civil and the Gobernadorcillo. ✓Another sad memory he had was the death of his younger sister Concepcion. Little Concha as he fondly called, died in sickness in 1865 when she was only three years old. On his diary, he said; When I was four, I lost my little sister Concha, and then for the time I shed tears caused by love and grief.” Her death brought him his first sorrow. Childhood Memories Another unforgettable memory Rizal had was his first trip across the Laguna de Bay. He and his father left Calamba on June 6, 1868 for a pilgrimage in order to fulfil his mother’s vow as a gratitude to the Virgin of Antipolo for his birth. After the pilgrimage, they visited Saturnina in Manila who was a boarding student at La Concordia College in Santa Ana. It was the first time Rizal saw Manila. On his diary, he said; Writing many years later of this experience, with what pleasure I saw the sunrise; for the first time I saw how the luminous rays shone, producing a brilliant effect on the ruffled surface of the wide lake”. Influences It is important to note that Rizal was shaped because of his environment. The places, associates and events greatly affected him. His characters were formed at home with parents and siblings who are educated, disciplined, religious and hardworking. His philosophy, ideals, talents, the love of country and travels to learn are not innate to Rizal but because of his association to people, interpretation of events and personal experiences. Later in his life, it had an impact on the shaping of his political and social ideas. Story of the Moth ✓ It was Doña Teodora who influenced Rizal on the love of stories that made him a writer in his later life. One story that turned out as having the same fate to Rizal was the Story of the Moth. ✓ The story left a deep impression on Rizal. As a child, Rizal interpreted the death of the young moth as a victim of its illusion in search for the light. Then, he came to realize that dying in search for the light is noble and worthwhile. In the later part of Rizal’s life, he was like a moth that attracted to a light even though warned by his mother. The light that being meant here is what Rizal attracted the most; truth, freedom and justice. And just like the moth, he was fated to die as a martyr for his noble ideal. How did the Story of the Moth affect Rizal’s life? The tragic fate of the young moth, which died a martyr to its illusions, left a deep impress on Rizal’s mind. He justified such noble death, asserting that “to sacrifice one’s life for it,” meaning for an ideal, is “worthwhile”. And, like that young moth, he was fated to die as a martyr for a noble ideal. References Garcia, Carlito & Cruz, Cynthia (2005). Rizal and the Development of Filipino Nationalism: A textbook on the Life, Works of our National Hero Zaide, Gregorio & Zaide, Sonia (2008). “Jose Rizal: Life, Work, and Writings of a Genius, Writer, Scientist, and National Hero.” 2nd Ed. Quezon City: All- Nations Publishing Co., Inc. Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 7 From Calamba to Binan: Early Education What is your purpose in coming to school or having an education? Complete the phrase “I am here to _________.” Education during the time of Rizal The friars controlled the educational system in the Philippines and they were able to own different schools comprising from the primary level to the tertiary levels of education. The people who took charge in teaching, implementation of the rules and regulations and the monitoring of students were assigned to the missionaries during that time. The teachings of the Catholic religion were emphasized to the levels of education in the schools owned by the friars. In the primary level, they were taught of the Christian Doctrines, how to read Spanish books and a little of the native’s language. In the universities, Science and Mathematics were not very much introduced to the students. Instead of Spanish, students were taught how to speak and understand Latin. ✓Education under the Spanish administration was privileged only to Spanish students. ✓Filipinos were only able to attend school in the late 19th century. Some schools also limited their lodging to the sons of wealthy Filipino families. ✓Most of the schools were exclusively for Spanish boys. A Good and Middle Class Family The Rizal family belonged to the principalia, a town aristocracy in Spanish Philippines. It is one of the distinguished families in Calamba. Rizal’s parents were ilustrados. This means that the family was able to send their children in school in Manila. ✓On his diary, he said, “My mother taught me how to read and to say haltingly the humble prayers which I raised fervently to God.” ✓Dona Teodora considered as the first teacher of Jose Rizal. Home Education in Calamba ✓His first private tutor was Maestro Celestino, ✓the second was Maestro Lucas Padua ✓The third tutor was an old man named Leon Monroy who was a former classmate of Rizal’s father. He shortly lived at Rizal’s family and instructed the young Jose in both Spanish and Latin but died after five months. ✓Rizal was able to learn the languages. Doña Teodora, despite managing family business did not fail as a mother and a teacher to young Rizal. With her patience, diligence, and understanding, the young Rizal was able to learn the Roman alphabets and prayers even at the age of three. It was Doña Teodora who discovered the ability of Rizal in poetry. In fact, she even asked him to write poems. Moves to Biñan On Sunday afternoon of June 1869, Rizal kissed the hands of his parents, bid goodbye to them and to his sisters for his travel to Biñan. He was accompanied by his older brother Paciano on his trip on board a carromata. It was already midnight when they arrived in the place and proceeded to their aunt’s house where Jose will stay while attending school in Biñan. Moves to Biñan On the same night, he was invited by his cousin Leandro to have a walk around the town so he could familiarize the place. Instead of enjoying the stroll around the town, he felt homesick as he remembered his parents especially his mother, his sisters and Calamba. He recounted; In the moonlight, I remembered my home town, my adored mother, and my solicitous sisters. How sweet to me was Calamba, my own town, in spite of the fact, that it was not as wealthy as Biñan. Formal Education in Biñan ✓ The next morning, Paciano brought the young Jose to the village school under the charge of Maestro Justiniano Cruz. He was also the teacher of Paciano before. After introducing Rizal to the teacher, Paciano returned to Calamba leaving the young and small Jose. ✓ The first day of school was not worth celebrated for Rizal as he felt different and even experienced violent clash with some of his classmates. He was given a permanent seat by his teacher and asked if he can speak Latin and Spanish. His knowledge of the two languages was only light and not well fluent. He responded this to his teacher which led Pedro (the teacher’s son) made fun of him and caused other classmates to do the same. Best Student in School ✓Rizal was involved in numerous schools brawls which he was always required to lie down on the bench to receive blows from his teacher. ✓He was not quarrelsome though but he never run from a fight, such bravery he exposed to the surprise of the bigger boys ✓He was the best student surpassing all his classmates in Spanish, Latin and all subjects. Best Student in School ✓His good reputation as best student in many subjects was quite different to his teacher for he always received punishment from him. ✓His classmates who were jealous of his intellectual superiority did everything to destroy him by reporting to their teacher when he had a fight outside the school. He once said, “in spite of the reputation I had of being a good boy, the day was unusual when I was not laid out on a bench and given five or six blows.” End of Biñan Schooling ✓Rizal received a letter from Saturnina informing him the arrival of the steamer Talim which would take him from Biñan to Calamba. Afterwards, he took a last visit to the town church, collected some pebbles in the river for souvenir and bade farewell to his teacher and classmates. ✓After one and a half year in Biñan, he will return home to reunite with his parents and siblings. He was thrilled to take the passage on the steamer because for the first time he was going home by himself. He left Biñan on Saturday afternoon, December 17, 1870. Conclusion Despite discrimination of the friars to the native Filipino students, Rizal was privilege to study in the school they controlled. Thanks to his parents who were ilustrados. The educated Filipinos were called as ilustrados and they began movements directed towards change in the government of the Philippines. They wanted to be the same level with the proud Spaniards. Jose Rizal was able to achieved this perception while studying in Ateneo and in UST. The growing number of ilustrados in the Philippines is considered as one of the major effects of education by the Spaniards in the Philippines. Assignment Read and understand the meaning of Rizal’s poems 1. Through Education Our Motherland Receives Light 2. The Intimate Alliance between Religion and Good Education References Zaide, G & Zaide, S. (2008). Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and National Hero. Quezon City: All-Nations Publishing Co., Inc. Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 8 From Ateneo to UST: Higher Education He had not yet celebrated his eleventh birthday when he was accompanied by his brother to Manila to take the entrance examination. It was four months after the execution of GOMBURZA, the Jesuits priests he liked. He was unhappy of leaving again Calamba and while his mother was still in prison who was accused of poisoning her sister-in-law. On his memoirs he said, “Our mother was unjustly snatched away from us and by whom? By some men who had been or friends and whom we treated as honored guests. We learned later that our mother got sick, far from us and as an advanced age. “. Don Francisco Mercado decided not to send him in the Colegio de San Jose because of the sad experiences of Paciano in the said school where Fr. Burgos was his mentor. Ateneo was formerly known as Escuela Pia, a school for boys in Manila which was established in 1817. On 1859, Jesuits administered the school after they returned to the Philippines from their expulsion in the country in 1768. The school became Ateneo Municipal which later became the Ateneo de Manila. During Rizal’s time, Ateneo was the most prestigious college for boys because of their excellent teachers. Enrolment at Ateneo Rizal took the entrance examination in Colegio de San Juan de Letran on June 10, 1872. Paciano accompanied Rizal when he took the exam which covered on Christian doctrine, arithmetic and reading. During this time, all the entrance exams for the incoming freshmen in the different colleges were administered at the Colegio de San Juan de Letran because the Dominicans exercised power of inspection and regulation over Ateneo (Guerrero, 1998). Enrolment at Ateneo After passing the qualifying examination, again, accompanied by Paciano, Rizal sought admission at the Ateneo Municipal. Jesuit-run Ateneo as the second option was the bitter rival of Dominican-owned Colegio de San Juan de Letran. At first, he was rejected to enroll by the college registrar, Fr. Magin Fernando for two reasons: he was late for registration he looked very frail and undersized for his age. Enrolment at Ateneo ✓Upon the intervention of Manuel Burgos, nephew of Fr. Jose Burgos and an acquaintance of Paciano, Rizal was finally admitted. ✓Jose was the first to adopt the surname Rizal when he was finally as regular student in Ateneo. It was also a decision of Don Francisco that he will no longer use the surname Mercado because it became under suspicion of Spanish authorities since it was the surname used by his brother Paciano while studying in Colegio de San Jose. Jesuit System of Education Compared with other colleges in Manila, Ateneo was known for best secondary education for boys. They trained the character of every student by rigid discipline and religious instruction. The students were required to hear Mass in the morning before the beginning of the daily classes. The classes were usually began and ended with prayers. Jesuit System of Education Ateneo, at that time, offered a six-year program that entitled their student to the academic title, Bachiller de Artes. This academic program exposed students to five learning areas, namely; ✓Christian doctrine, ✓Languages (Spanish, Latin, Greek and French), ✓History and Geography (World Geography and History, History of Spain and the Philippines), ✓Mathematics and Sciences (arithmetic, geometry, trigonometry, mineralogy, chemistry, physics, botany and zoology) and the ✓Classical disciplines (poetry, rhetoric and philosophy). The school also offered vocational courses in agriculture, commerce, mechanics and surveying. Jesuit System of Education To stimulate the spirit of competition among the students for excellence in academics, Atenean teachers enforced a program of dividing a class into two competing empires: the Romans and the Carthaginians. Students who belonged to the Roman Empire were the boarding students at Ateneo (the internos), while those at the Carthaginian Empire were non-boarding students. Both empires had their ranks and dignitaries, namely; ✓emperor as the best scholar, followed by a ✓tribune, ✓decurion, ✓centurion and the ✓standard bearer Academic Performance at Ateneo ✓Rizal studied at Ateneo from 1872-1877. Despite his loneliness due to the arrest of his mother, his first year in Ateneo was commendable but only placed second in the class. ✓He graduated the degree, Bachiller en Artes with the highest academic honors. From the foregoing scholastic records of Rizal, it is evident that he excelled in his academic studies during the entire duration of his stay at Ateneo. Rizal’s academic triumph at Ateneo can be attributed to three factors; racial pride, monastic discipline, and seclusion of boarding school life (Guerrero, 1998). Extra-curricular Activities at Ateneo Rizal did not only devote his time to academic excellence, he became actively involved in extra-curricular activities. He became a member and eventually an officer in the religious confraternities at Ateneo-Sodality of Our lady, and the Apostleship of Prayer. These religious confraternities were opened only to students who demonstrated the highest degree of scholarship and leadership. Literary Works at Ateneo ✓Mi Primera Inspiracion (My First Inspiration) which was dedicated to his mother on her birthday. ✓Un Recuerdo a Mi Pueblo ( A Memory of My Town). It was written in 1876 of his way of paying homage to his birthplace, Calamba. ✓Por la Educacion Recibe Lustre la Patria (Through Education Our Motherland Receives Light) , significant role which education lays in the progress and welfare of a nation. ✓La Alianza Intima Sobre Religion y la Buena Educacion, showed the importance of religion in education Enrollment at the University of Santo Tomas ✓Rizal’s completion of the Bachiller en Artes at Ateneo Municipal entitled h for admission to higher studies at a university. Although Doña Teodora was opposed to Rizal’s pursuit of higher education for fear of what might happen to him due to the martyrdom of GOMBURZA. ✓For Doña Teodora, Rizal’s Ateneo education was already knows enough. Rizal was surprised why his mother who was a woman of education and culture should object his desire for a university education. ✓Don Francisco decided him to send him to UST,the Pontifical Catholic university in the Philippines managed by the Dominicans. Enrollment at the University of Santo Tomas ✓Uncertain of what to take up, at the age of sixteen, Rizal enrolled the course Philosophy and Letters during his first year in the university (1877-1878). The course was his father’s choice for him to pursue. He wanted also to solicit advice of Father Ramon Pablo, but the rector of Ateneo was then in Mindanao that time. ✓Rizal also took one year vocation course in Ateneo which is land surveying. ✓On his second year at UST, Rizal received the advice from Father Pablo to pursue medicine and enrolled in the said course. Rizal also wanted the course due to the failing eyesight of his mother. Academic Performance at UST ✓Rizal did not show commendable academic performance in UST because he was not happy in the university (Zaide & Zaide, 1998). His unhappiness at UST can be traced to three factors, namely; the Dominican professors were hostile to him, racial discrimination against Filipino students, and the method and instruction was obsolete and repressive. ✓Rizal’ scholastic records was obviously not good enough for him in a medical course. His academic performance was affected because he was attributed to many distractions such as joining parties with Filipino students and attending fights against the Spanish students. Literary Works at UST ✓ A la Juventud Filipina. Written when Rizal was 18 years old, an inspiring poem which beseeched the Filipino youth to rise from lethargy, to let their genius fly swifter than the wind and descend with art and science to break the chains that have long bound the spirit of the people. ✓ El Consejo de los Dioses (The Council of the Gods). Rizal joined the competitions to prove one thing-that the Filipinos can equal and even surpass the Spaniards in literary prowess. Decision To Go To Europe There were hidden purposes for his voyage to a new world. It can be inferred from Paciano’s letter to Rizal that the following were the real purposes of Rizal’s voyage to Europe: to make a name for himself in the realm of journalism, to observe and study European society; and to prepare himself for the task of liberating the Filipinos from Spanish tyranny. References Garcia, C. & Cruz, C. (2005). Rizal and the Development of Filipino Nationalist: A Textbook on the Life, Works and Writings of our National Hero. Mandaluyong City: Books Atbp.Publishing Corp. Guerrero L.M (1998). The First Filipino Zaide, G. & Zaide S. (1999). Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist, and National Hero. Quezon City: All Nations Publishing. Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Rizal as a Lover Family Country Education Rizal is known Rizal has his Rizal focused on for his duty towards uniting Filipinos, nationalistic his family building networks Jose Rizal and the ideas, bravery, through connections, country. His life has been highly and as a creating links with documented, the most national hero in the Propaganda documented, in fact, of all the the Philippines. Movement. heroes in Asia The demand for A nation where Education is sacrifices to educated people portrayed as a obtain an outnumbers torch lighting education uncivilized ones, darkness Jose Rizal: Love of excavates Education Education is the treasures more Rival offered most precious cherished than that the power ✓ Through Education gift and any stones of or light of Our Motherland treasure that the earth. education is Receives Light Motherland can endless give to us Pen as mightier Filipino youth, The poem’s theme, Grow, O timid than a sword must maximize Flower. Shows their knowledge persuasion and skills in Rizal wants to He advocated for communicate the chosen their Jose Rizal: Love of rising and waking means of fields. Country up making peaceful ✓ To the Filipino Youth process The environment We It was his mothers should birthday was rich during honor our Rizal’s time parents His mother was Let your freed from prison A return of a parents be a Jose Rizal: Love of love one is very role model or Family important inspiration in your life ✓ My First Inspiration We need to value God’s wonderful creation Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 10 Life Abroad (Part I) ✓Rizal decided to leave the country not just to complete his medical studies in Europe. There were hidden purpose for his departure: to make a name for himself in the realm of journalism; to observe and study European society; and to prepare himself for the task of liberating the Filipinos from Spanish tyranny. Impelled by these purposes, Rizal left the country to pursue his mission. Rizal’s Secret Departure (1882) ✓ On May 3, Rizal departed on board Spanish steamer Salvadora bound for Singapore. ✓ On May 9, Salvadora docked at Singapore. On May 11, Rizal transferred to another ship Djemnah which shall ferry him to France. ✓ From his boarding point, the ship had its stopover at Point Galle in Ceylon, Aden, and in Port Said at Suez Canal. ✓ The steamer reached Naples on June 11, 1882. ✓ From Naples, the steamer reached and docked at Marseilles, France on June 12. ✓ From Marseilles, he took the train for Barcelona. He reached Barcelona on June 16, 1882 Barcelona Rizal was welcomed by the Filipinos in Barcelona, most of who were his former schoolmates at Ateneo Municipal. He took time writing to his family, relatives and friends in the Philippines. In fact, he did not forget one of his missions-that of making a name for himself in the field of writing. It was in Barcelona that Rizal wrote El Amor Patrio (Love of Country) under the pseudonym Laong Laan. He was just 21 years old. It came out on August 20, 1882 in the Diariong Tagalog in Manila. Madrid ✓On November 3, 1882, Rizal enrolled in Universidad Central de Madrid in two courses-Medicine and Philosophy and Letters. ✓studied painting and sculpture in the Academy of fine Arts of San Fernando, took private lessons in French, German and English under private instructors, practiced fencing and shooting in the Hall of Arms of Sanz y Carbonell. ✓awarded the degree of Licentiate in Medicine. Madrid ✓he took time to associate with the Filipinos expatriates in Madrid. ✓joined with fellow expatriates had formed the Circulo Hispano-Filipino ✓exposed to liberal ideas, stressing the value of individual freedom of action on matters of religion and expression. ✓Imbued with the vitality of youth and idealism, he became fascinated with the manner by which Spanish masons in Madrid discussed political issues fearlessly. ✓overwhelmed by their progressive ideas on government, politics and religion. Madrid ✓joined the Masonry for two probable reasons: the abuses committed by the friars against the Filipino, and the possible assistance the masons can extend him in his struggle against Spanish tyranny and oppression. ✓had speech of salute to Luna and Hidalgo who were winners in the 1884 Madrid Exposition (Lunas was awarded a gold medal for his painting, the Spoliarium while Hidalgo a silver medal for his entry, Christian Virgins Exposed to the Populace) Paris, France ✓In November 1885, Rizal who was then 24 years old was living in Paris where he sojourned for about three months. He worked as an assistant to Dr. Louis de Weckert, French ophthalmologist from November 1885 to February 1886. It was on this time, that Rizal became closely associated with the Pardo de Taveras, Felix Hidalgo and Juan Luna who lived in Paris. Heidelberg, Germany (Spring of 1886) ✓moved to Heidelberg and worked at the University Eye Hospital under the direction of Dr. Otto Becker, a German ophthalmologist ✓attended lectures of Dr. Becker and Dr. Wilhelm Kuene at the university. He was a member of the law students’ Chess Players’ Club of Heidelberg after he was recommended by his board mates. ✓While at Heidelberg, Rizal wrote letters to his sisters Maria and Trinidad about the Germany a country of order and obedience. He described the German students as affectionate, respectful, modest and not boastful. On German women, he described them as serious, studious, simple, industrious, not afraid of men and concerned about education. Wilhelmsfeld, Germany (Summer of 1886) ✓spent summer in Wilhemsfeld, a mountainous region of Heidelberg at the house of a protestant Pastor, Dr. Karl Ulmer ✓His sojourn on the village was quite memorable for him because of the hospitality he received from the Ulmers and the kindness of the people. He appreciated much the religious tolerance the people practice in the community. Leipzig, Germany ✓In August 1886, Rizal attended lectures on history and psychology in the University of Leipzig. On his stay in the city he was able to translate the Schiller’s William Tell from German to Tagalog so that Filipinos might know the story of the champion of Swiss independence. He also translated into Tagalog the fairy tales of Hans Christian Andersen for his nephews and nieces. ✓While at Leipzig, he worked as a proofreader in a publishing company to augment his allowance. He was fortunate to be accepted because of his knowledge of European languages particular in German. Berlin, Germany ✓He went to Berlin due to the following reasons: to further enhance his knowledge of ophthalmology, to supplement his studies of languages and sciences, to study and observe the political and economic conditions of Germany, to join the circle famous German scientists and scholars and to complete and publish his novel, Noli Me Tangere. ✓He met Dr. Feodor Jagor, the author of the book Travels in the Philippines, the book Rizal admired while he was still student at UST. The book stated the author’s prediction on the collapse of the Spanish regime in the Philippines and its prophecy on the coming of the Americans into the Philippines. ✓One important event on Rizal’s life while in Berlin was on March 21, 1877 when Noli Me Tangere came off the press with the financial assistance of Maximo Viola. Grand Tour in Europe with Maximo Viola (May 1887) Dresden, Germany ✓Rizal and Viola visited the regional flora exposition where they met Dr. Adolph Meyer. They also met Dr. Jagor who advised them to wire Dr. Ferdinand Blumentritt of their coming to Leitmeritz. Leitmeritz, Czechoslovakia ✓Rizal and Viola arrived at Leitmeritz on May 13, 1887. On the train station they welcomed by Dr. Blumentritt. The two assisted by Blumentritt to get a room at Hotel Krebs. While at Leitmeritz, Rizal gave his host lessons in Tagalog language. In a meeting with Tourists’ Club of Leitmeritz, ✓Rizal extemporaneously talked in German language about the pleasant and relaxing scenes of Austria and its hospitable, nature-loving and noble people. All of them were very much impressed on Rizal’s fluency and eloquence on their language. Prague, Czechoslovakia ✓To facilitate their visit into the different historic spots in Prague, Blumentritt gave Rizal and Viola letters of recommendations to Dr. Welkomm, a history professor at the University of Prague. The professor welcomed them and accompanied in visiting the historic places and spots in Prague. Vienna, Austria ✓Rizal and Viola arrived at Vienna on May 20, 1887. They spent four days visiting the beautiful buildings and examining holy images and statues. They were impressed with the songs and beautiful stories of the city. They visited, art galleries, museums, public parks and recreation centers. Vienna, Austria ✓Rizal and Viola arrived at Vienna on May 20, 1887. They spent four days visiting the beautiful buildings and examining holy images and statues. They were impressed with the songs and beautiful stories of the city. They visited, art galleries, museums, public parks and recreation centers. Switzerland ✓While at Geneva, Rizal received the news from his friends in Madrid of the deplorable conditions of the primitive Igorots who were exhibited in the Madrid Exposition. Rizal learned that some of the Igorots died and their indigenous materials were became objects of mockery by the Spanish press and the Spaniards. Rizal celebrated his 26th birthday in Geneva with Viola. Italy ✓Rizal continued his lone travel and visited some cities of Italy. In Rome, the Eternal City, attracted him so much. The grandeur of Rome was something that Rizal did not fail to appreciate, in his sojourn to Italy. ✓He was very much amazed with the Coliseum and the Roman Forum. ✓He spent long hours reminiscing the past and recreating life to the ruins. After a week of travel in Rome, Rizal prepared for his homecoming to the Philippines. Rizal, Germany and Blumentritt ✓Among the countries Rizal visited, it was Germany that he appreciated much. These might be because of the following reasons; Rizal’s appreciation of the qualities possessed by the Germans, sober earnest, industrious, progressive and prosperous. Rizal became interested to Blumentritt because the latter had written about 250 essays and articles on Philippine ethnography. References Garcia, C. & Cruz, C. (2005). Rizal and the Development of Filipino Nationalist: A Textbook on the Life, Works and Writings of our National Hero. Mandaluyong City: Books Atbp.Publishing Corp. Guerrero L.M (1998). The First Filipino Zaide, G. & Zaide S. (1999). Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist, and National Hero. Quezon City: All Nations Publishing. Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 11 Life Abroad (Part II) 1888-92 First Homecoming 1887-1888 ✓After five years of being away from home, Rizal left Rome by train headed for Marseilles, France on July 3, 1887. He boarded the Djemnah the same vessel that ferried him from Singapore in 1882. He arrived in Manila in August 5, 1887. ✓His homecoming lasted only from August 8, 1887 to February 3, 1888 as it was his last option to secure the safety of his family, relative and friends. During his homecoming, he received harassed and persecution by the friars to his novel, the Noli, and his involvement with Calamba agrarian problem as he spoke in behalf of the oppressed Calamba tenants and farmers. Hong Kong ✓Rizal arrived in the British colony of Hong Kong on February 8, 1888. ✓In Hong Kong, he wrote on his diary about the friars of the Dominican Order as the richest religious order in Hong Kong, had million of dollars deposited in various banks earning very high interests. ✓Visited Macau for 2 days Japan ✓Rizal arrived in Japan on February 28, 1888 and stayed at Tokyo Hotel for a few days. ✓While at Japan, he learned and studied the Niponggo and Japanese arts and culture. ✓He had a short romance with Seiko Usui or O-Sei-San. ✓Rizal felt that he had other duties to fulfill for his country. So he left Japan. ✓On the eve of his departure, he wrote on his diary about his affection to Japan United States of America ✓arrived in the United States on April 28, 1888 but was only allowed to disembark until May 4 due to the quarantine protocols which he felt dismayed. ✓Stayed for two days in San Francisco and boarded a train for week bound for Albany, New York. Rizal’s Impressions to United States of America (from his letter to Mariano Ponce July 27, 1888 trans. G. Zaide) ✓The material progress of the country as shown in the great cities, huge farms, flourishing industries and busy factories ✓The drive and energy of the American people ✓The natural beauty of the land ✓The high standard of living ✓The opportunities for better life offered to poor immigrants ✓Lack of racial equality London ✓Rizal arrived in London on May 25, 1888, and stayed as a guest at the residence of Dr. Antonio Ma. Regidor, a practicing lawyer in London and an exile of 1872 event. Later, Rizal boarded of the Beckett Family. ✓ In London, Rizal was acquainted with Dr. Reinhold Rost the librarian of the Ministry of Foreign Affairs who allowed him to undertake research in the British Museum. ✓While in London, he had a short romance with Getrude Beckett but he suppressed his emotions towards her. ✓ Some of his notable works while in London were the following; annotation of de Morga’s Sucesos de las Islas Filipinas, and became member of the Asociacion la Solidaridad, and the letter upon the request of Marcelo H. del Pilar, the Letters to Young Women of Malolos. Paris Exposition of 1889 ✓founded the Kidlat Club on March 19, 1889 upon his arrival in Paris. The only aim of the club was their camaraderie while enjoying their stay in Paris during the entire duration of the exposition ✓Witnessed the opening of the Eiffel Tower on May 6, 1889 ✓Participated in the painting competition ✓Founded Indios Bravos (replacement of Kidlat) , member pledged to excel in intellectual and physical powers Brussels, Belgium, 1890 ✓Rizal moved to Brussels from Paris on January 28, 1890. In Brussels, he was busy writing his second novel while contributing articles in La Solidaridad. ✓Lived in the house managed by Jacoby sisters ✓While in Brussels, he criticized Filipinos in Madrid for gambling ✓He received letters informing him the bad condition of the Calamba farmers including his family Madrid, Spain 1890-1891 ✓In August of 1890, he returned to Madrid and tried the best he could to seek justice for his family and the Calamba tenants. ✓His family were persecuted in Calamba, Paciano and his two brothers-in-law (husband of Narcisa and Olimpia) were deported to Mindoro while Saturnina’s husband was banished in Bohol. ✓His returned in Madrid were all disappointments because of the following; failed to get justice for his family, his friend Jose Ma. Panganiban died, he had conflict with Antonio Luna because of Nelly Boustead, and the consistence attack of Wenceslao Retana against him and his family. Biarritz ✓Rizal arrived in the French Riviera of Biarritz and was welcomed by the Boustead Family. ✓On his one month vacation, he had a short romance with Nelly Boustead whom he found her to be a real Filipina. ✓He even proposed a marriage to her but never realized because he need to give up his Catholic faith because Nelly’s family was protestant, also Nelly’s mother did not like Rizal. ✓While in Biarritz, the El Filibusterismo was already finished, and he stopped writing for la Solidaridad. Ghent ✓Rizal moved to Ghent and lived in an affordable boarding house with Jose Alejandro as room mate. ✓The El Filibusterismo came off the press September 18, 1891. ✓A friend Valentin Ventura of Paris financially helped Rizal published the Fili. Hong Kong, 1891-92 ✓Rizal arrived in Hong Kong on November 20, 1891. He was welcomed by the Filipino residents, especially his old friend, Jose Ma. Basa. ✓On December, Rizal was reunited with his family. Together in celebrating Christmas were his parents, Paciano, sisters Lucia, Josefa and Trinidad and Olimpia’s husband Silvestre Ubaldo. ✓While in Hong Kong, Rizal practiced as ophthalmic surgeon while continue writing essays. References Garcia, C. & Cruz, C. (2005). Rizal and the Development of Filipino Nationalist: A Textbook on the Life, Works and Writings of our National Hero. Mandaluyong City: Books Atbp.Publishing Corp. Guerrero L.M (1998). The First Filipino Zaide, G. & Zaide S. (1999). Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist, and National Hero. Quezon City: All Nations Publishing. Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph RIZAL ’S LIFE: EXILE IN College/unit logo DAPITAN here ARRIVAL IN DAPITAN Pastells informed Father Obach that Rizal could live at the parish convent on the following conditions:. That Rizal publicly That he perform That henceforth retract his errors the church rites be conduct concerning religion, and make a himself in an and make general exemplary manner statement that were confession of his as a Spanish clearly pro-Spanish past life. subject and a man and against of religion Father revolution. Superior Career and Contributions Improving his artistic and literary skills and doing agricultural and civic projects Rizal had maximized his stay in Dapitan by devoting much of his time Engaging in business activities and writing letters to his friends in Europe to Ferdinand Bluementritt and Reinhold Rost His careers and achievements in different fields AS A PHYSICIAN Rizal provided free medicine He had also wealthy patients to his patients, most of them who paid him well for his were underprivileged. excellent surgical skills However, Alonzo, ignored her August 1893, when his son’s instructions and mother, Dońa Teodora Alonzo, removed the bandages in her was placed under opthalmic eyes which lead to irritation surgery for the third time. and infection. AS AN ENGINEER A B C Rizal applied his From his knowledge as He successfully knowledge through agrimensor, he widened provided a good water the waterworks his knowledge by system in the province. system he constructed reading engineering – in Dapitan. related books. Rizal established a school in Dapitan which was attended by 16 young boys AS AN EDUCATOR 01 Instead of charging them for the matriculation, he made the students do community projects for him like maintaining his garden and field 04 He taught them reading, writing in English and Spanish, geography, history, mathematics, industrial work, nature study, morals and 03 gymnastics. AS AN AGRICULTURIST Rizal devoted time in modern agricultural methods planting important crops Rizal also visualized of having an and fruit- bearing tress agricultural colony in Sitio From the United States, Ponot, within the Sindañgan he imported agricultural Bay. machinery and introduced to the native farmers of Dapitan the AS A BUSINESSMAN Rizal, with his partner,Ramon Carreon, tried his luck 1992 in the fishing, hemp and copra industries To teachthe fisher folks of the new fishing methods, using a big net calledpukutan 2004 But the industry in which Rizal became more 2015 successful was in hemp, shipping the said product to a foreign firm in Manila. AS AN INVENTOR According to Rizal, the wooden lighter's mechanism was based on the principle of compressed air he invented a special type of lighter called sulpukan which he sent to Blumentritt as a gift. Another of his inventions was the wooden brickmaker can manufacture about 6,000 bricks a day. AS AN ARTIST he had contributed his talent in Rizal was actually the the Sisters of Charity who were person who modeled the He also conceptualize its preparing for the arrival of the image's right foot curtain, which was oil- image of the Holy Virgin painted by a Sister under his instruction He also sculptured the statuette called “The Mother's Revenge” which represented his dog, Syria, avenging her puppy to a crocodile which killed it. AS A LINGUIST A B C Rizal was He studied and made Rizal had knowledge in 22 languages: Tagalog, interested comparisons of the Ilocano, Bisayan, Subanun, Spanish, Latin, Greek, in the Bisayanand Malayan English, French, German, Arabic, Malayan, languages languages existing in the Hebrew, Sanskrit, Dutch, Catalan, Italian, Chinese, used in region. Japanes, Portuguese, Swedish and Russian. Dapitan AS A SCIENTIST They explored the jungles and searched for specimens which he sent to museums in Europe, particularly in Dressed Museum In return, scientific books and surgical instruments were delivered to him from the European scientists. He also made a bulk of other researches and Rizal's most significant contribution in the studies in the fields of ethnography, scientific world was his discovery of three archaeology, geology, anthropology and species: Draco rizali – flying dragon, geography Apogonia rizali – small beetle, and Rhacophorus rizali – rare frog. Rizal also partakes in civic works in Dapitan 01 04 03 He also provided lighting system – coconut oil lamps posted in dark streets He beautified Dapitan by remodelling the town plaza, with the aid of his Jesuit teacher, Fr. Francisco Sanchez, and created a relief map of Mindanao right in front the church. Caraga state university Ampayon, Butuan City 8600, Philippines URL: www.carsu.edu.ph Lesson 13 Rizal’s Trial After Exile in Dapitan ✓received a confirmation on being a volunteer doctor to Cuba ✓left Dapitan on July 31, 1896 ✓arrived in Manila on August 6, 1896 ✓stayed in steamer Castilla for almost a month while waiting for a vessel bound for Spain Rizal Sails to Spain for Cuba ✓boarded the steamer Isla de Panay bound for Barcelona, Spain (September 3, 1896) ✓the captain of Isla de Panay informed Rizal that he received an order through a telegram from the Minister of War that the former has to be arrested and detained in captain’s cabin ✓arrived in Barcelona (Oct. 3, 1896) but only to be informed he will ship back to the Philippines ✓the steamer arrived in Manila (Nov. 3, 1896) under tight security ✓Rizal was brought and incarcerated at Fort Santiago ✓the Spanish authorities commenced their expedition of fishing all evidence that can b used against Rizal The arrival of the steamer Colon in Manila brought too much jubilation on the part of the friars and the Spaniards, as the leader of the revolution could now be made to answer for a crime he committed against the Spanish government. Under heavy guard, Rizal was brought to Fort Santiago pending the persecution of his case. He was held incommunicado for almost four weeks in his detention cell. In the meantime, the Spanish authorities were very much preoccupied with the gathering and fabrication of evidences to be used against him. The Preliminary Investigation ✓Col. Francisco Olive, the Judge Advocate of the Spanish military tribunal summoned Rizal to appear before him (Nov. 20, 1896) ✓Two kinds of evidences presented by Olive to Rizal; documentary and testimonial ✓Documentary, includes the letters of Antonio Luna, MH del Pilar, the poems, transcripts speeches of Emilio Jacinto and Jose Santiago ✓Testimonial, includes oral statements of people who had been associated with him The Arraignment of Rizal ✓Rizal chose Luis Taviel de Andrade, the brother of Jose taviel de Andrade who was his bodyguard during his six-month stay in Calamba four years ago (1892) ✓He was accused of the complex crime of rebellion as he was the principal organizer and the living soul of the insurrection, the founder of societies, periodicals and books dedicated to the fomenting and propagating the ideas of rebellion The Trial ✓Rizal’s case was turned over to Capt. Rafael Dominguez (Special Judge Advocate)

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