P.I. 100: The Life and Works of Rizal PDF

P.I. 100 The Life and Works of Rizal Chapter 1: The Rizal Law &19th Century Philippines as Rizal’s Context What does P.I 100 mean? Philippine Institution 100 is “A critical study of the life, works, and writings of Jose Rizal”. The course is in accordance with the provisions of...

P.I. 100 The Life and Works of Rizal Chapter 1: The Rizal Law &19th Century Philippines as Rizal’s Context What does P.I 100 mean? Philippine Institution 100 is “A critical study of the life, works, and writings of Jose Rizal”. The course is in accordance with the provisions of Republic Act 1425 (Rizal Law, 1956) which seeks to reinforce nationalism among Filipinos of the present generation. Lesson 1: The Birth of Rizal Law During World War II, people saw the need to rebuild the Filipino identity which was equally affected by the war. Education became the primary weapon of reorientation while prioritizing the youth as the bearers of our country's future. Nationalist policy-makers did not waste any time and painstakingly redirected the nation to the essence of History as a foundation of national hope and pride.  On April 3, 1956, Senate Bill No. 438 (AN ACT TO MAKE NOLI ME TANGERE AND EL FILIBUSTERISMO COMPULSORY READING MATTER IN ALL PUBLIC AND PRIVATE COLLEGES AND UNIVERSITIES AND FOR OTHER PURPOSES)  The main purpose of the bill according to Senator Laurel was to disseminate the ideas and ideals of Jose Rizal through the reading of his works, notably his novels Noli Me Tangere and El Filibusterismo. Opposition insisted that the proposed bill was too controversial. Here were their arguments: 1. The bill was an attempt to discredit the Catholic religion. 2. Inimical to the tenets of the faith to which 170 lines in Noli Me Tangere and 50 lines in El Filibusterismo were offensive to the Church doctrine. 3. The bill might divide the nation. 4. Compulsion to read something against one's faith impaired freedom of speech and religious freedom. A part of Senator Francisco "Soc" Rodrigo’s speech: “…A vast majority of our people are at the same time Catholics and Filipino citizens. As such, they have two great loves: their country and their faith. These two loves are no conflicting loves. They are harmonious affections, like the love of a child for his father and for his mother. This is the basis of my stand. Let us not create a conflict between nationalism and religion; the government and the church…” (Laurel, Jr., 132). A part of Senator Claro M. Recto’s speech: “…Rizal did not pretend to teach religion or theology when he wrote those books. He aimed at inculcating civic consciousness in the Filipinos, national dignity, personal pride, and patriotism...but while he criticized and ridiculed the unworthy behavior of certain ministers of the church, he made exceptions in favor of the worthy ones, like the Dominican friar, Padre Hernandez, and the virtuous native priest, Padre Florentino, and the Jesuits in general (Laurel, Jr., 132-133)…”  Senator Laurel proposed a substitute bill. The inclusion of all works and writings of Jose Rizal, not just the two novels, was the main feature of this bill. He then stressed the removal of the term "compulsion" to appease the opposition. Senator Laurel asserted the importance of reading the original and unexpurgated edition of Rizal's novels because the true purpose of studying these will be defeated  May 12, 1956, Senate Bill No. 438 was unanimously approved on second reading. The Lower House imitated the fate and on May 14, 1956, the bill was approved unanimously in the House of Representatives. The trial of the Rizal Law in Congress (Senate and House of Representatives) is clearly a triumph of democracy.  OPPONENTS PROPONENTS should not be overlooked perfected their bill because their dissenting because of the criticism opinions broadened the scope of democratic they received. processes On June 12, 1956, President Ramon Magsaysay signed the bill to make it a law, thus giving birth to Republic Act 1425 also known as the Rizal Law.  REPUBLIC ACT NO. 1425 AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES WHEREAS, today, more than any other period of our history, there is a need for a re- dedication to the ideals of freedom and nationalism for which our heroes lived and died;  Section 1. Courses on the life, works and writings of lose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: Provided, that in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or the English translation shall be used as basic texts.  Section 2. It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal's other works and biography.  The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English as well as other writings of Rizal shall be included in the list of approved books for required reading in all public or private schools, colleges and universities The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of the school, college or university.  Section 3. The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap, popular editions, and cause them to be distributed, free of charge, to persons desiring to read them, through the Purok organizations and Barrio Councils throughout the country. SOURCE: https://www.coursehero.com/file/16522519/PI-100-Course- Guide/#:~:text=100%20is%20%E2%80%9CAcritical%20study,Filipinos %20of%20the%20present%20generation.  THANK YOU FOR LISTENING! ☺  P.I. 100 The Life and Works of Rizal Lesson 2: The World in the 19th Century: The Big Picture  19th Century Philippines as Rizal’s Context: The World in the 19th Century: The Big Picture Technically, the 19th century refers to the period between December 31, 1900 and January 1, 1901 The 19th century was a period of social change. The significant social changes that were seen during this period were the beginning of abolition of slavery and the massive urbanization brought about by the Second Industrial Revolution.  Around the world, the 19th century is marked by the collapse of what used to be strong and huge empires such as the Spanish, Napoleonic, Holy Roman and Mughal empires.  Their collapse ushered the birth and growth of new empires particularly the British Empire, the Russian Empire, the United States, the German Empire, the French colonial empire and Meiji Japan, with the British boasting unchallenged dominance after 1815.  When the French Empire and its allies in the Napoleonic Wars were defeated, the British and Russian empires expanded greatly, becoming the world's leading powers.  The Russian Empire expanded in central and far eastern Asia. On the other hand, the British Empire grew rapidly in the first half of the century, especially with the expansion in Canada, Australia, South Africa, India and Africa.  By the end of the century, the British Empire controlled a fifth of the world's land and one quarter of the world's population.  The British Empire enforced what became known as the Pax Britannica, which had ushered in unprecedented globalization and economic integration on a massive scale. Here's the world in the 19th century at a glance (McNamara, 2017): 1830-1840 A steam locomotive raced a horse, Andrew Jackson beat up the man who tried to assassinate him, Charles Darwin visited the Galapagos Islands, a siege at the Alamo became legendary, and Queen Victoria began her lengthy reign. 1840-1850 Queen Victoria married the love of her life. "Tippecanoe and Tyler Too" won an American election, the British suffered a disaster in Afghanistan, Ireland was ravaged by the Great Famine, and Gold Fever struck California. 1860-1870 The United States was torn by the Civil War, President Lincoln was assassinated, novelist Benjamin Disraeli became Britain's prime minister, John Muir arrived in Yosemite Valley, and hero of the Civil War Ulysses S. Grant became president of the United States. 1880-1890 The Great Game was played out in the Second Anglo-Afghan War, Gladstone became prime minister, the Brooklyn Bridge opened with a huge celebration (and a disaster soon after), Krakatoa erupted, the Statue of Liberty arrived in New York Harbor, and the Johnstown Flood shocked the nation. THANK YOU FOR LISTENING! ☺☺☺  P.I. 100 The Life and Works of Rizal Lesson 3: The Philippines th in the 19 Century: The Small Picture The Philippines in the 19th Century as: The Small Picture At the start of the 19th century, the political and economic changes in Europe and the Americas were finally beginning to affect Spain and therefore, the Philippines.  19th Century Economic Environment The last galleon arrived in Manila in 1815, and by the mid-1830s Manila was open to foreign merchants almost without restriction. demand for Philippine sugar and abaca (hemp) grew rapidly the volume of exports to Europe expanded even further after the completion of the Suez Canal in 1869.  The growth of commercial agriculture resulted in the appearance of a new class. the land of the church and the rice estates of the pre- Spanish nobility, arose haciendas of coffee, hemp, sugar, and tobacco often the property of enterprising Chinese Filipino mestizos.  "The Economic Background of Rizal's Time“ Benito J. Legarda Jr. (2011) Benito J. Legarda Jr. (2011), "The Economic Background of Rizal's Time" published in The Philippine Review of Economics, “At the end of the 19th century, Philippine real wage rates were the highest in east and south Asia, higher even than industrial Japan Williamson (2000) presents wage rates relative to Britain for 1899-1903. Legarda (2011) further asserted that, "Economically the Philippines had risen in a globalized world without the compulsion and plantations of other colonies… Some have said that Filipinos of that time were inarticulate…They certainly expressed themselves loud and clear by their actions in raising economic output so substantially. This achievement was hardly a mark of indolence." Legarda (2011) summarized his article, "The economic background of Rizal's time with the following: “... at the world level Rizal's life fell within the first age of globalization, with a growing integration of the world economy across national lines, characterized at the time by the trade in bulk commodities and by the reduced importance of silver currency."  "At the national level, the Philippines greatly expanded its volume of foreign trade… and diversified its economic structure, with new money flows circulating far into the countryside and giving an impulsive to the formation of a native middle class.”  19th Century Educational Environment Not until 1863 was there public education in the Philippines, and even then the church controlled the curriculum. Less than one-fifth of those who went to school could read and write Spanish, and far fewer could speak it properly. limited higher education in the colony was entirely under clerical direction, by the 1880s sons of the wealthy were sent to Europe to study Nationalism and passion for reform blossomed the liberal atmosphere talented group of overseas Filipino students arose, came to be known as the Propaganda Movement  Spanish Colonial Educational Aims in the 19th Century Promotion of Christianity Promotion of Spanish language Imposition of Spanish culture Spanish Colonial Educational System Curriculum was Formal Teach catechism to the Organized, and Religion- natives oriented Study of the Spanish Spanish missionaries were language was compulsory the teachers or tutors Education was considered taught Christian doctrines, a privilege not a right prayers and sacred songs Education for the elite was controlled by the friars  Educational Decree of 1863 Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863. It provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government.  It provided for the establishment of a normal school for male teachers under the supervision of the Jesuits. The Spanish schools started accepting Filipino students. It was during this time when the intellectual Filipinos emerged.  The Basic Education Spanish Colonial Curriculum The Spanish curriculum consisted of 3R's - reading, writing and religion The schools were parochial or convent schools The main reading materials were the cartilla, the caton, and the catecismo. The method of teaching-learning was predominantly individual memorization, There were three grade levels: Entrada, Acenso, Termino The curriculum required the study of: Christian Doctrine Values History Reading and Writing in Spanish (steno) Mathematics Agriculture Etiquette Singing World Geography Spanish History Existing Higher Education Schools in the 19th Century The oldest universities, colleges, vocational schools and the first modern public education system in Asia were created during the Spanish colonial period. The earliest schools were founded by Spanish Catholic missionaries. By the time Spain was replaced by the United States as the colonial power, the Filipinos were among the most educated subjects in all of Asia. Year of Current Name of the Time Founding Location Foundation Name of Foundation Order 1589 Colegio de Colegio de San Franciscans Manila Santa Potenciana Potenciana (founded 1589, (defunct) destroyed in 1645, rebuild in 1762, abolished 1866) 1590 San Jose Colegio de Manila Society of Manila Seminary (Colegio Jesus Seminario de San Ignacio)/Universi dad Maximo de San Ignacio (defunct) 1590- 1768 1595 University of Colegio de San Society of Cebu City San Carlos Ildefonso (1595- Jesus 1769) 1611 University of Colegio de Dominican Manila Santo Tomas Nuestra Senora Order de Santissimo Rosario 1611 University of Colegio de Dominican Manila Santo Tomas Nuestra Senora Order Central de Santissimo Seminary Rosario 1620 Colegio de Colegio de Dominican Manila Huerfanos Huerfanos de San Order de San Pedro y San Pablo Pedro y San Pablo (Defunct) 1620 Colegio de Colegio de Ninos Dominican Manila San Juan de Huerfanos de San Order Letran Juan de Letran 1632 Santa Isabel Colegio de San Manila College Isabel Manila 1640 Universidad University de San Real Manila de San Felipe de Autria Audencia de Felipe de Manila Austria (Defunct)  Criticisms on the State of Education On November 30, 1900, the Philippine Commission reported to the US War Department about the state of education throughout the archipelago 1. Under Spanish rule there was a system of primary schools. The Spanish regulations provided that there should be one male and one female primary school teacher for each 5,000 inhabitants. We find that there is but one teacher to each 4,179 inhabitants. 2. There were no schoolhouses, no modern furniture, and there were no good text- books. The schools were held in the residences of the teachers, or in buildings hired by the municipalities and used by the principals as dwellings. In some of the schools there were wooden benches and tables, but it was not at all unusual to find a school without any seats for the pupils. 3. In these primary schools, reading, writing, sacred history, and the catechism were taught. Except in a very few towns, the four elementary arithmetical processes were attempted, and in a few towns a book on geography was used as a reading book. Girls were taught embroidery and needlework. 4. From the beginning the schools were entirely under the supervision of the religious orders, who were disposed to emphasize secondary and higher education for a few pupils rather than to further and promote the primary education of the masses. 5. The result of this policy is that a few persons have stood out prominently as educated Filipinos, while the great mass of people have either not been educated at all or furnished only the rudiments of knowledge, acquiring merely the mechanical processes of reading and writing. 6. It is stated that when the Spaniards came here several of the tribes of the Philippine Islands could read and write their own language. At the present time, after three hundred years of Spanish domination, the bulk of the people cannot do this. 7. The Spanish minister for the colonies, in a report made December 5, 1870, points out that, by the process of absorption, matters of education had become concentrated in the hands of the religious orders. 8. It has been stated that in 1897 there were in these islands 2,167 public schools. The ineffectiveness of these schools will be seen when it is remembered that a school under the Spanish regime was strictly sectarian…  Counter-Criticisms on the State of Education 1. There was a mistake in the computation made by the Philippine Commission in the report, as it took into account all of the population, including babies and old people. What should have been counted only are children in Elementary School age (ages 5 through 13) and teenagers in High School age (ages 14 through 17). 2. Based on the official figures there couldn't be a school in every village in the Islands. 3. The Philippine Commission who made the report did not take into account that the schools maintained by Spain were closed and, in many cases, looted and badly damaged during the Spanish- American War and the Philippine Revolution. 4. Philippine Commission made no reference to the fact that the pioneering public school education introduced by Spain in the Philippines was the first of its kind in all of Asia, and the first to be established in any European colony in the world. As a result, the average American at the time was less educated than the average Filipino… Benito J. Legarda Jr. (2011) in his article, “The economic background of Rizal's time" published in The Philippine Review of Economics made some comment on the status of education in the Philippines during the 19th century, saying that, "There were also advances in education. From the earliest days of Spanish rule, the Church had given education to both boys and girls. Public education was initiated in Spain in 1857 and was extended to the Philippines in 1863. Unlike the Americans, the Spanish did not send boatloads of teachers over but trained teachers locally."  "For higher education, unlike many other European colonies in Asia, it was possible in the Philippines to get an education in subjects like medicine, pharmacy, law, pedagogy, theology, and fine arts.”  "Rizal in the Fili has a satirical chapter on a class in physics, but at least it was being offered. Access was not limited to the well- to-do but was enjoyed through scholarships by those of peasant stock like Mabini.  "Gregorio Sancianco y Goson published the first Filipino book in Madrid in 1881, an economic treatise in a part of which he brings up the subject of the indolence of the Filipino, later discussed by Rizal (Sancianco, 1881)." The Ilustrados As a result of increasing the number of educated Filipinos a new social class raised and came to be known as the Ilustrados. Furthermore, with the opening of Suez Canal in 1869, travel to Spain became quicker, easier and more affordable, and many Filipinos took advantage of it to continue higher education in Spain and Europe, mostly in Madrid and Barcelona.  The most prominent of the Ilustrados was Jose Rizal. Other Filipino intellectuals, such as Graciano Lopez Jaena, Marcelo H. del Pilar, Mariano Ponce or Antonio Luna, who had also studied in Spain, began contributing to the cause for Filipino self- government and independence. 19th Century Social Structure The 19th Century Philippines was a feudalistic society as a consequence of the encomienda system imposed by the colonizers. As legally defined in 1503, an encomienda (from the word encomendar, "to entrust") consisted of a grant by the crown to a conquistador, soldier, or official living in a particular area. The receiver of the grant the encomendero, could extract tribute from the people in gold, in kind, or in labor and was required to protect them and instruct them in the Christian faith.  The Spaniards collected all forms of taxes and tributes from the Filipinos and even required the natives to render polo y servicio or forced labor to the government and to the Catholic church. This forced labor was also linked to the Spanish doctrine of "Limpieza de Sangre" or cleansing of blood, cleanliness of blood or blood purity.  It created social tensions between and among classes. A system of racial discrimination came to be institutionalized. High positions in government were opened only to the pure- blooded Spaniard Members of the middle class and the Indios were considered inferior by the upper classes and unworthy of education. The following social structure can be clearly seen in the 19th century Philippines 1. Highest Class (Spanish Officials, Peninsulares, Insulares, Friars) 2. Middle Class (Spanish Mestizos, Chinese Meztizos, Criollos and Principalia) 3. Lowest Class (Indios or native or the masses) 1. Highest class - the people that belong in this class include the Spanish officials, Peninsulares, Insulares and the friars. Spanish Officials - Peninsulares and Insulares who have official government designations starting from the Governor- General Peninsulares - are Spaniards who were born in Spain. They held the most important government jobs and made up the smallest number of the population  Insulares - are Spaniards Friars - are members of any of born in the Philippines. certain religious orders of They are considered inferior men, especially the four Spaniards compared to religious orders (Augustinians, those who were born in Carmelites, Dominicans, and Spain Franciscans). 2. Middle Class - the people that belongs in this class includes the Spanish Mestizos, Chinese Meztizos, Criollos, and Principalia Spanish Mestizos - are of mixed Spanish and indigenous Filipino ancestry Chinese Mestizos - are a mixed Chinese and indigenous Filipino ancestry  Criollos - a person of mixed European and black descent, especially in the Caribbean. It meant then, a white man of European descent, born and raised in a tropical or semi- tropical colony. Principalia (ruling class of native elites: gobernadorcillo, cabeza de barangay. Land owners, merchants, wealthy native families) 3. Lowest class - poor Filipinos KING OF SPAIN The Indios are the poor VICEROY OF MEXICO natives or poor people having pure Filipino blood. PHILIPPINES Since Spain was very far from the Philippines, the But when Mexico regained its freedom in 1821, the King of King of Spain ruled the Spain ruled the Philippines through a Governor-General in the Philippines. Islands through the Viceroy KING OF SPAIN of Mexico, which was then another Spanish colony. GOVERNOR-GENERAL (Philippines) The Political Structure Spain established a centralized colonial government in the Philippines that was composed of a NATIONAL GOVERNMENT and the LOCAL GOVERNMENTS that administered provinces, cities, towns, and barrios. The National Government: maintained peace and order collected taxes built schools and other public works The Governor-General Salary: 40,000 pesos He was Commander-in-chief of the The King's representative and the colonial army highest-ranking official in the He Supervised all government Philippines. offices and collection of taxes Head of the Spanish colonial He was also the president of the government Real Audiencia. (Like the Chief Justice of the Supreme Court today) Appointed by the Spanish He had legislative powers, he can monarch legislate laws for the colony. Laws Represented the crown in all enacted by the governor-general are governmental matters called Actos Acordados Had the power to appoint and Qualification: Must be a dismiss public officials, except Peninsulares or a Spaniard born in those personally chosen by the Spain King  There were 115 Spanish Governor- Generals in our country. The first one was Miguel Lopez de Legazpi (1565-1572) and the last was Diego de los Rios (1898).  Owing to the distance of the Philippines from Spain, the governor-general exercised absolute powers. There was widespread selling of lower positions to the highest bidders. And because many of those in government were unqualified and unfit for government service, the Spanish colonial administration became so corrupt and inefficient. The Governor General and other government officials had so much power that it was commonly abused. To investigate the abuses, there were bodies created: 1. The Residencia 2. The Visita 3. The Real Audiencia The Residencia This was a special judicial court that investigates the performance of a Governor- General who was about to be replaced. The incoming Governor- General was usually a member and submits a report of findings to the King  The Visita The Council of Indies in Spain sends a Spanish official called the Visitador- General to observe conditions in the colony The Visitador-General reported his findings directly to the king Real Audiencia The highest court in the land during the Spanish times Served as an advisory body to the Governor-General and checks and reports his abuses But at the same time, the Governor General is the president/ head of this body Audits the expenditures of the colonial government Sends a yearly report to Spain  The Local Government The Spaniards created Local Government Units for the provinces. There were two types of local government units: 1. Alcaldia 2. Corregimiento The Provincial Government Alcaldia Duties of the Alcalde Mayor The Alcaldia, led by the Alcalde Mayor governed the peaceful provinces Represented the Spanish Replaced the encomendero and ruled over king and the Governor- the provincial government General Performed judicial functions in his Exercised executive and capacity as the highest judicial official in judicial functions the province This position remained appointive and Managed the day-to-day open only to Spaniards - Peninsulares or operations of the Insulares provincial government Salary: 300-2000 pesos before 1847 and Implemented laws and 1500-1600 pesos after 1847 supervised the collection of taxes  This was considered as the most corrupt unit in local government due to Indulto de Commercio or the right to participate in the Galleon Trade. This made them rich and powerful. And in effect made them abuse their powers.  Corregimiento A province where conditions of peace and order were less stable Under the rule of a military officer called Corregidor Duties: Governed the provinces that were not yet entirely under Spanish control The City Government Larger towns became cities The Cabildo is composed called Ayuntamiento of: It became the center of Alcalde (City Mayor) trade and industry Regidores (Councilors) City Head: Alcalde en Alguacil Mayor (Police ordinario (City Mayor) Chief) The Ayuntamiento had a Escribano (Clerk of court city council called the and official notary) Cabildo  The Municipal Government Instead of antagonizing the former leaders/ or chieftains Provinces or Alcaldias were among the Filipinos, the divided into several towns Spaniards utilized their services or pueblos headed by instead. Gobernadorcillos or Little The Filipino officials were used Governors. as liaisons (middlemen) with the Towns or pueblos were people and to keep the lower divided into several class from revolting against the barangays or cabeceiras. Spaniards.  Pueblos (Towns) At first, the position was filled by hereditary Head: succession, then the Gobernadorcillo was elected by Gobernadorcillo all married males. (Little Governor) In the 19th century, it became an elective position voted by the Gunta) or "electoral board" made up of A position given to 13 members: the Gobernadorcillo and twelve (12) Filipinos members of the principalia or body of prominent citizens. Occupied by former The principalia was composed of present and former datus cabezas de barangay and gobernadorcillos. It was later expanded to include payers of land taxes and property owners. The right to hold all local offices was reserved to the members of the principalia. This was the only form of participation of the Filipinos in the government  Salary: 24 pesos (exempted from Qualifications taxation) o Any native/ Chinese mestizo Main Duties: Efficient governance and tax collection o At least 25 years old Other Duties o Literate in oral or written o preparation the tribute list (padron) Spanish o recruitment and distribution of men o A Cabeza de Barangay of 4 for draft labor, communal public years o work and military conscription (quinto) Example: Emilio Aguinaldo o postal clerk was a Chinese Mestizo and o judge in minor civil suits was the Gobernadorcillo of Intervened in all administrative cases Cavite El Viejo (now Kawit). pertaining to his town: lands, justice, finance and the municipal police  The officials of the pueblo Four Lieutenants aided the were taken from the Gobernadorcillo in his Principalia, the noble class of duties pre- colonial origin. Their 1. Teniente Mayor (chief names are survived by lieutenant), prominent families in 2. Teniente de Policia (police contemporary Philippine lieutenant), society such as Duremdes, Lindo, Tupas, Gatmaitan, 3. Teniente de Sementeras Liwanag, Pangilinan, (lieutenant of the fields) Panganiban, Balderas, 4. Teniente de Ganados Agbayani, Apalisok, and (lieutenant of the livestock) Aguinaldo to name a few. Barrios (Barangays or Cabeceiras) Head: Cabeza de Barangay/ Head of Barangay Qualifications: A position given to Filipinos o Literate in Spanish Occupied by former datus o Has good moral Filled by hereditary succession or character appointment Cabezas who served Duties: for 25 years were o Maintain peace and order exempted from forced o Collect taxes and tributes in the barangay labor. o Recruit men for communal public works Major Political Reforms in the 19th Century 1. Reform Decree (promulgated 2. Reform Decree in 1844) (promulgated in 1886) As a qualification for alcades- mayores, prescribed knowledge Separated the executive and practice for law for at least functions from the judicial two years was required powers in the provincial Abolished the privilege of an administration alcalde-mayor to engage in An increase in salaries of indulto de comercio provincial governors Increased salaries of alcades- mayores 19th Century Role and Rule of the Friars The friars played a major role in The Friars from different the spread of the Christian faith Religious Orders came to the in the Philippines, at the same Philippines in batches: time, they also played a crucial 1565 - Augustinians with the role in the political, social, Legaspi expedition economic and cultural life of the Filipinos. 1577 - Franciscans To a certain extent, they are 1581 - Jesuits considered as the real 1587 - Dominicans conquistadors during the 1606 - Recollects Spanish colonial times. 1895 - Benedictines  The primary role of these In addition, the friars were granted missionaries was to land estates known as 'friar lands in order for these missionaries to propagate Christianity have a self-sustainable life. among the natives of became land owners and later on these new conquered merchants. Consequently, the friars islands. became influential economically and politically. Because the King of Spain The friars reigned supreme even in has the power of government matters. Some friars patronato real - which even acted as Governor-Generals was given by the Pope - until 1762. One such example is Manuel Rojo, the last archbishop the State and the Church to hold such high position in the Philippines was unified.  They established more than 300 towns; built churches, roads and bridges, and other infrastructures. They also established schools, colleges and universities; hospitals, orphanages, and asylums across the country. They become the carriers' of the Western culture. Many friars contributed much in the development of the printing press, medicine, science, architecture, music, grammar, dictionaries, literature and the arts which eventually become part of the Filipino culture. They also introduced new crops, plants and animals from Europe and Mexico. They also taught the natives new industries such as dye- making, bricks and tile-making.  The Cura Parroco (parish priest) is the most powerful figure in a town or pueblo. Even if he is the only Spaniard in town, he was feared and obeyed by the people, and was often kissed on the hands as a sign of respect and of his great influence. Which is why an Old Viceroy of New Spain was quoted saying: "En cada fraile tenia el Rey en Filipinas un capitan general y un ejercito entero." translated as, "In each friar in the Philippines the King had a captain general and a whole army." (Mallat, 1846).  Aside from his religious activities, the friar also had authority in administration of the colony. He supervised the election of the gobernadorcillo (town mayor) and cabeza (barangay captain). He was the keeper of the list of residents of the town. His signature must be seen in all the financial papers of the town. The friars also served as mediator who pacified the rebellions. It was because of his spiritual function that people believed and feared him. He was also influential because of his knowledge of the native language and his long stay in the town (Boncan) Hence, the role and functions of the Cura Parroco can be seen as follows: Religious Functions Administrative & Political Social Function Fuctions Parish Priest Law enforcer Peace and order advocate Preacher Teacher/Tutor Social worker Confessor School Supervisor Community Development Officer Guardian of morality and Registrar of Dead charity Caretaker of Public Documents Builder of Towns and public works Adviser to local government officials Tax Collection Inspector Local Elections Supervisor  As the friars became more and more powerful, abuses to the Filipinos became commonplace. One of the major reasons for the outbreak of the Philippine Revolution was the issue on friar lands. Many of the lands in the Tagalog region were owned by friars. Abuses in all forms made by the friars to his parishioners were widespread. Another reason was the secularization of the parishes. The friars who have stayed so long in a parish (called regulars) --and thus have acquired lands and other properties in that locality and have exercise so much political power in that town or city - did not want to give up their parishes to Filipino secular priests. These events led to frailocracy or monastic supremacy in the Philippines.  Many of the abuses made by the friars are well depicted in Rizal's Noli Me Tangere and El Filibusterismo, Del Pilar's La Soberania Monacal en Filipinas and Lopez-Jaenas' Fray Botod. Many unsuccessful Filipino revolts against Spain in the 19th century were caused by the abuses from the friars. Hence, during Rizal's time, the friars were still much in power. The rule of the friars or frailocracy ended at the dawn of the Philippine Republic and the early part of the American Occupation - some years after Rizal's execution Guardia Civil Organized in 1867, a corps of native police under the leadership of Spanish officers for the purpose of dealing with outlaws and renegades. In 1880, it was the most feared instrument of summary arrests of individuals identified by the friars as "filibusteros" or enemies of the government and erehes" or enemies of the Catholic Church  19th Century Events That Shaped the Philippines 1807 Basi Revolt (1807) The Basi Revolt also known as the Ambaristo Revolt, was a revolt undertaken from September 16 to 28, 1807. It was led by Pedro Mates and Salarogo Ambaristeo with its events ocurring in the present-day town of Piddig in Ilocos Norte. This revolt is unique as it revolves around the Ilocanos' love for sugarcane wine. Ilocanos were forced to buy from government stores.  1828 Palmero Conspiracy The Palmero Conspiracy in 1828 was a failed plot to overthrow the Spanish colonial government in the Philippines. The Spanish government suppressed further information on this conspiracy. This was the reaction of Madrid to the series of wars against Spanish rule that was known as the Spanish American wars of independence  there were two types of priests in the Philippines then: secular priests, or parish priests, which were usually Indio, and religious priests, or convent priests, which were usually Spanish. Accomplishments: 1. abolished censorship of the press and allowed unlimited discussions of political problems and proclaimed freedom of speech 2. abolished flogging as a punishment 3. curtailed abuses particularly the tribute and the polo 4. allowed secular priests to be assigned to vacant parishes or seminaries and created an office which would prevent abuses by members of regular religious orders 5. reformed the Real Audiencia to bring about speedier administration of justice 6. decreed educational reforms, ordered the setting up of medical consultative body to study alpine problems and solutions to them. 7. created the Council of the Philippines on December  1869 Opening of the Suez Canal on November 17, 1869 The Suez Canal connects Mediterranean and red sea shortened to be Europe and Orient. Results: (a) Philippines became closer to Europe and Spain (b) encouraged European travelers to come to our country exodus (c) exodus of liberal ideas from Europe to Philippines from (d) more educated and young Filipinos were able to study abroad.  1871 Rafael de Izquierdo became Governor-General (1871-1873) On April 4, 1871, Izquierdo became the governor general" with crucifix in one hand and a sword in the other“ (a) restored press censorship (b) prohibited on political matters and secularization of the parishes (c) disappeared the establishment of arts and trades in Manila (d) dismissed natives and met the civil and military service. 1872 Cavite Mutiny (January 20, 1872) Execution of GomBurza (February 17, 1872) GomBurza (fought for the Filipinization of parishes and champions of liberalism and humanitarianism). were charged of sedition and rebellion due to the false testimony of Francisco Zaldua (former Bicolano soldier and was bribed by the Spanish prosecutors to implicate them as the masterminds of the mutiny).  Military Court three priests guilty and sentenced them to die by garrote Rizal's plan was to take up priesthood and become a Jesuit father. When he heard of the martyrdom of GomBurZa, he changed his mind and swore to dedicate his life to vindicate the victims of Spanish oppression. Veneration Without Understanding by Renato Constantino Renato Constantino Historian, Nationalist A product of the public school system, Renato emerged as a student leader during his third and fourth years in Arellano High School when he was elected class president and also won medals as an orator and debater. In the University of the Philippines he became the youngest editor of the Philippine Collegian and a star debater. He won national attention with an editorial critical of President Manuel Quezon which prompted the latter to go to UP to deliver a speech explaining his position.  Veneration Without Understanding by Renato Constantino In the histories of many nations, the national revolution represents a peak of achievement to which the minds of man return time and again in reverence and for a renewal of faith in freedom. For the national revolution is invariably the one period in a nation's history when the people were most united, most involved, and most decisively active in the fight for freedom. It is not to be wondered at, therefore, that almost always the leader of that revolution becomes the principal hero of his people. There is Washington for the United States, Lenin for the Soviet Union, Bolivar for Latin America, Sun Yat Sen, then Mao Tse-Tung for China and Ho Chi Minh for Vietnam. The unity between the venerated mass action and the honored single individual enhances the influence of both.  In our case, our national hero was not the leader of our Revolution. In fact, he repudiated that Revolution. In no uncertain terms he placed himself against Bonifacio and those Filipinos who were fighting for the country's liberty. In fact, when he was arrested he was on his way to Cuba to use his medical skills in the service of Spain. And in the manifesto of December 15, 1896 which he addressed to the Filipino people, he declared: From the very beginning, when I first had notice of what was being planned, I opposed it, fought it, and demonstrated its absolute impossibility. I did even more. When later, against my advice, the movement materialized, of my own accord I offered my good offices, but my very life, and even my name, to be used in whatever way might seem best, toward stifling the rebellion; for convinced of the ills which it would bring, I considered myself fortunate if, at any sacrifice, I could prevent such useless misfortune.... I have written also (and I repeat my words) that reforms, to be beneficial, must come from above, and those which comes from below are irregularly gained and uncertain,  Constantino voiced his thoughts on Holding these ideas, I cannot do less the Filipinos' worship of Rizal in than condemn, and I do condemn this “Veneration without uprising-which dishonors us Filipinos Understanding.” and discredits those that could plead From the title alone, he was our cause. I abhor its criminal condemning Filipinos of idolizing methods and disclaim all part in it, someone (Rizal) despite their lack of pitying from the bottom of my heart knowledge of his life and deeds. the unwary that have been deceived Constantino argues that the national into taking part in it. hero was a product of American- sponsorship, a pure reformist and opposed to the revolution. Constantino's interpretation of Rizal was primarily a product of his reading of the Manifesto of December 15, 1896. Rizal and The Revolution “…The Philippine Revolution has always been overshadowed by the omnipresent figure and the towering reputation of Rizal. Because Rizal took no part in that Revolution and in fact repudiated it, the general regard for our Revolution is not as high as it otherwise would be. On the other hand, because we refuse to analyze the significance of his repudiation, our understanding of Rizal and of his role in our national development remains superficial. This is a disservice to the event, to the man, and to ourselves...” An American-Sponsored Hero Although Rizal was already a revered figure and became more so after his martyrdom, it cannot be denied that his pre-eminence among our heroes was partly the result of American sponsorship. This sponsorship took two forms on or hand, that of encouraging a Rizal cult, on the other, that of minimizing the importance of other heroes or even of vilifying them. There is no question that Rizal had the qualities of greatness. History cannot deny his patriotism. He was martyr to oppression, obscurantism and bigotry. His dramatic death captured the imagination of our people. Still, we must accept the fact that his formal designation as our national hero, his elevation to his present eminence so far above all our other heroes was abetted and encouraged by the Americans.  It was Governor William Howard Taft who in 1901 suggested that the Philippine Commission that the Filipinos be given a national hero, The Free Press of December 28, 1946 gives this account of a meeting of the Philippine Commission: “And now, gentlemen, you must have a national hero”… In these fateful words, addressed by then Civil Governor W. H. Taft to the Filipino members of the civil commission, Pardo de Tavera, Legarda, and Luzuriaga, lay the genesis of Rizal Day....'In the subsequent discussion in which the rival merits of the revolutionary heroes were considered, the final choice-now universally acclaimed as a wise one-was Rizal. And so was history made!”  Theodore Friend in his book, Between Two Empires, says that “Taft" with other American colonial officials and some conservative Filipinos, chose him (Rizal) as a model hero over other contestants: a. Aguinaldo too militant b. Bonifacio too radical c. Mabini unregenerate This early example of American "aid" is summarized by Governor W. Cameron Forbes who wrote in his book, The Philippine Islands: The reason for the enthusiastic American attitude becomes clear in the following appraisal of Rizal by Forbes: Rizal never advocated independence, nor did he advocate armed resistance to the government. He urged reform from within by publicity, by public education, and appeal to the public conscience.  Taft's appreciation for The public image that the Rizal has much the same American desired for a Filipino basis, as evidenced by his national hero was quite clear. They favored a hero who would not run calling Rizal" the greatest against the grain of American Filipino, a physician, a colonial policy. The heroes who novelist and a poet (who) advocated independence were because of his struggle therefore ignored. For to have encouraged a movement to revere for a betterment of Bonifacio or Mabini would not conditions under Spanish have been consistent with rule was unjustly American colonial policy.” convicted and shot...”  His weaknesses and errors have been subtly underplayed and his virtues grossly exaggerated. In this connection, one might ask the question, what would have happened if Rizal had not been executed in December of 1896? Would the course of the Philippine Revolution have been different? This poses the question of the role of the individual in history. The Role of Heroes Rizal had certain qualities, he was able to serve the pressing social needs of the period, needs that arose out of general and particular historical forces. He is a hero in the sense that he was able to see the problems generated by historical forces, discern the new social needs created by the historical development of new social relationships, and take an active part in meeting these needs.  But he is not a hero in the sense that he could have stopped and altered the course of events. The truth of this statement is demonstrated by the fact that the Revolution broke out despite his refusal to lead it and continued despite his condemnation of it. Rizal served his people by consciously articulating the unconscious course of events. He saw more clearly than his contemporaries and felt with more intensity the problems of his country, though his viewpoint was delimited by his particular status and upbringing. He was the first Filipino but he was only a limited Filipino, the ilustrado Filipino who fought for national unity but feared the Revolution and loved his mother country, yes, but in his own ilustrado way. Innovation and Change Rizal lived in a period of great economic changes. These were inevitably accompanied by cultural and political ferment. The country was undergoing grave and deep alterations which resulted in a national awakening. The English occupation of the country, the end of the galleon trade, and the Latin-American revolutions of that time were all factors which led to an economic re- thinking by liberal Spanish officials.  European and American financing were vital agents in the emerging export economy. Merchants gave crop advances to indio and Chinese-mestizo cultivators, resulting in increased surpluses of agricultural export products. Abaca and sugar became prime exports during this period as a result of these European and American entrepreneurial activities. The Transformation of the sugar industry due to financing and the introduction of steam-powered milling equipment increased sugar production. The Ideological Framework Economic prosperity spawned discontent when the native beneficiaries saw a new world of affluence opening for themselves and their class. They attained a new consciousness and hence, a new goal - that of equality with the peninsulares -- not in the abstract, but in practical economic and political terms. Hispanization became the conscious manifestation of economic struggle, of the desire to realize the potentialities offered by the period of expansion and progress. Hispanization and assimilation constituted the ideological expression of the economic motivations of affluent indios and mestizos. Equality with the Spaniard meant equality of opportunity.  The lordly friar who had been partly responsible for the isolation of the islands became the target of attacks. Anti-clericalism became the ideological style of the period. To a large extent, Rizal, the ilustrado, fulfilled this function, for in voicing the goals of his class he had to include the aspirations of the entire people. Though the aims of this class were limited to reformist measures, he expressed its demands in terms of human liberty and human dignity and thus encompassed the wider aspirations of all the people.  Moreover, social contradictions had not ripened sufficiently in his time to reveal clearly the essential disparateness between class and national goals. Neither could he have transcended his class limitations, for his cultural upbringing was such that affection for Spain and Spanish civilization precluded the idea of breaking the chains of colonialism. He had to become a Spaniard first before becoming a Filipino.  He may have had a different and limited goal at the time, a goal that for us is already passé, something we take for granted. However, for his time this limited goal was already a big step in the right direction. This contribution was in the realm of Filipino nationhood - the winning of our name as a race, the recognition of our people as one, and the elevation of the indio into Filipino. Blind Adoration Hero-worship, therefore, must be both historical and critical. We must always be conscious of the historical conditions and circumstances that made an individual a hero, and we must always be ready to admit at what point that hero's applicability ceases to be of current value. We must view Rizal as an evolving personality within an evolving historical period.  We must determine the factors-economic and cultural – that made Rizal what he was. We must see in his life and in his works the evolution of the Filipino and must realize that the period crowned by his death is only a moment in the totality of our history. Limitations of Rizal We are living in an age of anti-colonial revolutions different in content from those of Rizal's period. Rizal could not have anticipated the problems of today. He was not conversant with economic tools of analysis that would unravel the intricate techniques that today are being used by outside forces to consign us to a state of continued poverty.  Many of his social criticisms are still valid today because certain aspects of our life are still carry-overs of the feudal and colonial society of his time. A true appreciation of Rizal would require that we study these social criticisms and take steps to eradicate the evils he decried.  Part and parcel of the attempt to use Rizal as an authority to defend the status quo is the desire of some quarters to expunge from the Rizalist legacy the so-called controversial aspects of his writings, particularly his views on the friars and on religion. We have but to recall the resistance to the Rizal bill, the use of expurgated versions of the Noli Me Tangere and the El Filibusterismo, and objections to the readings of his other writings to realize that while many would have us venerate Rizal, they would want us to venerate a homogenized version.  In his time, the reformist Rizal was undoubtedly a progressive force. In many areas of our life today, his ideas could still be a force for salutary change. We have magnified Rizal's significance for too long. It is time to examine his limitations and profit from his weaknesses just as we have learned from the strength of his character and his virtues. His weaknesses were the weaknesses of his society. His wavering and his repudiation of mass action should be studied as a product of the society that nurtured him The Negation of Rizal Today, we need new heroes who can help us solve our pressing problems. We cannot rely on Rizal alone. We must discard the belief that we are incapable of producing the heroes of our epoch, that heroes are exceptional beings, accidents of history who stand above the masses and apart from them. The true hero is one with the masses: he does not exist above them. In fact, a whole people can be heroes given the proper motivation and articulation of their dreams.  Today we see the unfolding of the creative energies of a people who are beginning to grasp the possibilities of human development and who are trying to formulate a theoretical framework upon which they may base their practice. The inarticulate are now making history while the articulate may be headed for historical anonymity, if not ignominy.  When the goals of the people are finally achieved, Rizal the first Filipino, will be negated by the true Filipino by whom he will be remembered as a great catalyzer in the metamorphosis of the de- colonized Indio. Thank you for listening! ☺  MODULE 2:Rizal Life: Family, Childhood, Early Education, Higher Education and Life Abroad Chapter 2: Rizal Life: Family, Childhood, Early Education, Higher Education and Life Abroad José Protacio Rizal Mercado y Alonso Realonda was born on June 19, 1861 in Calamba, Laguna. The seventh of eleven children born to a relatively well-off family in a Dominican-owned tenant land in Calamba, Laguna, Jose Rizal lived and died during the Spanish colonial era in the Philippines.  In his early childhood, Jose had mastered the alphabet and learned to write and read. His early readings included the Spanish version of the Vulgate Bible. At a young age, he already showed inclinations to the arts. He amazed his family by his pencil drawings, sketches, and moldings of clay. Later in his childhood, he showed special talent in painting and sculpture, wrote a Tagalog play, which was presented at a town fiesta (and later penned a short play in Spanish, which was presented in school) Don Francisco Mercado a.k.a DON KIKO Francisco Engracio Rizal Mercado, was a productive farmer from Biñan, Laguna. He was an independent-minded, taciturn, but dynamic gentleman from whom Jose inherited his "free soul”. Don Francisco became tiniente gobernadorcillo (lieutenant governor) in Calamba and was thus nicknamed Tiniente Kiko.  Franciscos great grandfather was Domingo Lam-co, a learned pro-poor or mese Chinese immigrant businessman who married a sophisticated Chinese of Manila named Ines de la Rosa. One of their two children, Francisco reside in Biñan and married Bernarda Monicha. Francisco and Bernarda's son, Juan Mercado became the gobernadorcillo (town mayor) of Biñan, Laguna. He married Oria Alejandra and they had 12 children, the youngest being Jose Rizal's father Francisco.  Don Francisco was born on May 11, 1818 in Biñan, Laguna. When he was eight years old he lost his father. He was nonetheless educated as he took Latin and Philosophy at the College of San Jose in Manila, where he met and fell in love with Teodora Alonso, a student in the College of Santa Rosa. Married on June 28, 1848, they settled down in Calamba where they were granted lease of a rice farm in the Dominican owned haciendas. Doña Teodora Alonso Jose's mother, Teodora Alonzo (also spelled "Alonso") was an educated and highly cultured woman from Sta. Cruz, Manila. Common biographies state that Doña Teodora Alonso Quintos Realonda, also known as "Lolay," was born on November 8, 1826 in Santa Cruz, Manila and baptized at the Santa Cruz Church.  Doña Lolay was educated at the College of Santa Rosa, an esteemed school for girls in Manila. She was usually described as a diligent business- minded woman, very graceful but courageous, well-mannered, religious, and well-read. Very dignified she disliked gossip and vulgar conversation. Possessing refined culture and literary talents, she influenced her children to love the arts, literature, and music. Lolay sent her children to colleges in Manila. To help in the economy of the family, she ran sugar and flour mills and a small store in their house, selling home-made ham, sausages, jams, jellies, and many others.  Lolay's great-grandfather was Eugenio Ursua (of Japanese descent) who married a Filipina named Benigna. Regina, their daughter, married a Filipino- Chinese lawyer of Pangasinan, Manuel de Quintos. Lorenzo Alberto Alonso, a well- off Spanish- Filipino mestizo of Biñan, took as his "significant other" Brigida Quintos, daughter of Manuel and Regina Quintos. The Lorenzo-Brigida union produced five children, the second of them was Jose Rizal's mother, Teodora Alonso Quintos.  Through the Claveria decree of 1849 which changed the Filipino native surnames, the Alonsos adopted the surname Realonda, Rizal's mother thus became Teodora Alonso Quintos Realonda. Jose's Siblings Saturnina Rizal (1850- 1913) is the eldest child of Don Francisco and Teodora Alonso. She and her mother provided the little Jose with good basic education that by the age of three, Pepe (Jose's nickname) already knew his alphabet.  Paciano Rizal, Jose's only brother, was born on March 7, 1851 in Calamba, Laguna. He was fondly addressed by his siblings as Por Paciano, short for "Señor Paciano." The 10-year older brother of Jose studied at San Jose College in Manila, became a farmer, and later a general of the Philippine Revolution. After Jose's execution in December 1896. Paciano joined the Katipuneros in Cavite under General Emilio Aguinaldo. As Katipunero, Paciano was commissioned as general of the revolutionary forces and elected as secretary of finance in the Department Government of Central Luzon.  Narcisa Rizal (1852-1939) or simply "Sisa' was the third child in the family. Later in history, Narcisa (like Sturnina) would help in financing Rizal's studies in Europe, even pawning her jewelry and peddling her clothes if needed. It was said she could recite from memory almost all of the poems of our national hero.  Olympia Rizal (1855-1887) was the fourth child in the Rizal family. Jose loved to tease her, sometimes good- humoredly describing her as his stout sister. Jose's first love, Segunda Katigbak, was Olympia's schoolmate at the La Concordia College. Rizal confided to Olympia (also spelled "Olimpia") about Segunda, and the sister willingly served as the mediator between the two teenage lovers.  Lucia Rizal (1857–1919) was the fifth child in the family. She married Mariano Herbosa of Calamba, Laguna. Charged of 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. (Lucia's husband died during the cholera epidemic in May 1889 and was refused a Catholic burial for not going to confession since his marriage to Lucia. In Jose's article in La Solidaridad titled Una profanacion (A Profanation), he scornfully attacked the friars for declining to bury in "sacred ground“ a "good Christian" simply because he was the "brother- in-law of Rizal.")  Maria Rizal (1859-1945) was the sixth child in the family. It was to her whom Jose talked about wanting to marry Josephine Bracken when the majority of the Rizal family was apparently not amenable to the idea. In his letter dated December 12, 1891, Jose had also brought up to Maria his plan of establishing a Filipino colony in North British Borneo.  In his letter dated December 28, 1891, Jose wrote to Maria, "I'm told that your children are very pretty." Today, we have a historical proof that Maria's progenies were indeed nice-looking (lahing maganda). Maria and Daniel had five children: Mauricio, Petrona, Prudencio, Paz, and Encarnacion. Their son Mauricio married Conception Arguelles and the couple had a son named Ismael Arguelles Cruz. Ismael was the father of Gemma Cruz Araneta, the first Filipina to win the Miss International title, also the first Southeast Asian to win an international beauty pageant title.  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 was said that the young Pepe loved most little Concha who was a year younger than he. Jose played games and shared children stories with her, and from her he felt the beauty of sisterly love at a young age.  Josefa Rizal's nickname is "Panggoy" (1865-1945). She was the ninth child in the family. Panggoy died a spinster. Among Jose's letters to Josefa, the one dated October 26, 1893 was perhaps the most fascinating. Written in English, the letter addressed Josefa as Miss Josephine Rizal" (After Jose’s martyrdorm, the epileptic Josefa joined the Katipunan and was even supposed to have been elected the president of its women section. She was one of the original 29 women admitted to the Katipunan along with Gregoria de Jesus, wife of Andres Bonifacio. They safeguarded the secret papers and documents of the society and danced and sang during sessions so that cívil guards would think that the meetings were just harmless social gatherings.)  Trinidad Rizal (1868-1951) or Trining was the tenth child. Historically, she became the custodian of Rizal's last and greatest poem. 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, Paciano, and two nieces, Trinidad joined the Katipunan after Jose's death.  Also called "Choleng," Soledad Rizal (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 Rizal on Facebook Courtship" 2013). 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."  Choleng's union with Pantaleon, nonetheless, resulted in the Rizal family's becoming connected by affinity to Miguel Malvar (the hero who could have been listed as the second Philippine President for taking over the revolutionary government after Emilio Aguinaldo's arrest in 1901). Soledad and Pantaleon had five children: Trinitario, Amelia, Luisa, Serafin, and Felix. Their daughter Amelia married Bernabe Malvar, son of Gen. Miguel Malvar. The Surname Rizal Had their forefathers not adopted other names, Jose and Paciano could have been known as “Lamco" (and not Rizal) brothers, Their paternal great-great grandfather, Chinese merchant Domingo Lamco, adopted the name "Mercado, which means 'market." But Jose's father, Francisco, who eventually became primarily a farmer, adopted the surname "Rizal" (originally “Ricial” which means "the green of young growth' or "green fields). The name was suggested by a provincial governor who was a friend of the family. The new name however caused confusion in the commercial affairs of the family Don Francisco thus settled on the name "Rizal Mercado" as a compromise, and often Just used his more known surname "Mercado”. Rizal's Birth Doña Teodora was said to have suffered the greatest pain during the delivery of her seventh child. Jose. Her daughter Narcisa recalled: "I was nine years of age when my mother gave birth to Jose. I recall it vividly because my mother suffered great pain. She labored for a long time. Her pain was later attributed to the fact that Jose's head was bigger than normal.”  Jose Rizal was born in Calamba. In 1848, his parents decided to build a home in this town in Laguna, southern Luzon. The name Calamba was derived from kalan banga. which means 'clay stove" (kalan) and "water jar" (banga).  Jose's adoration of its scenic beauty- -punctuated by the sights of the Laguna de Bay. Mount Makiling. palm-covered mountains, curvy hills, and green fields was recorded in the poem he would later write at Ateneo de Manila in 1876, Un Recuerdo a Mi Pueblo (In Memory of My Town) A city since 2001. Calamba is said to have earned the nickname Resort Capital of the Philippines" for its more than 600 resorts in the place today)  The first massive stone house (or bahay na bato) in Calamba was the very birthplace of our national hero. It was a rectangular two-storey building, built of adobe stones and solid wood, with sliding capiz windows. Its ground floor was made of lime and stone, the second floor of hard wood, except for the roof, which was of red tiles. There was an azotea and a water reservoir at the back. Its architectural style and proximity to the church implied Rizal family's wealth and political influence. The Childhood of a Phenom A phenom is someone who is exceptionally talented or admired, especially an up-and-comer. Rizal, especially during his childhood, was none less than a phenom. Jose Rizal's first memory, in his infancy, was his happy days in their family garden when he was three years old. Their courtyard contained tropical fruit trees, poultry yard, a carriage house, and a stable for the ponies. Because the young Pepe was weak, sickly, and undersized, he was given the fondest care by his parents, so his father built a nipa cottage for Pepe to play in the daytime.  Memory of his infancy included the nocturnal walk in the town, especially when there was a moon. Jose also recalled the "aya" (nursemaid) relating to the Rizal children some fabulous stories, like those about the fairies, tales of buried treasure, and trees blooming with diamonds. Another childhood memory was the daily Angelus prayer in their home. Rizal recorded in his memoir that by nightfall, his mother would gather all the children in their home to pray the Angelus. At the early age of three, he started to take a part in the family prayers.  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”. At the age of five, the young Pepe learned to read the Spanish family Bible, which he would refer to later in his writings. Rizal himself remarked that perhaps the education he received since his earliest infancy was what had shaped his habits.  As a child, Rizal loved to go to the chapel, pray, participate in novenas, and join religious processions. In Calamba, one of the men he esteemed and respected was the scholarly Catholic priest Leoncio Lopez, the town priest. He used to visit him and listen to his inspiring opinions on current events and thorough life views.  Also at the age of five, Pepe started to make pencil sketches and mold in clay and wax objects, which attracted his fancy. When he was about six years old, his sisters once laughed at him for spending much time making clay and wax images Initially keeping silent, he then prophetically told them, "All right laugh at me now! Someday when I die, people will make monuments and images of me."  When Jose was seven years old, his father provided him the exciting experience of riding a “cascola” (flat-bottomed boat with a roof) on their way to a pilgrimage in Antipolo. The pilgrimage was to fulfill the vow made by one's mother to take him to the Shrine of the Virgin of Antipolo should she and her child survive the ordeal of delivery, which nearly caused her life. From Antipolo, Jose and his father proceeded to Manila to visit his sister Saturnina who was at the time studying on the La Concordia College in Sta. Ana  As a gift the child Jose received a pony named 'Alipato’ from his father. As a child he loved to ride this pony or take long walks in the meadows and lakeshore with his black dog named "Usman”  The mother also induced Jose to love the arts, literature, and the classics. Before he was eight years old he had written a drama (some sources say 'a Tagalog comedy) which was performed at a local festival and for which the municipal captain rewarded him with two pesos. (Some references specify that it was staged in a Calamba festival and that it was a gobernadorcillo from Paete who purchased the manuscript for two pesos).  Contrary to the former common knowledge however, Rizal did not write the Filipino poem 'Sa Aking Mga Kababata/Kabata* (To My Fellow Children). The poem was previously believed to be Rizal's first written poem at the age of eight and was said to have been published posthumously many years after Rizal's death. However, Jose had a preserved correspondence (letters) with his brother Paciano admitting that he (Jose) had only encountered the word "kalayaan' when he was already 21 years old. The term ("kalayaan") was used not just once in the poem "Sa Aking Mga Kababata/Kabata"  The young Rizal was also interested in magic. He read many books on magic. He learned different tricks, such as making a coin disappear and making a handkerchief vanish in thin air. Some other influences of Rizal's childhood involved his three uncles his Tio Jose Alberto who inspired him to cultivate his artistic ability, his Tio Manuel who encouraged him to fortify his frail body through physical exercises and his Tio Gregorio who intensified Rizal's avidness to read good books. The Story of the Moth To impart essential life lessons, Doña Lolay held regular storytelling sessions with the young Rizal. Doña Teodora loved to read to Pepe stories from the book Amigo de Joe Nito (The Children's Friend) One day, she scolded his son for making drawings on the pages of the story book. To teach the value of obedience to one's parents, she afterward read him a story in it.  Lolay chose the story about a daughter moth who was warned by her mother against going too near a lamp flame. Though the young moth promised to comply. She later succumbed to the pull of the light's mysterious charm believing that nothing bad would happen if she approached it with caution. The moth then flew close to the flame. Bit by bit until she flew too close enough to the flame and perished. Many years later, Rizal himself felt that the moths' tale could serve as an allegory of his own destiny. About himself, he wrote: “Years have passed since then. The child has become a man. Steamships have taken him across seas and oceans. He has received from experience bitter lessons, much more bitter than the sweet lessons that his mother gave him. Nevertheless, he has preserved the heart of a child. He still thinks that light is the most beautiful thing in creation, and that it is worthwhile for a man to sacrifice his life for it …” (as cited in "My First Reminiscence" n.d. para. 9) Education in Calamba The familiar statement that Doña Teodora was Rizal's first teacher is not just a sort of "venerating his mother who sacrificed a lot for our hero. It was actually a technical truth. In his memoirs, Rizal wrote, "My mother taught me how to read and to say haltingly the humble prayers which I raised fervently to God”.  In Rizal's time, seldom would one see a highly educated woman of fine culture like Doña Teodora who had the capacity to teach Spanish reading poetry, and values through rare story books. Lolay, indeed, was the first teacher of the hero-teaching him Spanish correcting his composed poems and coaching him in rhetoric. On her lap, Jose learned the alphabet and Catholic prayers at the age of three, and learned to read and write at age of 5.  Aside from his mother one's sister Saturnina and three maternal uncles also mentored him. To further enhance what Rizal had learned. Private tutors were hired to give him lessons at home. Thus, Maestro Celestino tutored him, and Maestro Lucas Padua later succeeded Celestino. Afterwards, a former classmate of Don Francisco, Leon Monroy, lived at the Rizal home to become the boys tutor in Spanish and Latin. Sadly Monroy died five months later. Education in Biñan Rizal was subsequently sent to a private school in Biñan. In June 1869, his brother Paciano brought him to the school of Maestro Justiniano Aquino Cruz. His classmates especially the teacher's son Pedro, laughed at the newcomer. So later in that day. Jose challenged the bully Pedro to a fight Having learned wrestling from his Uncle Manuel, the younger and smaller Jose defeated his tormenter.  After the class, he had an arm wrestling match with his classmate Andres Salandanan. In the following days. Jose was said to have some other fights with Biñan boys of his average was two fights per day, as what happened during his first day in Biñan school. For his scuffles, he nonetheless received many whippings and blows on the open palm from his disciplinarian teacher.  Rizal might not have won all his brawls but he, nevertheless, beat all Biñan boys academically in Spanish, Latin, and many other subjects. After sometime, Jose told his father that he had already learned all there was to be taught in Biñan. Don Francisco firmly scolded Jose and hustled him back to the school. Maestro Cruz, Jose's teacher in Biñan later confirmed, however that Jose had indeed finished already all the needed curricular works. So despite his wife's reluctance, Don Francisco then decided to send Jose to a school in Manila. HIGHER EDUCATION AND LIFE ABROAD Education in Manila and Europe and Early Travels Don Francisco sent his son Jose for further education to Manila in June 1872. Paciano found Jose a boarding house in Intramuros though Jose later transferred to a house on Calle Carballo in the Santa Cruz area. In the following year, Jose transferred residence to No. 6 Calle Magallanes. Two years later, he became an intern (boarding student) at Ateneo and stayed there until his graduation from the institution.  From 1877 to 1882, Rizal studied at the University of Santo Tomas, enrolling in the course Philosophy and Letters, but shifted to Medicine a year after. During his first year at UST, he simultaneously took at the Ateneo a vocational course leading to being an expert surveyor. He boarded in the house of a certain Concha Leyva in Intramuros, and later in Casa Tomasina, at Calle 6, Santo Tomas, Intramuros. In Casa Tomasina, his landlord and uncle Antonio Rivera had a daughter, Leonor, who became Jose's sweetheart. Education at the Ateneo There is a claim that from the Biñan school, Rizal studied at Colegio de San Juan de Letran. The supposed story stated that after attending his classes for almost three months in Letran, Jose was asked by the Dominican friars to look for another school because of his radical and bold questions.  However, standard biographies agree that Rizal just took the entrance examination in that institution, but Don Francisco sent him to enroll instead in Ateneo Municipal in June 1872. Run by the Jesuit congregation (Society of Jesus), Ateneo upheld religious instruction, advanced education, rigid discipline, physical culture, and cultivation of the arts, like music, drawing, and painting. (Ironically, this school, which is now the archrival of De La Salle in being exclusively luxurious, among others, was formerly the Escuela Pia (Charity School)--a school for poor boys in Manila established by the city government in 1817.)  To encourage healthy competitions, classes at the Ateneo were divided into two groups, which constantly competed against each other. One group, named the Roman Empire, comprised the interns (boarders) while the other one, the Carthaginian Empire, consisted of the externs (non-boarders). Within an empire, members were also in continuous competition as they vied for the top ranks called dignitaries- Emperor, being the highest position, followed by Tribune, Decurion, Centurion, and Standard-Bearer, respectively. Initially placed at the tail of the class as a newcomer. Jose was soon continually promoted- that just after a month, he had become an Emperor, receiving a religious picture as a prize.  When the term ended, he attained the mark of "excellent in all the subjects and in the examinations. The second year, Jose transferred residence to No. 6 Calle Magallanes. He obtained a medal at the end of that academic term. In the third year, he won prizes in the quarterly examinations. The following year, his parents placed him as intern (boarding student) in the school and stayed there until his graduation. At the end of the school year, he garnered five medals, with which he said he could somewhat repay his father for his sacrifices. On March 23, 1877, he received the Bachelor of Arts degree, graduating as one of the nine students in his class declared "sobresaliente" or outstanding.  Some of his priest-professors at the Ateneo were Jose Bech, a man with mood swings and somewhat of a lunatic and of an uneven humor; Francisco de Paula Sanchez, an upright, earnest, and caring teacher whom Rizal considered his best professor: Jose Vilaclara; and a certain Mineves. At the Ateneo, Rizal cultivated his talent in poetry, applied himself regularly to gymnastics, and devoted time to painting and sculpture. Don Augustin Saez, another professor, thoughtfully guided him in drawing and painting, and the Filipino Romualdo de Jesus lovingly instructed him in sculpture. Education at the UST In 1877, Rizal enrolled in the University of Santo Tomas, taking the course on Philosophy and Letters. At the same time, however, he took at the Ateneo a land- surveyor and assessor's degree (expert surveyor), a vocational course. He finished his surveyor's training in 1877, passed the licensing examination in May 1878, though the license was granted to him only in 1881 when he reached the age of majority.  After a year at UST, Jose changed courses and enrolled in Medicine to be able to cure the deteriorating eyesight of his mother. Being tired of the discrimination by the Dominican professors against Filipino students, he nonetheless stopped attending classes at UST in 1882. It is worthwhile to note that another reason for Rizal's not completing medicine at UST was that the method of instruction was obsolete and repressive. (Rizal's observation perhaps had served as a challenge for UST to improve its mode of instruction.)  If records were accurate, Rizal had taken a total of 19 subjects in UST and finished them with varied grades, ranging from excellent to fair. Notably, he got 'excellent' in all his subjects in the Philosophy course.