Rizal Law (Republic Act No. 1425) PDF

# REPUBLIC ACT NO. 1425 "RIZAL LAW" - Also known as Rizal Law was approved on June 12, 1956. - An act of mandating all public and private institutions including state colleges and universities to include the Dr. Jose Rizal's life, works, and writings as a course across programs. ## Background -...

# REPUBLIC ACT NO. 1425 "RIZAL LAW" - Also known as Rizal Law was approved on June 12, 1956. - An act of mandating all public and private institutions including state colleges and universities to include the Dr. Jose Rizal's life, works, and writings as a course across programs. ## Background - Many Filipinos observed that the sense of Filipino identity was waning. - In response, nationalist policy-makers took action to redirect the nation back to its roots by emphasizing the importance of history as a foundation for national hope and pride. ## Senate Bill No. 438 - On April 3, 1956, Senator Claro M. Recto proposed this and submitted it to the Senate Committee on Education. -"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" - On April 17, 1956, Senator Jose P. Laurel, Sr., who was the Chairman of the Committee on Education, sponsored the Noli-Fili Bill in the senate and presented it to the Upper House. ## What is Sen. Laurel's Reason? - The main purpose of the bill was to disseminate: - the ideas - and ideals of Rizal through the reading of both his novels. ## What Made It Controversial? - According to some who opposed the bill, it was an attempt to discredit the Catholic religion. ### Criticism From The Catholic Church Regarding The Noli-Fili Bill - Among the 333 pages of Noli Me Tangere only 25 passages are nationalistic while 120 passages are anti-Catholic. - 170 lines from Noli Me Tangere and 50 lines in El Filibusterismo were offensive to Catholic doctrine. - Both books are offensive to the Catholic church. - The bill might divide the nation. - Compulsion to read something against one's faith impairs freedom of speech and religion. - Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos but also the Catholic faith itself. ### Catholic Groups Organized Opposition To The Bill - Catholic Action of the Philippines - Congregation of the Mission - Knights of Columbus - Catholic Teachers Guild - The church charged Recto with being a communist and an anti-Catholic. It even comes to the point where Catholic Schools threaten to close down their schools if the bill was passed. ## House Bill No. 5561 - On April 19, 1956, Cong. Jacobo Z. Gonzales filed a similar bill called House Bill No. 5561 to the House of Representatives. - Unfortunately, akin to Noli-Fili Bill, House Bill No. 5561 had also been opposed, contending its constitutionality and religiosity. ## The Rizal Law And It's Importance - May 12 and 14, 1956 Senate Bill No. 438 and House Bill No. 5561 were both unanimously approved on the second reading and in the Lower House. - June 12, 1956 the bill was signed into law by President Ramon Magsaysay, giving birth to Republic Act 1425 or the Rizal Law. - Fidel V. Ramos - directed CHED and DECS to fully implement the law through CMO No. 247 in 1994 and CMO No. 3 was issued to strictly enforce the law in 1995. ## Provisions Of The Rizal Law - **Section 01:** Courses on the life, works, and writings of Jose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges, and universities, public or private. - **Section 02:** 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. - **Section 03:** 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. - **Section 04:** Nothing in this act shall be construed as amendment or repealing section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other persons engaged in any public school. - **Section 05:** The sum of three hundred thousand pesos 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. - **Section 06:** This Act shall take effect upon its approval. ## The Philippines In The 19th Century As Rizal's Context - **19th century** - The birth of Modern life - the era of challenges and responses - It is the period of major changes that affect man & society - Age of Enlightenment ### The Birth Of Modernity Brought Up Three Revolutions To The World - Industrial Revolution in England - French Revolution in France - American Revolution - During these periods the Spaniards have already been in so much power in some parts of the world. ### Industrial Revolution - this generally applied to the extraordinary transformation in the method of production, transportation, and communication through the substitution of the manual labor to machine. - It was about the inventions of steam engines and machines that were used in the manufacturing sector in different cities of Europe. - Traders - becomes the first capitalists ### Positive Effects Of Industrial Revolution - The Philippines was opened for world commerce. - Foreigners were engaged in manufacturing and agriculture. - The Philippine economy became dynamic and balanced. - There was a rise of a new influential and wealthy Filipino middle class. - People were encouraged to participate in the trade. - Migration and increase in population were encouraged. ### French Revolution - The French governmental structure changed from absolute monarchy, which gave privileges to the nobles and religious officials. - It was an era of political disturbances which included some changes in the ministries, constitutions and parliaments. ### American Revolution - There were thirteen (13) North American colonies that forcibly removed the British empire from power and ignored the British government for the United States of America to become a sovereign nation. - The American revolution has given the idea that the colonized people will have their independence from their colonizers in the 19th century. ## A. Economic History ### End Of The Galleon Trade - When Governor-General Jose de Basco y Vargas arrived in the Philippines, Galleon Trade was not yet in progress. - But trading with China, Japan, Siam (now Thailand), India, Cambodia, Borneo and the Moluccas (Spice Islands) was already apparent among our ancestors when the Spaniards came to the Philippines. - **1565:** Spanish government closed all ports of Manila to all countries except Mexico, giving birth to the Manila-Acapulco Trade, more known as the "Galleon Trade." ### The Galleon Trade - was a ship going back and forth (Manila-Mexico). - It served as the income generating business for Spanish colonists. - It was the main source of income for the colony during its early years. - Service was inaugurated in 1565 and continued into the early 19th century. - It brought silver from New Spain and silk from China by way of Manila. - This way, the Philippines earned its income through buy and sell - that is, they bought American silver for resale to China. ### Chinese Silk - was the most important cargo. - Other goods include tamarind, rice, carabao, Chinese tea and textiles, fireworks and tuba were shipped via the galleon including exotic goods such as perfumes, porcelain, cotton fabric (from India), and precious stones. ### Royal Philippine Company - an organization that will finance both the agricultural and the new trade that were being made between the Philippines and Spain, and other Asian countries. ### Opening Of The Suez Canal And The World Trades - An artificial sea-level waterway in Egypt, it connects the Mediterranean Sea to the Red Sea through the Isthmus of Suez. - It caused the importation not only of commercial products but also of books, magazines, and newspapers with liberal ideas from America and Europe, which ultimately affected the minds of Rizal and other Filipino reformists. ### Rise Of The Export Crop Economy - Some years after the end of the Galleon Trade, between 1820 and 1870, the Philippines was well on its way of developing an export crop economy. ### Cash Crop Farms - crops cultivated for export ### Established Monopolies In The Philippines - Another main source of wealth during the post-galleon era was monopoly contracting. - Maximize the production of tobacco. - Negatively, the monopoly brought food shortages since the planting of basic crops like rice was somewhat neglected and abandoned. - Finally abolished in 1882 because it prompted Filipinos to seek freedom from colonial bondage. - **1871:** the first tobacco monopoly was established in Cagayan Valley, Ilocos Region, La Union, Isabela, Abra, Nueva Ecija and Marinduque. ### Monopoly Contracts - Were opened to foreigners who could be in charge of the importation and sales. - Majority were held by the Chinese. ### Tobacco Monopoly - Positively raised revenues for the government and made Ph tobacco prominent all over Asia and some parts in Europe. ## B. Sociocultural Context - related to the different groups of people in society and their habits, traditions, and beliefs. - Birth of the Middle Class ## (1) Education In The 19th Century - Schools were established and run by missionaries. - Aiming to convert the natives to the Catholic faith and make them obedient, the colonial government and the Catholic Church made religion a compulsory subject at all levels. - The first formal schools were the parochial schools opened in their parishes (an area that has its own priest or minister) by the missionaries. - Aside from religion, the native children were taught reading, writing, arithmetic, and some vocational and practical arts subjects. - Latin was taught instead of Spanish. - Colleges: Boys and girls separated. Included history, latin, geography, mathematics, philosophy. - 17th century when colleges and universities were opened for Spaniards and mestizos. - The 19th century started accepting native Filipinos. Did not earnestly teach science and math. - In 1863, a royal decree called for the establishment of a public school system. - Church controlled the curriculum. - Previously exclusive for Spaniards and Spanish Mestizos. Limited accommodation to natives, to wealthy Indio families. - As a result, a new social class emerged: Illustrados. - But despite their wealth and education, they were still deemed inferior. - One of their aims was to be on the same level with the proud Spaniards. - With the opening of the Suez Canal, locals took advantage to study abroad, typically in Madrid and Barcelona. - Their nationalism and the thirst for reform bloomed in the liberal atmosphere. - The new enlightened class would later lead the Philippine independence movement, using the Spanish language as their key means of communication. - Out of this talented group of students came the Propaganda Movement. - The most prominent of the Ilustrados was Jose Rizal. ## (2) The Rise Of Chinese Mestizo - The development of commercial agriculture in the archipelago resulted in the presence of a new class. - Alongside the landholdings of the church and the rice estates of the pre-Spanish nobility, there emerged haciendas of sugar, coffee, and hemp, typically owned by enterprising Chinese-Filipino mestizos. ## Social Classes In The Philippines - **I.** Peninsulares - pure blooded Spaniard born in Iberian Peninsula such as Spain - **II.** Insulares - pure blooded Spaniard born in the Philippines. - **III.** Spanish Mestizo - one parent is Spanish, the other is a native or Chinese Mestizo; or one parent is Chinese, the other is a native. - **IV.** Principalia - wealthy pure-blooded native supposedly descended from the kadatoan class. - **V.** Indio - pure-blooded native of the Philippines or the Filipinos. - **VI.** Chino Infiel - non-Catholic pure blooded Chinese ## (3) The Rise Of The Inquilinos - The Inquilino system in the Philippines is better understood as the right to use land in exchange for rent. - Consequently, many estates turned progressively to the inquilino system of land tenure. - **ENCOMIENDA TO HACIENDA** Labor systems developed by Spain granting large amounts of land to settlers in the Americas and claiming ownership of all the resources and of the natives. - The encomienda and hacienda systems developed an exchange among the natives for work in return for protection and education. - Inquilinos paid a fixed rent and the amount was determined by the size and quality of the land being worked on. - But with the expansion of land owned by missionary congregations (friar estates), the proportion of farmlands leased to inquilinos also increased allowing many of them to sublease parcels of their land to sharecroppers or kasamas. - **INDULTO DE COMERCIO** privilege of provincial governors to engage in and monopolize trade. - **Forced Labor (Polo y servicio):** is the forced labor for 40 days of men ranging from 16-60 years of age who were obligated to give personal services to community projects. - One could be exempted from polo y servicio by paying the falla, a daily fine of one and a half real. - **1884:** labor was reduced to 15 days. The polo was patterned after the Mexican system, repartimiento, selection of forced labor. - **Taxation** to support the colony, several forms of taxes and monopolies were imposed. - **Direct:** Tithe - the payment of the 10% of an individual's annual income to the government. - **Sanctorum** the tax being paid as support to the church. - **Tribute(buwis)** the tax or rent given to the landlord a resident is under. - It may be in cash or in kind (tobacco, chickens, produce, gold, blankets, cotton, rice, etc. depending on the region of the country), fixed at 8 reals and later increased to 15 reals. ## C. Political History - Spain governed the Philippines through the Ministro de Ultramar (Ministry of the Colonies) established in Madrid in 1863. - This body helped the Spanish monarchs manage the affairs of the colonies and governed the Philippines through a centralized machinery, exercising executive, legislative, judicial, and religious powers. - The Government was divided into two: first is the Central Government in which the Executive and the Judicial Branch reside and the second is also divided into three minor sectors namely; the Provincial Government, Municipal Government, City Government. ## The Executive Branch - **Governor General** appointed by the Spanish Monarch (King of Spain) to head the central administration in Manila. - He was the king's representative in all state and religious matters. - And as such he exercised extensive powers. He issued executive orders and proclamations and had supervision and disciplinary powers over all government officials. - He was the Commander-in-Chief of the Armed Forces of the Philippines. - He had supreme authority in financial matters until 1784. - He was theoretically responsible for all government and religious activities during his term, including petty official negligence and faulty administration of justice. ## The Judicial Branch - **Royal Audencia** - the highest court in the land during the Spanish era. - Served as an advisory body to the Governor-General. - Had the power to check and report the abuses of the Governor General. - **Residencia** 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 was usually a member, submitted a report of its finding to the King. - **Visita** - The Council of the Indies in Spain sent a government official called the VISITADOR GENERAL to observe conditions in the colony. - The Visitador General reported his findings directly to the King. ## The Provincial Government - **Alcaldias** (the provincial government), led by the Alcalde Mayor (Civil Governors) governed the provinces. - They represent the Spanish King and the Governor- General. - They manage the day-to-day operations of the provincial government and implement laws and supervise the collection of taxes. ## The City Government - The larger towns became cities called **AYUNTAMIENTO**. - It became the center of trade and industry. It has a City Council called **CABILDO** led by two alcaldes en ordinario (Mayor and Vice mayor). - **CORREGIMIENTO**, led by Corregidor, governed the local cities that were not yet entirely under Spanish control. ## The Municipal Government - Each province was divided into several Towns or Pueblos headed by the **Gobernadorcillos** (Little Governor). - It was the chief executive and chief justice of the town. - Its Main duties are efficient governance and tax collection. - To achieve this duties four lieutenants aided the Gobernadorcillos: - The Teniente Mayor (Chief Lieutenant) - The Teniente de Policia (Police Lieutenant) - The Teniente de Sementeras (Lieutenant of the fields) - The teniente de Ganados (Lieutenant of the livestock) - The Gobernadorcillos had small salaries but were exempted from paying taxes. - The Qualifications of this position are: Any NATIVE or CHINESE MESTIZO, 25 years old, Literate in oral or written Spanish, Cabeza de Barangay for 4 years. - Emilio Aguinaldo was once a Gobernadorcillo. - The smallest unit of government was the **Barangay or Barrio**. - Each Barangay was controlled by the Cabeza de Barangay, whose main responsibility was to maintain peace and order and to collect taxes in his barrio. - The Guardia Civil and cuadrilleros performed police duties and helped maintain peace and order. - The Alferez (second lieutenant), usually a Spaniard, headed the corps of Guardia civil in each town. ## Liberalism ### Impact Of Bourbon Reforms - Bourbon reforms - a set of economic and political laws that contributed to the expansion of the gaps between the peninsulares and the creoles (those born in America). - It was done to strengthen and support the Spanish empire during the 18th century but led to its destruction in the nineteenth. - The reforms were aimed at the following: - for the crown to obtain resources through exploitation; - to control over the American colonies; - to professionalize the army; - to subdivide New Spain into mayors; - to diminish the viceroy's political power; - to prohibit the natives from participating in political or ecclesiastical commands. ### The Cadiz Constitution - The study of the Cádiz Constitution, of liberalism, and of its manifold relations with Spanish America during the first quarter of the 19th century has shown such a revival in the past two decades that it may be a temptation to say that this is a "new" field in the Western academic world. ### Cadiz - was, more than anything else, a political revolution; A period of the history of the Spanish-speaking world that evidently transcends a legal document. ### Constitution Of 1812 - constitutional monarchy that tried to put in place and did not materialize because King Fernando VII declared it invalid and restored absolutism in May of 1814. ## Rizal's Life: Family, Childhood and Early Education ### Jose Rizal - a prominent Filipino nationalist and polymath during the Spanish colonial period. - His life and works had a profound impact on the Philippine independence movement and continue to inspire Filipinos today. ### Don Francisco Rizal Mercado (1818-1898) - Chinese descent through Chinese immigrant Domingo Lameo (arrived 1690) and married Ines de la Rosa a Chinese Christian girl. - Assume the surname Mercado in 1731 - Born: May 11, 1818 in Biñan, Laguna - Died: January 5,1898 at the age of 80 in Manila - Studied Latin and Philosophy at College of San Jose in Manila - Moved in Calamba after his parents death and became a tenant-farmer in a Dominican-owned hacienda - In Rizal's memoir entitled Memorias de Un Estudiante de Manila, he called him "a model of fathers" Rizal hid under the pen name P. Jacinto. ### Donya Teodora Alonso Realonda - Born: on November 8, 1826 in Manila. - Died: August 16, 1911 in Manila at the age of 85. - Parents: Lorenzo Alonso, a municipal captain; Brijida de Quintos. - Education: College of Santa Rosa a a well known college for girls in the city. - In Rizal's memoir he lovingly said of her, "My mother is a woman of more than ordinary culture; she knows literature and speaks Spanish better than I. She corrected my poems and gave me good advice when I was studying rhetoric. She is a mathematician and has read many books." - Was married to Francisco Mercado at 20 years old, a native from Binan, Laguna. Together they prospered in Calamba after involving themselves in business and agriculture. - Known for being a hardworking, intelligent, business minded woman. ### Saturnina Rizal (1850-1913) (Neneng) - born in 1850 and was the eldest sister of Jose Rizal. - Wife of Manuel T. Hidalgo and died in the year 1913 ### Paciano Rizal (1851-1930) - aka "Lolo Ciano" - He is Rizal's confidante - Attended Colegio de San Jose in Manila. - After Rizal's execution, he joined the Philippine Revolution and became a combat General. - He had two children by his mistress Severina Decena a boy and a girl. - After the revolution, he retired to his farm in Los Baños where he lived as a gentleman farmer. - Died: April 13, 1930 as a bachelor aged 79. ### Narcisa Rizal (1852-1939) (sisa) - married Antonio Lopez who was a teacher from Morong, Rizal. - After the Execution: After two days she found the unmarked grave of her brother in Paco General Cemetery with a marker of R.P.J. - After 1898 she's able to exhume Rizal's remains - Rizal's body was brought to the house of Higino Francisco of Binondo. - His bones were washed with the water of estero de Binondo. - His remains were then placed in an urn kept by the family. ### Olimpia Rizal (1855-1887) (Ypia) - married Silvestre Ubaldo, a telegraph operator from Manila. - died in 1887 from childbirth. ### Lucia Rizal (1857-1919) - married Mariano Herbosa of Calamba, who was a nephew of Father Casanas. - Herbosa died of cholera in 1889 and denied Christian burial because he is Rizal's brother-in-law. ### Maria Rizal (1859-1945) (Biang) - married Daniel Faustino Cruz of Biñan, Laguna - Mauricio Cruz, one of Maria's children, became a student of Jose Rizal in Dapitan and was known to be one of his uncle's favorites. - a known recipient of Jose's many letters during his lifetime. ### Jose Rizal (1861-1896) - Jose Protacio Rizal Mercado y Alonso Realonda - June 19, 1861-December 12, 1896 - nickname: Pepe - An intellectual, patriot, propagandist, novelist, polymath, polyglot, teacher, physician, expert surveyor/engineer, ophthalmologist, scientist, inventor, farmer, artist, and a hero. - Baptized by: Father Rufino Collantes - Godfather: Father Pedro Casañas - During his exile in Dapitan lived with Josephine Bracken an Irish girl from Hong Kong had a son with her which he named Francisco (died). ### Concepcion Rizal (1862-1865) - did not live very long as she died at the age of 3. ### Josefa Rizal (1865-1945) Panggoy - unmarried and lived together with sister Trinidad until death. - was said to have suffered from epilepsy. ### Trinidad Rizal (1868-1951) - remained unmarried and lived together with her sister Josefa. - was the one who received an alcohol lamp from brother Jose, in which he secretly hid the "Last Farewell" better known as "Mi Ultimo Adios," a poem Rizal wrote on the eve of his death in 1896. ### Soledad Rizal (Choleng) (1870-1929) - Soledad Rizal Quintero was born in 1870 making her the youngest of the Rizal siblings. - married Pantaleon Quintero. ### Rizal's Family Background - **Prominent Family:** Rizal was born into a wealthy and influential family in Calamba, Laguna. His parents were Francisco Mercado Rizal and Teodora Alonso Realonda. - **Intellectual Upbringing:** Rizal's family valued education and encouraged him to pursue knowledge from a young age. - **Strong Catholic Faith:** The Rizal family was deeply religious and instilled Catholic values in their children. ### Rizal's Childhood In Calamba - **Lively Childhood:** Rizal had a happy and playful childhood, spending time with his large family and exploring the natural surroundings of Calamba. - **Intellectual Curiosity:** Even as a child, Rizal showed an insatiable thirst for knowledge, reading voraciously and demonstrating exceptional intellectual abilities. - **Artistic Talents:** Rizal exhibited a wide range of artistic talents from a young age, including painting, sketching, and writing poetry, sculpting. ### Composition Of Rizal's Blood - Negrito, Indonesian, Malay, Chinese, Japanese, and Spanish ### Rizal Family - belonged to the Principalia - one of the distinguished families in Calamba. - Rizal's parents were able to live well on the farm by renting from the Dominican Order. - They harvested corn, rice, sugarcane, and raised pigs, chicken, and turkey in their backyard. - Donya Lolay managed a general goods store and operated a small flour-mill and home-made ham press. ### Childhood Years In Calamba - **Hometown:** Calamba, Laguna - On the southern part of Calamba lies Mt. Makiling where there are several hot springs and breath-taking sceneries. - Laguna de Bay is located on the eastern part of the town. ### Calamba's Name - Calamba's name was based on a town legend when a Spanish Guardia Civil asked a woman (carrying a water jar in a nearby river) about the name of the place; because the woman was confused on what to say, she uttered "Kalan-banga" (pertaining to the water container); since then, the town has been called "Calamba". ### Barely Three Years Old - Rizal learned the alphabet from his mother. ### Because Of Dona Teodora's Influence - Jose grew up as a devout Catholic; participated in daily prayers such as the Angelus; he was able to read the Bible (in Spanish) at an early age of five. ### He Prayed Every Night - at their azotea. ### He Visited Antipolo Church - this was his mother's pilgrimage when the latter promised to the Blessed Virgin should she and her child survived the ordeal of delivery which nearly caused her life. ### He Enjoyed Walking - in the town especially at night; he was usually accompanied by his aya(nurse maid) who occasionally narrated him some stories about the supernatural entities: tikbalang, aswang, nuno, etc. ### He Loved In The Field - with his pony; he was fond of having lengthy walks in the fields and by the side of the lake tagging along his black dog name Usman. ### Rizal's Influences - **Hereditary influence** - inherent qualities that a person inherits from his ancestors and parents. - Malayan ancestors - love for freedom, innate desire to travel and indomitable courage. - Chinese ancestors - somber personality, prudence, fortitude, and affection for children. - Spanish ancestors - sophistication of bearing, compassion to rudeness, and valor for ladies. - **Father** profound sense of self-respect, love for work and the habit of independent thinking. - **Mother** - religious nature, spirit of self sacrifice and passion for arts and literature - **Environmental influences places, associates and events that affect the nature of a person** - Paciano - moral values and passion for education - Tiyo Jose Alberto artistic influence; Jose Rizal carved an image of The Virgin Mary on a piece of batikuling with his pocket knife. - **Tiyo Manuel** - helped develop his frail body through physical workout, including horseback riding and wrestling. - **Tiyo Gregorio** - reading books; Jose's favorite books: The Count of Monte Cristo by Alexandre Dumas, Universal History by Cesar Cantu, and Travels in the Philippines by Dr. Feodor Jagor - **Father Leoncio Lopez** - research and rational sincerity ### Sorrowful Events In The Early Life Of Rizal - Death of Concha in 1865 - Imprisonment of his mother - Spanish abuses and cruelties which he witnessed - Execution of fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora in 1872 - Rizal and the story of the Moth - One night, all the family, except my mother and myself, went to bed early. Why, I do not know, but we two remained sitting alone. The candles had already been put out. They have been blown out in their globes by means of a curved tube of tin. That tube seemed to me the finest and most wonderful plaything in the world. The room was dimly lit by a single light of coconut oil. In all Filipino homes such a light burns through the night. It goes out just at day-break to awaken people by its sputtering. - My mother was teaching me to read in a Spanish reader called “The Children's Friend" (El Amigo de los Ninos). This was quite a rare book and an old copy. It had lost its cover and my sister had cleverly made a new one. She had fastened a sheet of thick blue paper over the back and then covered it with a piece of cloth - This night my mother became impatient with hearing me read so poorly. I did not understand Spanish and so I could not read with an impression. She took the book from me. First she scolded me for drawing funny pictures on its pages. Then she told me to listen and she began to read. When her sight was good, she read very well. She could recite well, and she understood verse-making, too. Many times during Christmas vacations, my mother corrected my poetic compositions, and she always made valuable criticisms. - I listened to her, full of childish enthusiasm. I marveled at the nice-sounding phrases which she read from those same pages. The phrases she read so easily stopped me at every breath. Perhaps I grew tired of listening to sounds that had no meaning for me. Perhaps I lacked self-control. Anyway, I paid little attention to the reading. I was watching the cheerful flame. About it, some little moths were circling in playful flights. By chance, too, I yawned. My mother soon noticed that I was not interested. She stopped reading. Then she said to me: "I am going to read you a very pretty story. Now pay attention." - On hearing the word "story” I at once opened my eyes wide. The word "story" promised something new and wonderful. I watched my mother while she turned the leaves of the book, as if she were looking for something. Then I settled down to listen. I was full of curiosity and wonder. I had never even dreamed that there were stories in the old book which I read without understanding. My mother began to read the fable of the young moth and the old one. She translated it into Tagalog a little at a time. - My attention increased from the first sentence. I looked toward the light and fixed my gaze on the moths which were circling around it. The story could not have been better timed. My mother repeated the warning of the old moth. She dwelt upon it and directed it to me. I heard her, but it is a curious thing that the light seemed to me each time more beautiful, the flame more attractive. I really envied the fortune of the insects. They frolicked so joyously in its enchanting splendor that the ones which had fallen and been drowned in the oil did not cause me any dread. - My mother kept on reading and I listened breathlessly. The fate of the two insects interested me greatly. The flame rolled its golden tongue to one side and a moth with this movement had signed into the oil, fluttered for a time and then became quiet. That became a great event. A curious change came over me which I have always noticed in myself whenever anything has stirred my feelings. The flame and the moth seemed to go farther away and my mother's words sounded strange and uncanny. I did not notice when she ended the fable. All attention was fixed on the face of the insect. I watched it with my whole soul. It had died a martyr to its illusions. - As she put to bed, my mother said: "See that you do not behave like the young moth. Don't be disobedient, or you may get burnt as it did." I do not know whether I answered or not. The story revealed to me things that were unknown until then. Moths no longer were, for me, insignificant insects. Moths talked; they knew how to warn. They advised me just like my mother. The light seemed to me more attractive. I knew why the moths circled the flame. - The tragic fate of the young moth, which "died a martyr to its illusions," left a deep impression 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. ### Jose's Private Tutors Who Gave Him Lesson At Home - Doña Teodora Alonso Realonda - Maestro Celestino - Maestro Lucas Padua - Leon Monroy an old man, a former classmate of Rizal's father, taught him Spanish and Latin (died after 5 months) ### Rizal In Biñan - June 1869 (Sunday) Paciano and Rizal left Calamba to study in the village school of Maestro Justiniano Aquino Cruz - They spend one and a half hours of travel to their aunt's house in Biñan, Laguna - The school was a small nipa hut with a distance of 30 meters from their aunt's house - Rizal described Maestro Cruz as a thin man, with a long neck, sharp nose, a slightly bent forward body, and always wore a sinamay shirt - He recalled Maestro Justiniano Aquino Cruz asked him if he can speak Spanish; he replied that he had little knowledge about the language; Pedro, his classmate, laughed at his answer - During their siesta break, Jose Rizal challenged Pedro to a brawl (because he laughed at his answer); because of his physical training with Tiyo Manuel, Rizal prevailed over his bully schoolmate - Rizal topped all his classmates, especially in language subjects such as Spanish and Latin and other subjects - Rizal finished his schooling in Biñan, 1870 - He studied painting under the guidance of an old painter called Juancho who is the father-in-law of a school teacher. The old man gave him free lessons in painting and drawing Rizal and Jose Guevara became Juancho's apprentices - Before Christmas of 1870, Saturnina informed Jose the arrival of Talim (steamer) which would take him back to Calamba. - He got sad, prayed in the town church, and collected pebbles in the river for souvenirs and bade goodbye to all. - December 17, 1870 he boarded Talim with Arturo Camps, a Frenchman that is his father's friend. ### Rare Specimens Named After Rizal: - Draco Rizali (a flying dragon), - Apogania Rizali (small beetle), - Rhacophorus Rizali (a rare frog) ### Sa Aking Mga Kababata - Kapagka ang baya'y sadyang umiibig Sa langit salitang kaloob ng langit Sanlang kalayaan nasa ring masapit Katulad ng ibong nasa himpapawid Pagka't ang salita'y isang kahatulan Sa bayan, sa nayo't, mga kaharian At ang isang tao'y katulad kabagay Ng alin mang likha noong kalayaan Ang hindi magmahal sa kanyang salita Mahigit sa hayop at malansang isda, Kaya ang marapat pagyamaning kusa na tulad sa inang tunay na nagpala Ang wikang