PI-Life-Works-of-Rizal-Module-Optimize PDF

i COPYRIGHT PAGE ii  PREFACE Why do we have to study Rizal? The answers as we see it's a no-brainer, you don't have to like Rizal study him, and you don't have to be in school to like Rizal or be an intellectual to appreciate him. T...

i COPYRIGHT PAGE ii  PREFACE Why do we have to study Rizal? The answers as we see it's a no-brainer, you don't have to like Rizal study him, and you don't have to be in school to like Rizal or be an intellectual to appreciate him. The simplest answer I could come up with it because you're a Filipino. I mean other peoples and nationalities appreciate the hero more than we do, isn't it more reason enough for us to open our minds to what this great person has to offer? Rizal served as a motivation for numerous individuals amid his time. For him, a transformation isn't as it was almost utilizing bolos or guns, but by utilizing the pen, which is mightier than the sword. At present, youthful individuals are exceptionally much locked in social media and other shapes of amusement. Still, there's a got to 'check and balance' on what we think, what we say, and what we compose approximately other people. This is additionally a challenge for instructors, and for teachers that we ought to check the culture of viciousness in social media and in numerous things that we do. Rizal was continuously indicating out that he did not need savagery, so he demanded that the writer ought to be utilized to proliferate what was to be done for our country. Rizal needed to alter that was established on a serene handle since he picked for peace by utilizing his write to proliferate what was peace and what was to be done amid his era. Learning almost the life of Jose Rizal is fundamental to anybody who has ever experienced colonialism and how the settler nation that overwhelms the colony applies rules and directions that are not continuously reasonable. In Rizal's case, his nation (the Philippines) was once a colony of Spain. Because it regularly happens, Spain was making requests and setting rules that harmed the Filipino community. Rizal was one of the primary rivals of such controls, and he was both candid and effectively taking part in numerous signs to upbraid the injustice. As a commonplace martyr of a cause, Rizal stood out from other nonconformists in that he was balanced, amazingly well-educated (he was a therapeutic specialist), cleverly, charismatic, and cherished by the individuals. Those are the most characteristics of a genuine pioneer, and Rizal had them all. It implies that he may moreover make an incredible think about authority styles. He was a warrior without the required for war, and his battle against the shameful acts committed against his nation was both honest and commendable. It is this light the authors of this book come up with the idea of producing this kind of work, which is primarily designed as an introduction to the study of Rizal as well as the institutions of his time. Its primary goal is to present to the students of NEUST a full gasp of Jose Rizal's life and institutions of his time in a simple and readable way that students can easily comprehend while at the same time maintaining a high level of scholarship. Taking after each chapter is an exercise/s which the students can perform and to increase his readings and apply concepts and hypotheses to social substances. EGC, MCDF, TLSM iii  TABLE OF CONTENTS COPYRIGHT PAGE ii PREFACE iii UNIT I. INTRODUCTION TO THE COURSE 1 Republic Act 1425 2 UNIT II. PHILIPPINES IN THE 19TH CENTURY AS RIZAL’S CONTEXT 8 The Philippines in the 19th Century 9 Economic Context 9 Social Context 11 Political Landscape 13 UNIT III. RIZAL’S LIFE 20 Rizal’s Family 21 Childhood 23 Education 25 Exile 28 Trial 30 Death 31 UNIT IV. LITERARY MASTERPIECES OF JOSE RIZAL 37 Rizal’s Annotation of Sucesos De Las Islas Filipinas 38 Noli Me Tangere 39 El Filibusterismo 44 A Century Hence 47 To the Young Women of Malolos 48 UNIT V. JOSE RIZAL AND PHILIPPINE NATIONALISM 57 Bayani and Bayanihan 58 UNIT V. JOSE RIZAL AND PHILIPPINE NATIONALISM 67 National Symbol 68 iv UNIT I. INTRODUCTION TO THE COURSE: REPUBLIC ACT 1425 Overview This unit will give you center thoughts about the Republic Act 1425, which enacts the incorporation of the Life and Works of Rizal within the educational program of schools, colleges, and universities: aims to instill the standards of freedom and patriotism and to honor the national legend and nationalist, Dr. Jose Rizal. Learning Objectives At the end of the unit, I am able to: 1. explain the history of the Rizal Law and its historical background; 2. enumerate the other laws related to Republic Act 1425; and 3. critically assess the effectiveness of the Rizal Course. Setting Up Name:_„ ’ Date:: _____ __ _ ____. Course/Year/Section:. Directions-. Think one of the most famous lines or quotations of our national hero Jose Rizal and interpret its meaning and its impact on our lives today. Lesson Proper REPUBLIC ACT 1425 This is the act that mandates to include in the curricula of ail public and private schools, colleges and universities courses on the life, works and writings of our national hero Rizal, particularly his two novels Noli. Me Tangere and El Filibusterismo and authorizing the printing and distribution thereof, and for other purposes. The then-S.enator Claro M. Recto - the fundamental defender of the Rizal Bill - was even named as a socialist and an enemy of Catholicism. The bill mandates all private and public educational institutions in the country to offer a course on the hero's life, works, and writings, especially the Noli Me Former Senator Claro M. Recta, Tangere and El Filibusterismo. The chief proponent of the Rizal Bill (Image credits to bing.com) The first section of the law concerns in the mandating the students to read Rizal’s novels. The last two sections involve making Rizal’s writings accessible to the general public ~ they require the schools to have a sufficient number of copies in their libraries and mandate the publication of the works in major Philippine languages. ® Jose P. Laurel - the co author of the law, has explained that since lose Rizal was the founder of the country's nationalism and had significantly contributed to the current condition of the nation, it is only right that Filipinos, especially the youth, know about and learn to imbibe the high ideals for which the hero died. Motivations behind Republic Act 1425 To rededicate the lives of youth to the beliefs of opportunity and patriotism, for which our heroes lived; To pay tribute to our national legend for giving his life and works in molding the Filipino character; and To increase a rousing wellspring of nationalism through an incredible investigation, works, and compositions. Historical Timeline of Republic Act 1425 i Date Action Taken One of the prominent recommendations during the During the 1950s was Jose Lansang’s proposition to make a "common 1950s patriot program for building the country/’ (Schumacher, i 2011] i Committee on Education filed Senate Bill No. 438, i April 03,1956 which was then supported only by three members of the l upper house. Chairman of the Committee on Education Jose P, Laurel supported the measure; its goal was to scatter the thoughts and standards of Jose Rizal through his books, Noli i Me Tangere, and El Filibusterismo, The Catholic components declared that the bill was an ! April 17,1956 endeavor to ruin their religion and that it disregards strict I opportunity. As per them, the bill hurts the estimations of the Catholic faith, particularly the two books that Jose Rizal 1 composed. t 2  The conflict reached the House of Representatives April 19,1956 when Congressman Jacobo Z. Gonzales proposed House Bill No. 5561, which was very similar to Senate Bill 438. The discussions On Senate Bill 438 started. Representative Claro M. Recto upheld Senator Laurel’s Bill, April 23,1956 contending that the goal of the bill is just to value Rizal’s job in fighting the Spanish oppression. The report of the Committee on Education suggested endorsement without revision. Notable defenders of the bill are the bill author Jose P. Laurel, Congressman Emilio Cortez. Joaquin R. Rotes, and W. Rancap Lagumbay. May 02,1956 Notable opposers of the bill are Congressman Ramon j 1 Durano, Jose Nuguid, Marciano Lim, Manuel Lucas Paredes, Godofredo Ramos, Miguel Cuenco, Congresswoman Carmen Consing, and Tecla San Andres Ziga. Debates in the Senate gained more public and media May 09,1956 attention, and they're almost was a fistfight on the floor in the Upper Chamber. The amendment of the bill was approved in its second May 12,1956 reading. The House of Representatives, House Majority Floor Leader Congressman Tolentino, sponsored an amendment [ similar to Laurel’s. President ElpidioQuirino declined to ensure that the measure was prompt. With just a couple of days left before May 14,1956, the Congress dismisses for the year, the Constitution commands printed duplicates must be dispersed to the Congressmen three days before its last endorsement. Senate Bill 438 was approved on third reading, with 23 votes. House Bill No. 5561 was also passed on third reading with 71 votes (6 against, two abstained, 17 absent) | and was sent to the Senate on the same day. May 17,1956 The bill was Liter passed in Senate The Rizal bill was signed into the law by then- June 12,1956 President Ramon Magsaysay, this becoming Republic Act 1425, Other Rizal Laws Memorandum Order No. 247 - former Pres. Fidel V. Ramos coordinated the DECS Secretary and CHED Chairman to entirely execute the RA 1425 because there had been reports that the law had still not been thoroughly done, CHED Memorandum No. 3 - was given upholding exacting consistency to Memorandum Order No. 247 out of 1995. Republic Act No. 229 - a demonstration disallowing cockfighting, horse hustling, and jai-alai on December 30 of every year and make a board of trustees to assume responsibility for the best possible festival of Rizal Day in each district and contracted city, and for some other purposes. 3 Assessing Learning Activity 1 Name:_______________________ _______________ „ Score: ____ ________________ Course/Year/Section:___________________________ Date:________________ „___ Directions: Read and answer each question base on what you have learned today. Support your answers. 1. Explain the significance of Rizal's Law to the present time. 2. What do you think were the reasons the Catholic Church opposed the Rizal bill intensely? Explain. 3. State some lessons we can learn from the life of Jose Rizal.  Activity 2 Name:._______________________________ _ ___ Score:„______________ _____ C ours e /Year / Secti on:__._______________________ Date:-____________________ _ Directions: Match Column A to Column B. Choose the letter of the appropriate answer and write on the space provided before each number. A B 1. April 03,1956 A. Jose P. Laurel sponsored the measure in ____ 2. April 17, 1956 which the objective is to disseminate the ideas and ideals of Jose Rizal. 3. April 19, 1956 B. The report of the Committee of 4. April 23,1956 Education recommended approval 5. May 02,1956 without amendment 6. May 09/1956 C. House Majority Floor Leader 7. May 12,1956 Congressman Tolentino sponsored an 8. May 14,1956 amendment similar to Laurel. 9. May 17,1956 D. The conflict reached the House of 10. June 12,1956 Representatives when Congressman Gonzales proposed Bill No. 5561, which was very similar to Senate Bill 438. E. Rizal bill was passed on Senate. F. The committee on Education filed Senate Bill No. 438. G. Catholics’ elements asserted that the bill was an attempt to discredit their religion. H. Rizal’s bill was signed into law. L Debates in the Senate gained more public and media attention, and they’re almost was a fistfight on the floor in the Upper Chamber. J. Debates on Senate Bill 438 began. K. Amendments of the Rizal Bill were approved on its second reading. 5  Activity 3 Name:„ _____________________________________ Score:__________ __________ Course/Year/Section:_________,__________________ Date: _______ ______ ______ Directions: A. Identify what is being described in each statement. Write your answer in the blank provided before the number. ____ _________ 1. Republic Act 1425 is also known as _____ _________ „. ______________2. Senate Bill 438 was approved on third meeting with number of votes. _____________ 3. The president who declined to certify that the measure was immediate. ____________„4. He was the head or chairperson of the Committee on Education when the Rizal bill was taken into the measure. ________ „5. This proposed house bill was very similar to Senate Bill 438. Directions: B. Identify whether the following are DEFENDERS or OPPOSERS of the Rizal Bill. Jose P. Laurel Ramon Durano ____________8. Joaquin R. Roces ____________ __9. Emilio Cortez ,_____________ 10. Manuel Soza 6 UNIT IL THE PHILIPPINES IN THE 19™ CENTURY AS RIZAL'S CONTEXT Overview This unit will discuss the importance of acknowledging the influence of the Philippines’ political, economic, and social context in the 19th century to understand Rizal’s life and works. Learning Objectives At the end of the unit, I am able to: 1. evaluate the link between Rizal and society; 2. analyze the different social, political, financial, and social changes that happened within the nineteenth century; and 3. understand Jose Rizal in the framework of his times. Setting Up Name:_______ _____________.______________ ______ Date: Course/Year/Section:__________„ _ Directions: Using the Venn diagram below, fill out words that describe notable similarities and differences between the 19th and 21st century Philippines. Lesson Proper THE PHILIPPINES IN THE 19TH CENTURY AS RIZAL'S CONTEXT In order to understand Rizal in the context of his times, we will go back to the important events that transpired in the Philippines by examining economic, political, and social situations. ®- 19th century Spanish Philippines # Colonization Arrival of the Spaniards Pre-Cofoniai Times (Image credits to Frontlearners) Contextualization helps to understand. Generally, to contextualize something is to put it inside its appropriate and more prominent setting in which it presents its actual and complete significance. As Jose Rizal was conceived and experienced childhood in the nineteenth century, to contextualize him - to comprehend his life, contemplations, and works appropriately - is to comprehend the social and political setting of that century. « The 19th century was a time of enormous changes in Europe, Spain, and thus in the Philippines. It was during this period that the force and magnificence of Spain, the Philippines’ colonizer, had wound down both in its states and on thq planet. « 19th century Philippines as Rizal’s setting is therefore partitioned into three perspectives: economic, social, and political. Under these are major chronicled occasions or issues, which described the nation during that time. ECONOMIC CONTEXT a) End of Galleon Trade b) Opening of the Suez Canal c) Rise of the export of the crop economy d) Established Monopolies in the Philippines A. End of Galleon Trade * In 1565, the Spanish government shut the ports of Manila to all nations (China, japan, Siam [now Thailand], India, Cambodia, Borneo, and the Moluccas or Spice Islands) aside from Mexico, in this manner bringing forth Manila- Acapulco Trade famously known as the ’’Ship Trade. ’’ The following are among the stocks sent to Mexico from the Philippines through this trans-Pacific exchange: Mango de Manila, Tamarind, Rice, Carabao, Chinese tea and materials. Cockfighting, Fireworks show and Tuba (coconut wine) ® On the other hand, coming up next are among the various and significant vegetation welcomed in the Philippines on the arrival of the said journey: Guava, Avocado, Papaya, Pineapple, Horses, Cattle. ® Galleon Trade (1565-1815) - was a boat (“galleon'') 250-year exchange going to and from between Manila (which landed first in Cebu) and Acapulco, Mexico, « Andres de Urdaneta, in escort under Miguel Lopez de Legaspi - began the exchange when they found an arrival course from Cebu to Mexico in 1565. 8  The exchange filled in as the focal salary creating business for Spanish pioneers in the Philippines. ® The Manila Galleon Trade permitted present-day liberal plans to enter the Philippines, in the end, and steadily moving the development for autonomy from Spain. September 14,1815 - the Galleon Trade finished with Mexico's war of autonomy. B. Opening of the Suez Canal * Suez Canal - an artificial sea-level waterway in Egypt connects the Mediterranean Sea to the Red Sea through the Isthmus of Suez. & November 17, 1869 - it w^s formally opened following a 10-year of development (1858-1869) under the authority of French representative Ferdinand de Lesseps. With the opening of the Suez Canal, the separation of movement among Europe and the Philippines was impressively condensed and, in this way for all intents and purposes, carried the nation closer to Spain because the journey was diminished to just 32-40 days. The opening of the Suez Canal turned into a tremendous preferred position in business endeavors, particularly among Europe and East Asia. More critically, it filled in as a noteworthy factor that empowered the development of nationalistic wants of Jose Rizal and other Filipino illustrados. The diminished course assisted the importation of business items as well as of books, magazines, and papers with liberal thoughts from America and Europe, which at last influenced the psyches of Rizal and other Filipino reformists. The accessibility of the Suez Canal has likewise supported the illustrados, particularly Jose Rizal, to seek after instruction abroad and learn logical and libera) thoughts in European scholarly establishments. C. Rise of the Export of Crop Economy ® During the Galleon Trade - the vast majority of the Spaniards in the Philippines were charmed in sea exchanging endeavors among Manila and Mexico. The exploitation of the Philippines’ natural assets and progress of a fare crop economy - were marvels of the nineteenth century. Between 1820 and 1870 - the Philippines was well on its method of building up a fare crop economy. The different financial exercises in the new fare crop economy in the nation gave numerous chances to the extending Chinese populace. The advancement of the fare crop industry in the Philippines was propelled by the business endeavors of North European and North American vendors, who gave capital, association, and access to outside business sectors and wellspring of imports. D. Monopolies After 1850 -government monopoly contracts for the collection of different revenues were opened to foreigners for the 1st time. For the rest of the 19th century - the Chinese instantly took advantage of this commercial opportunity, enjoyed a pre-eminent position in monopoly contracting in the Philippines. 9  During the 1840’s - the Spanish government had legalized the use of opium (provided it was limited to Chinese), and a government monopoly of opium importation and sales was created. Even before 1850 -monopolies on some products had been established, which were controlled by the colonial government. o 1712-1864 - spirituous liquors monopoly o 1764 - betel nut monopoly o 1782-1882 - tobacco monopoly o 1805-1864 - explosive monopoly Among these monopoly systems, the most controversial and oppressive to locals was perhaps the tobacco monopoly. March 1, 1782 -Governor-General Jose Basco placed the tobacco industry under government control, thereby establishing the tobacco monopoly. 1882 -the tobacco monopoly was finally abolished. It lasted for exactly 100 years. A century of hardship and social betrayal caused by the tobacco restraining infrastructure provoked Filipinos in common and Nqvo Ecijanos, in specific, to look for flexibility from colonial subjugation. SOCIAL CONTEXT a) Education in the 19th century b) Rise of the Chines Mestizo c) Rise of the Inquilinos A. Education in the 19th century European arrangement of Education - the framework Spanish colonizers acquainted with the archipelago, the schools were set up and run by Catholic ministers. « Religion - was made as a compulsory subject at all levels to change over the locals to the Catholic confidence and make them dutiful. « King Philip Il's Leyes de Indias (Laws of Indies) - ordered Spanish specialists to instruct local people, to show them how to peruse and compose and to learn Spanish. First formal schools were the parochial schools opened in their areas by the teachers, for example, the Augustinians, Franciscans, Jesuits, and Dominicans. Colleges (likeness.secondary school today) were built up for young men and young ladies. History, Latin, Geography Mathematics, and Philosophy were among the subjects educated to undergrads. University training was opened during the early piece of the seventeenth century. At that point, colleges were just open for Spaniards and those with Spanish blood (mestizo). 19th century - colleges began to.acknowledge native Filipinos. 1863 - a regal pronouncement set up a state-funded educational system in the Philippines. Earlier run by strict specialists, at this time, the colleges were at long last directed by the legislature during the last 50% of the century; however, and still, at the end of the day, the congregation controlled its educational program. Illustrados - another social class rose in the nation because of the developing number of instructed locals Their point was to be at a similar level with the pleased Spaniards. With the opening of the Suez Canal, which made a move to Europe quicker, simpler, and progressively moderate, numerous local people exploited the opportunity to seek after better training in Spain, ordinarily in Madrid and Barcelona. 10  Illustrados ~ as a recently edified class of in the Philippine society, would later lead the Philippine freedom development, utilizing the Spanish language as their key methods for correspondence. 8. The Rise of Chinese Mestizo Elimination of the ship exchange - Manila got open to remote vendors nearly without limitation by the mid-1830s. Development of business agribusiness - brought about the nearness of the new social class. Haciendas of sugar, espresso, and hemp - had developed close by the landholding of the congregation and the rice bequests of the pre-Spanish honorability, which were normally possessed by Chines-Filipino mestizos. C. The Rise of the Inquilinos Inquilino - means "tenant" The 19th Century Inquilino or tenant system in the Philippines is far better u nderstood as a qualified system of tenancy, or the right to use land in exchange for rent. Many estates turned progressively to the inquilino system of land tenure, but since the friars and secular Spanish were normally absentee landlords, estate management was granted to an administrator who was typically a lay Spanish mestizo Filipino lay brother. « During harvest time, the administrator would collect the rent of the inquilinos, organize the delivery of the harvests to the local market or Manila, and remit the income from sales and rents to the estate owners. In some states, though. These farm duties were consigned to trusted inquilinos. Some inquilinos would make many and irrational demands from farmworkers. Inquilinos paid a fixed rent in which the amount was determined by the size and quality of the land being cultivated. But due to the expansion of land owned by friar states, the proportions of farmlands leased to inquilinos also increased, allowing many of them to sub-lease parcels of their land to sharecroppers or kasamas. This system eventually became very profitable that some inquilinos acquired lands of their own and entered in other gainful commercial ventures. There were also conflicts between estate owners and workers. These stemmed from the collection of excessive taxes and land rent, the decline of sharing agreements—extreme demands for labor services, and capricious fixing of crop prices. There were instances of peasants taking arms to protest the alleged abuses and usurpation of their lands by the Jesuits, Dominicans, Augustinians, and the Recollects. The relative freedom, which the inquilinos acquired by sub-leasing their farms, provided them a tactical advantage for arranging and leading these peasant protest movements. THE POLITICAL LANDSCAPE a) Liberalism b) Impact of the Bourbon reforms c'J Cadiz constitution A. Liberalism They are founded on ideals of freedom and equality that includes a wide range of political philosophies that consider individual liberty to be the most significant political goal and underscore individual rights and equality of opportunity. 11  Liberals believe that government is necessary to protect individuals from being abused by others though they are also aware that the government itself can pose a threat to liberty. French Revolution (1789 - 1799) -started a political revolution in Europe and some other parts of the globe. "Having Liberty, Equality and Fraternity" - as its battle cry, this revolution became a period of fundamental change in the political history of France as the French governmental structure was changed from an absolute monarchy into a more liberal government system founded on the principles of citizenship and inalienable rights. Spain later experienced a stormy century of political disturbances. The liberals in Spain considered the Catholic Church as an enemy of reforms. When the Philippines was opened to the world trade in the 19th century, liberal ideas from America carried by ships and people from foreign ports started to penetrate the country and sway the ilustrados. Opening of the Suez Canal eased the importation of books, magazines, and newspapers with liberal ideas from the West, which eventually impacted the thoughts of local reformists, such as Jose Rizal. The abbreviated route of the valuable canal has also stimulated the ilustrados like Rizal to pursue higher studies abroad and learn liberal ideas in European universities. Governor-General Carlos Maria De la Torre the First liberal governor-general in the Philippines and the role model for the experience of liberalism of the country. After the liberals in Spain had deposed Queen Isabel II in the 1868 mutiny, a provisional government was formed, and the new government extended to Spanish colonies the reforms they implemented in the motherland. The provisional government was appointing Carlos Maria De la Torre as Governor- General of the Philippines 1869 - 1871. He is widely considered to be the most beloved of the Spanish Governor-General ever assigned in the country. B. The Impact of the Bourbon Reforms ® Spanish Bourbon King Philip V, Ferdinand VI, Charles III, and Charles IV advocated a century-long effort to reform and modify the Spanish empire. Bourbon reform policies - were an advantage that was under Spain from 1565 to 1898. They surely impacted the way the colony was run by Spanish administrators but only to a limited extent. ® The policies lacked some ideological coherence, with the diverse and frequently contradictory aims of Madrid policymakers, who struggled haltingly to balance the crown’s several commercials, administrative, fiscal, and military aims. Impacts of reform in the diverse Spanish empire - having deep consequences of colonial policy innovations in areas such as Mexico, Philippines, Chile, and New Granada, the reforms had a much more limited impact. Its impact, at least, is that it gave people, especially the natives in the Philippines, the idea that colonization could be done without much intervention from the Catholic Church. C. The Cadiz Constitution During the Napoleonic control of Spain - a liberal constitution was declared in Cadiz (March 1812). 12  Cadiz Constitution - drafted by chose agents, was placed by and by in practically all the zones of the Hispanic Monarchy still leveled out of the Spanish crown, Cadiz Constitution is the primary Constitution in Europe to manage national power, perceiving sway as corning from the individuals and not from the lord. It had a widespread character as it included everybody from abroad like the Italian realms and even the Philippines. A gathering of around 300 appointees from Spain, Spanish America, and the Philippines declared a liberal constitution in the Mediterranean port of Cadiz. It became conceivable, particularly because the British Navy secured the city. Pedro Perez de Tagle and Jose Manual Coretto were the first delegates from the Philippines who made their vow of office in Madrid. Cadiz Constitution, which was officially executed in Manila not long after setting up the standards of an all-inclusive male testimonial, national power established government and opportunity of the press, and supported land change and free venture. Governor-General Manuel Gonzales Aguilar required an appointment of Manila authorities, which brought about the determination of Don Ventura de Los Reyes. A well off trader and individual from the Royal Corps of Artillery of Manila, as the appointee. ® The Vigan-conceived Don Ventura de Los Reyes was a child of poor Ilocano guardians. He participated in the llocos revolt drove by Diego Silang in 1762, however later on occupied with the vegetable and indigo business. He was one of the agents who marked the Constitution, yet it was simply following a year that those in Manila thought about its announcements.” « King Fernando VII (May of 1814) - announced it invalid and reestablished absolutism. Notwithstanding, Cadiz was an exceptionally critical period in the political history of the Spanish-talking work! in any event. ® In the Philippines, one vital statement of faith epitomized in the Constitution was the exclusion of the locals from paying tributes and rendering open administrations dependent on its equity provision. « For the opportunity cherishing individuals of the Philippines in the nineteenth century, it was extremely compelling as it was a liberal constitution, which vested sway in the individuals, perceived the equity all things considered and the individual freedom of the resident, and allowed the privilege of testimonial Seeing Rizal's Life in His Society ® “We see the life of an individual in his/her society, and society in the life of an individual,“ - is a widely accepted principle in various social sciences. Sociological Imagination - one unique feature of Rizal is that he did know not only the valuable information about his society but also had a quality of mind that helped him use the information in a way that he could think about what was going on in the world and of what might be happening within himself. Rizal’s Social Qualities: He knew7 his place in the more noteworthy plan of things, He comprehended the cultural powers molding his life, and; ® He had the option to react in manners that profited others. 13 Assessing Learning Activity 4 Name: ______________________________ r Score:______________ ______ Course/Year/Section:__________________________ Date: „____ ______ ________ „ Directions: Explain briefly how the Spanish rules changed the way of life of the pre-colonial Philippines significantly in terms of: A. Economic aspect B. Political aspect C. Social aspect Name:________________________ _____ _ ________ Score:______._____________ Course/Year/Section:______________________ __ _ Date:______ „__ _____ _ ,__ _ Directions: Supply what is being asked in the following statements. Write your answer in the blanks provided. __ _ _______1. This trade lasted for 250 years when Mexico gained independence from Spain. __________ 2. Because of its opening, Activity 5 time from Spain to the Philippines has the travel been reduced to only 40 days. 3. They are the ones who owned the lands being utilized for the export industry. 14  Land tenants are also called.______________. They are the “enlightened ones". It aimed to provide Spanish-speaking teachers to teach in their proposed new system of primary schooling. He served as the key person in fighting for the rights of the Filipino Clergy. Spaniards born in the Philippines. He ordered the execution of Filipino priests,, which curtailed t he movement of the Filipino clergy. In this year, Rizal helped to established La Liga Filipina. Direction: Write TRUE if the statement is correct and FALSE if otherwise. ____________ 1. The bankruptcy of the Royal Company of the Philippines forced Spain to open Manila to world trade, 2. Manila was a strategic harbor for trade and attracted British, Americans, European and Asian merchants.............. 3. The other term for abaca is Spanish Hemp, 4. The population of Chinese Mestizos exceeded 200,000 in the 19th century. __________ 5. For the abuse of influence and oppressive policies, the Filipino nationalist specifically targeted Friars. ___ _______6. Higher Education was affordable for middle and lower class Filipinos during the 19th century.............. 7. Noli Me Tangere means “Touch me not"................. „ 8. The Reign of Greed is the English translation of El Filibusterismo. _________ _ 9, Katipunan, which is under the leadership of Andres Bonifacio, aims to assimilate the Philippines to Spain. __________ 10. The export economy of the Philippines slowly rose in response to growing demand from Europe, Activity 6 Name:____________________________ ___________ Score:____________ ________ Course/Year/Section:____________________ Date: _____________ _______ Directions. Write a short persuasive essay regarding the question ’’Why is it important to study the economic, social, and political context of the century Rizal grew up? " (Provide additional sheet if needed) Rubrics for Scoring Content and Quality of Ideas- 50% Impact and Relevance: 50% UNIT III. RIZAL’S LIFE: Family, Childhood, Education, Trial, Exile, and Death Overview This unit presents Dr, Jose Rizal's ancestry, family, childhood memories, early education in Laguna, and higher education in Manila and abroad. The people, events that may influence nor inspired Rizal to his decisions and life during and before the exile and exile, trial Learning Objectives At the end of the unit, I am able to: 1. know Jose Rizal thoroughly through his biography; 2. analyze Rizal’s family, childhood, education, and life abroad; 3. discuss Rizal’s exile, trial, and death; and 4. evaluate the people’s influence on Rizal’s life. Setting Up Name: ________~ Date: Course/Year/Section:________________________ r___ Directions: Answer the following questions concisely. 1. How would you describe your family? How was your relationship with them? 2. How would you think your childhood experiences have molded the person you are today? Lesson Proper lose Protacio Rizal Mercado y Alonso Reaionda He was also known as Jose Rizal or Pepe, born in Calamba, Laguna on June 18,1961.. The seventh among eleven children born to a relatively well-off family in a Dominican* owned tenant land in Calamba, Laguna. He lived and died during the Spanish frontier time in the Philippines ]ose Rizal, credits to bing.com. PATERNAL SIDE V-jtf $W5 /UM WM the wgss? - RIZAL'S FAMILY Jose Rizal came from a mixed race. The Rizal is viewed as perhaps a significant family during their time. Researchers uncovered that the Mercado-Rizal family had similar hints of Japanese, Spanish, Malay, and Even. Negrito blood beside Chinese. Francisco Mercado Rizal Y Alejandra (1818-1898) * Jose’s father, Don Francisco, was an honest, thrifty, and industrious man born in Binan, Laguna, on April 18,1818. * Studied in San Jose College, Manila Rizal described him as a "model of father.r> » He became a tenant of Dominican estate in Calamba. Teodora Alonso Reaionda y Quintos (1827-1913) Jose’s mother, Dona Teodora, was an educated and cultured woman from Sta. Cruz, Manila born on November 8, 1826. * Studied in College of Santa Rosa, an esteemed school for girls in Manila « Also known as Lolay ® She was a diligent woman, courteous, religious, hard-working, and well-read. Rizal's first teacher Saturnina (1850-1913) ® Her nickname was Neneng, the Eldest child « Married to Manuel Timoteo Hidalgo of Tanauan, Batangas. e She and her mother, Teodora, provided the Little Jose with good primary education Paciano (1851-1930) « The only brother of Jose, the second among 11 children, * fondly addressed by his siblings NorPaciano short for SenorPaciano ® Studied at San Jose College in Manila He became a farmer but later on, a general of the Philippine Revolution 17 Narcisa (1852-1939) ® Her nickname was Sisa, the third child She worked as a teacher and a musician ® Married to Antonio Lopez also a teacher from Morong Olympia (1855-1887) Her nickname was Ypia, the fourth child Married to Silvestre Ubaldo » A schoolmate of SegundaKatigbak, Jose's first love, at the La Concordia College Lucia (1857 1919) The fifth child Married to Mariano Herbosa of Calamba. ® Her husband died of cholera in 1889 and was denied a Christian burial because Dr. Rizal was his brother-in-law. Maria (1859-1945) ® Her nickname was Biang, the sixth child ® Married to Daniel Faustino Cruz of Binau, Laguna ® Concepcion (1862-1865) Her nickname was Concha, the eight child Died at the age of three due to an illness Josefa (1865-1945) » Her nickname was Panggoy, the ninth child Unmarried Epileptic ® Headed the women chapter of Katipunan ® Died as spinster Trinidad (1868-1951) » Her nickname was Trining, the tenth child « Unmarried « Member of the women chapter of the Katipunan ® The longest living family member Soledad (1870-1929) Her nickname was Choleng, the youngest child « Married to Pantaleon Quintero, native from Calarnba, Laguna « the most educated among his sisters. CHILDHOOD Rizal's family was typical of the middle-class families of the 19th century. Only theirs was with social status, their family being among the principal ia. Their rectangular abode was made of stone, wood, and red-tiled roof. They had an orchard, carriages, and horses and owned an agricultural business of rice and sugar. Included the nocturnal walk in the town especially when j The Memory of his Infancy there is a moon Rizal recalled her who told him fabulous stories, like ,4i n (nursemaid) those about the fairy, tails of buried treasure, and trees blooming the diamonds. Rizal recorded in his memoir that by nightfall, his Daily Angelas prayer hi mother would gather all the children in their home to their home pray the Angelas, At the early age of three, he started to take part in the family prayer.. 18  Jose’s first sorrow. He later wrote in his memoir, "when I was four years old, I lost my little sister Concha, and then Death of Concha on sickness for the first time, I shed tears caused by love and grief" in 1865 Rizal himself remarked that perhaps the education he received since his earliest infancy what was that shaped his habits. One of the foremost acknowledged and regarded men of Rizal, a catholic town cleric of Calamba. Rizal utilized to visit him and tune in to his motivating suppositions on current occasions and through life sees. Leoncio Lopez As a child, Rizal loved to go to the chapel, pray, participate from the novenas, and join religious processions. He learned to read the Spanish Family Bible and started Age of five to make pencil sketches and mold clay and wax objects, which attracted his fancy. Pepe's sister once laughed at him for spending much time making clay and wax images. Initially keeping Age of six silent, he then prophetically told them, "Ail right, laughed me now! Someday when I die, people will make monuments and images of me". His father provided him an exciting experience of riding Age of seven a casco (a flat bottom boat with a roof) on their way to a pilgrimage in Antipolo. The name of the pony Pepe received from his father as a Alipato gift As a child, he loved to ride his pony. Pepe's black dog. He took long walks in the meadows Usman and lakeshore. His mother also introduced him to love the arts, literature, and classics. He wrote a drama (a Tagalog Age of eight comedy) performed at the local festival, and the municipal captain rewarded him two pesos. To My Fellow Children (Sa The poem was previously believed to be Rizal’s first AkingMgaKababata/Kabatd) written poem at the age of eight. This term was used not just once in the poem. This term was only encountered by Pepe when he was 21 years old Kalayaan from preserved correspondence (letters) with his brother Paciano. He is also interested in this, reading so many books about it. He also learned different tricks, such as making Magic a coin disappear and making a handkerchief vanish in thin air. Tio Jose Alberto - inspired him to cultivate his artistic ability. Influences from his Three Tio Manuel - encouraged him to fortify his frail body Uncles through physical exercises. Tio Gregorio - intensified his avidness to read good books. The Story of the Moth Dona Teodora held regular storytelling sessions with the young Rizal Amigo de Los Ninos (The Children's  Friend)- this book was used by Dona Teodora, where she read stories to Pepe to impart essential life lessons. Lolay’s chose the story about a daughter moth who was warned by her mother against going as well close to a lamp flame. Youthful moth guaranteed to i ) comply. She later succumbed to the drag lights secretive i charm, believing that nothing appalling happens if she approaches it with caution. By chance, Pepe was observing a similar occurrence while he was listening to his mother’s storytelling. Like a live enactment, a moth flies as well close at the fire of the oil lamp on their table. It's, as a result, both moths in two stories paid the price of getting close the lethal light Year passed since then, i The child has gotten to be a man. He got from experience; biting lessons are much more excruciating than sweet lessons that his mother gave him. He considers that light is the most lovely thing in creation, which is worthwhile for a man to give up his life for it. EDUCATION In Calamba Dona Teodora o His mother was his first teacher. o She can teach him Spanish, reading, poetry, and values through rare storybooks. o Dona Teodora was patient, conscientious, and understanding. o She’s the one who first discovered that her son had a talent for poetry. Jose Alberto taught Jose how to paint, sketch, and sculpture. Gregorio influenced him to love reading further. Manuel developed Rizal's physical skills in martial arts like wrestling. Maestro Celestino -the first private tutor of Jose, who was his parents employed to give him lessons at home Maestro Lucas Padua- later succeeded Maestro Celestino as his private tutor. « Leon Monroy, an older man, a former classmate of Don Francisco, became the boy’s tutor in Spanish and Latin. In Bihan June 1869 - Rizal was subsequently sent to a private school in Binan. Maestro Justiniano Aquino Cruz- he owned the school where his brother Paciano brought him to study; Jose’s first teacher; he described him as a severe disciplinarian. Pedro, the son of his teacher -Jose, challenged him to a fight. Though younger and smaller, having learned wrestling from his Uncle Manuel, Jose defeated his tormenter. » Andres Salandanan - he had an arm-wrestling match with Pepe. In Manila 1872 1877: Jose enrolled at the Ateneo Municipal de Manila in Intramuros; five years later, he graduated with a Bachelor of Arts degree with the rating sobresaliente (highest honors). 1878: Took up Philosophy and Letter at the University of Sto. Tomas while studying surveying at the Ateneo Municipal de Manila. 1879: Rizal enrolled in the College of Medicine at the University of Sto. Tomas to cure the deteriorating eyesight of his mother 1881: He reached the age of majority, the license was granted to him 20  * 1882: He stopped attending classes, tired of the Dominican professors' discrimination against Filipino students, and the method of instruction was obsolete and repressive. Rizai had taken an overall 19 subjects and finished them with varied grades, ranging from excellent to fair; he got "excellent" in all his subjects in the Philosophy course. Studies and Life Abroad « 1882: Rizai left for Spain and enrolled in Medicine and Philosophy and Letters at the Universidad Central de Madrid * 1884: Began writing the Noli Me Tangere * June 21, 1884: He received the degree of Licentiate in Medicine at the age of 23 and got a grade of "fair." » June 19, 1885: Received the degree in Licentiate in Philosophy and Letters and completed studies for the Doctor of Medicine * 1886:Studied ophthalmology at the University of Leipzig. « February 21,1887: completed the manuscript of Noli Me Tangere * March 1887: published the Noh Me Tangere in Berlin, Germany with the financial help of Dr. Maximo Viola f * 1889*.Annotated Antonio de Morgt^sSucesosdela Islas Filipinos to awaken his countrymen to a consciousness of their historical past ®.1889: wrote for La Solidaridad ® 1890: Published his edition of Morga'sSucesas in Paris; Continue to write/or La SoHdaridad; Published “The Indolence of the Filipinos” and the 4th installment of the “The Philippines a Century Hence1; Move to Belgium to save so that he could publish the "El Filibusterismo." ® 1891: Received a letter from Leonor Rivera that she would wed an Englishman, Published the El Filibusterismo with financial assistance from Valentin Ventura and Jose Ma. Basa (September 18, 1891); Translated into Filipino the well-known "French Declaration on the Rights of Man"; Left for Hongkong to practice medicine and operated on his mother's eye for the second time; wrote the Constitution of La Liga Filipino 9 1892: went to North Borneo and informed Governor General Despujol his plan to create a Filipino colony to free Filipinos from being maltreated People Rizai Met during his Travel In Spain « Paterno Brothers (Antonio, Pedro, and MaximoJ-Friends of Rizai shared his ideas; they often held meetings and celebrations in their home. » Don Pablo Ortega y Rey- A rich mestizo who was a former mayor of Manila; befriended Rizai due to him being in love with her daughter. * Consuelo Ortega y Rey- Rizai met her in Madrid while he was studying.. A young and beautiful woman, further described in Rizal's poem dedicated to her. * Senor Roses- the owner of the book store where Rizai always buy « Suzanne Jacoby- A lover of Rizai while in Spain. Beautiful and pretty, as described by him, confessed her love as he left Spain for France. « Marcelo HL Del Pilar- An Iljustrado and a leading figure of the propaganda movement. Founder of the famous La Solidaridad and a respected member of the freemasons. * Mariano Ponce- Another principal member of the Propaganda Movement. Also, the co-founder of La Solidaridad, together with Marcelo del Pilar. In France » Maximo Viola- A very good friend of Rizai. The savior of Noli Me Tangere because he helped Rizai when he became near destitute. ® Div Louis de Weckert- A leading French ophthalmologist. Rizai worked for him as an assistant. 21  ® Paz Pardo de Tavera A pretty girl and fiancee of his good friend, Juan Luna Nellie Boustead- A beautiful Parisian. The very girl who became the reason for the momentary rivalry between Rizal and Antonio Luna, the famous Revolutionary General. hi Germany Dr. Otto Becker- Another well-known ophthalmologist. Rizal worked for him as an assistant. Dr. Karl Ullnier-. Rizal stayed at his home. He welcomed Rizal with open arms proving he was a kind protestor. Prof. FrederichRatzel- A famous German historian. Rizal befriended him. ® Hans Meyer- A German anthropologist. He is a friend of Rizal. Dr. Adolf B. Meyer- He is the Director of the Anthropological Museum. Also, befriended by Rizal. Dr. Feodor Jagor- A celebrated scientist-traveler. Author of the book: Travels in the Philippines, which Rizal read as a child. Dr. Hans Virchow- Introduced to Rizal by Dr. Jagor. He is a famous German anthropologist. Dr. Ernest Schwelgger- A German ophthalmologist. Rizal worked for him too. in Bohemia ® Prof. Ferdinand Blumentritt- A Kind-hearted Austrian professor; developed a lifelong friendship with Rizal. Burgo Master- A kind town Mayor who welcomed Rizal. Dr. Carlos Czepelak- A renowned scientist in Europe; he met Rizal at Leitmeritz. Prof. Robert Klutschak- An eminent naturist. Also met Rizal in Leitmeritz. « Dr. Willkomm- Hefs working as a professor of natural history at the University of Prague. In Hong Kong ® Jose Maria Basa- A Filipino resident in Hong Kong; he toured Rizal in Macau. Jose Slanz de Varanda- A Spaniard who served as a secretary of Gov. Gen. Terrero and became a spy by shadowing Rizal's movements in Hong Kong. In Macau Don Juan Francisco Lecaros - A Filipino gentleman, who accommodated Rizal and Basa in his home. In London « Dr. Antonio Ma. Regidor A practicing lawyer where Rizal stayed at his home as a guest. e Dr. Reinhold Rost- A librarian of the Ministry of Foreign Affairs. The one who recommended Rizal to the British Museum authorities and famously called him "a pearl of a man." In Japan Seiko Usui (O-Sei-San)- Lover of Jose Rizal in Japan. She taught him the Japanese language, which he mastered within a week—the reason why Rizal almost got to settle in Japan. TetchoSuehiro- A fighting Japanese journalist who was forced into exile by the government; met Rizal on the Beigic and became friends. Juan Perez Caballero- The secretary of the Spanish Legation in Hong Kong and invited Rizal to reside in the Spanish Legation. Homecoming Rizal's Decision, to Return to the Philippines (1892): o To negotiate with Gov. Gen. Eulogio Despujol about establishing a Filipino colony in Borneo; 22  o To establish La Liga Filipina; and o To disprove Eduardo de Lete, who published a comment in La Solidaridad that Rizal has abandoned his country. July 3, 1892: Visited Gov. Gert Despujol to request a pardon for his parents; Created the La Liga Filipinas in Tondo, Manila (July 3). EXILE Despujol ordered the arrest of Jose Rizal and exile to Dapitan (July 7,1892) Four grounds: 1. For publishing books and articles abroad that shows disloyalty to Spain, anti- Catholic and anti-Friar 2. For having possession a bundle of handbills., the PobresFrailesin which the advocacies violated the Spanish orders; 3. For dedicating his novel, El Filibusterismo to the three "traitors" (Gomez, Burgos, and Zamora) and for emphasizing on the novel's title page that ‘'the only salvation for the Philippines was separation from the mother country (referring to Spain)"; and 4. For directly criticizing the religion and aiming for its exclusion from the Filipino culture. * July 15,1892: Exiled in Dapitan ♦ 1892 -1896: Lived in Dapitan and served as a doctor, farmer, educator, cartographer, and merchant. « Casa Real - commandant's residence where Jose Rizal instead opted to live because he is unwilling to accede to these main conditions set by the Jesuits, ® Commandant Captain Ricardo Carnicero and Jose Rizal -became such good friends that the exile did not feel that the captain was his guard. Manila Lottery ticket no. 9736 ~ jointly owned by Rizal, Carnicero, and a Spanish resident of Dipolog won the second prize of Php 20, 000. * He built a house, a clinic, and a school from the land he bought ® H still correspondence with European researcher despite everything proceeds; some species animal named after Rizal are Rhacoporusrizali, a frog, and Apoganiarizali, a beetle. * Francisco de Paula Sanchez- remain good friends despite differences in their beliefs; help Rizal create a massive map of Mindanao at the town plaza. ® He practiced medicine and later on operated his mother's eye. He studies medical plants to be prescribed to bis patients. Rizal found out that his enemies sent spies to gather proof that he was a separatist and an insurgent. Matias Arrieta is a physician who revealed his covered mission and asked forgiveness after Rizal cured him. * Pablo Mercado- Introduced himself to Rizal, claiming to be Rizal’s relative; vigorously volunteered to bring Rizal's letters to certain persons in Manila. Made suspicious by the visitor's insistence, but Rizal's interrogate him. o Florencio Nanamanfrom Cagayan de Misamis paid as a secret agent by the Recollect friars. But because it was raining that evening, Rizal did not command Nanaman out of his house but even let the spy spend the rainy night in his place. » Doctor Pio Valenzuela -an emissary sent to Dapitan by Andres Bonifacio, o Andres Bonifacio - the Katipunan leader; believed that carrying out revolt had to be authorized first by Rizal. o Valenzuela was able to deliver the Katipunan's message for Rizal discreetly Rizal firmly believed that a revolution would be unsuccessful without arms and monetary support from wealthy Filipinos. It had to ask for the help and support of wealthy and educated Filipinos, like Antonio Luna, an expert on military strategy. 23  Rizal learned that his true love Leonor Rivera had died; he was in the Dapitan at that time. In August 1893, Rizal successfully operated his mother's cataract Dona Teodora left Dapitan and went to Manila to be with Don Francisco, who was getting weaker. Shortly after his mother left, Josephine Bracken came to Jose's life, Josephine Bracken was an orphan with Irish blood and the stepdaughter of Jose's patient from Hong Kong. Rizal and Josephine Bracken were unable to obtain a church wedding because Jose would not retract his anti-Catholic views. o Before the year ended in 1895- They had a child but was born prematurely; it was named after Rizal's father (Francisco) died a few hours after birth. Ferdinand Blumentritt - In 1895, he informed Rizal that the revolution-ridden Cuba, another nation colonized by Spain, was raged by the yellow fever epidemic. Rizal wrote to Governor-General Ramon Blanco, asking for permission to volunteer and provide medical services in Cuba. As days past on, receiving no reply from Blanco, Rizal lost interest in his request. But on July 30,1896 -Rizal received a letter from the governor-general sanctioning his petition to serve as a volunteer physician in Cuba. ® In the late afternoon of July 31- Rizal got on the 'Espana'with Josephine, Narcisa, a niece, three nephews, and three of his students. Heartily bidding him goodbye, they shouted, "Adios, Dr. Rizal!". With agonize, heart, He waved his hand in farewell to the generous and loving Dapitan folks, saying, "Adios, Dapitan!" TRIAL Rizal asked for permission to travel as an army to Cuba in 1895. Nevertheless, his request was approved, in August 1896, Katipunan, a nationalist Filipino society founded by Andres Bonifacio, revolted. Though had no ties to the group and disapproved of its violent methods, Rizal was arrested shortly after that November 20,1896: Preliminary investigation started December 8-26,1896: Trial of Rizal » Lt. Luis Taviel de Andrade- from the Spanish army; selected by Rizal to defend him Trialed by a military court at the Cuartel de Espana Documents and testimonials were the types of pieces of evidence presented against Rizal o 15 Documentary evidence o 13 Testimonial evidence « Colonel Francisco Olive- one of the judges; he administered a series of interrogations as a preliminary investigation for Rizal. Those who were constrained to testify against Rizal were not allowed to be cross-examined by the accused. Col. Olive Francisco Olive (Advocate Judge) Capt Rafael Dominguez (Special Judge Advocate) G overa o r G e n e ral Gen. Don Nicolas Dela Pena « The records of the case were transmitted in the following order: Judge Advocate Dominguez- presented Rizal's criminal case, followed by the lengthy speech of Prosecuting Attorney Enrique De Alcocer. 24  December 28,1896: Governor General Camilo Polaviejasigned the court decision and decreed that the guilty be executed by firing squad at 7 am on December 30,1986, at Bagumbayan (Luneta). * December 29,1896: Captain Rafael Dominguez read the verdict to Rizai o Rizai. wrote an untitled poem- later known as Mi Ultimo Adios (My Last Farewell). DEATH After a proclaim trial, Rizai was convicted of rebellion and condemn to death by firing squad. Rizal’s public execution was implemented in Manila on December 30,1896, at age 35. His execution was followed and created more opposition to Spanish rule. Rizal's Last 24 Hours From 6 am to 12 Noon ® Standard biography- states that at6 am on December 29, Judge Advocate Dominguez, formally read the death sentence to Rizai. » At about 7 am, he was transferred to either his "death cell” or "prison cell. ” Fr. Miguel Saderra Mata and Fr. Luis Viza- The two priests visited Rizai. They brought the medal of the Ateneo's Marian Congregation as Rizal's membership and the wooden statue of the Sacred Heart of Jesus. He had a curve in the school. At 8:00 am- Fr. Antonio Resell came after Fr. Viza left. They eat their breakfast together at that time. Then Lt Andrade arrived, and Rizai thanked his lawyer Santiago Mataix of the Spanish newspaper El Heraldo de Madrid. ® 9:00 am- Rizai was interviewed. » About 10:00 am- Fr. Federico Faura came and advised Rizai that he must forget about his resentment and marry Josephine Bracken. Rosel I witnessed the discussion about religion. « Jose Vilaclara and Vicente Balaguerjmissionary in Dapitan) two other priests also visited at 11 am. From Noon to 7:00 pm