Rizal Chapter 1-3 Review PDF

CHAPTER 1: INTRODUCTION TO THE COURSE RA 1425 Rizal Law known as RA 1425  It mandates the study of the life, works, and writings of Dr. Jose Rizal.  It requires the curricula of private and public schools, colleges, and universities courses to include the life an...

CHAPTER 1: INTRODUCTION TO THE COURSE RA 1425 Rizal Law known as RA 1425  It mandates the study of the life, works, and writings of Dr. Jose Rizal.  It requires the curricula of private and public schools, colleges, and universities courses to include the life and writings of Rizal to educate the children about the concept of nationalism. Part 1: Historical Background and Context of RA 1425 In the world, there were: 1. Rise of the communist states 2. Conflict between communists and capitalists 3. Cold War between US and Soviet Union In the Philippines: 1. Ramon Magsaysay and his anti-communist insurgency program  In the case of the Philippines, former President Ramon Magsaysay on his term as Defense Secretary in 1949 became the foremost architect and executor of the government’s anti- communist insurgency program. When he rose to power in 1953, he was faced with the growing number of the communist-led peasant uprising in Central Luzon, also called HUK Rebellion. 2. HUK Rebellion which stands for Hukbo ng Bayan Laban sa Hapon  Due to this numerous political and social unrest, Magsaysay thought of creating a wide-scale propaganda program to organize and educate the youth and student population from elementary to college on the evils of communism. 3. Sen. Claro M. Recto and his Senate Bill 438 known as the Rizal Bill  In response to the wide-scale propaganda program of the government, Senate Bill 438 known as the Rizal Bill which was first-authored by Senator Claro M. Recto and was passed to respond to the need of crafting a nationalistic policy that would rekindle nationalism and patriotism of the Filipinos. RA 1425: An Act to Include in the Curricula of All Public and Private Schools, Colleges, Universities Courses on the Life, Works, and Writings of Jose Rizal, Particularly the Novels Noli Me Tangere and El Filibusterismo, Authorizing the Printing and Distribution Thereof, and for Other Purposes Section 1: The original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translation be used as basic texts. Section 2: It shall be obligatory on all schools, colleges, and universities to keep in their libraries an adequate number of copies of the original and unexpurgated editions of the Noli and El Fili, as well as other works and biography. Section 3: Translation of the Noli and El Fili, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; printed in cheap, popular editions and distribution free of charge throughout the country 1. RA 1425  ideals of nationalism and patriotism + apply the lessons to solve the present-day problems 2. Historically, the objectives of the bill were: a. To re-dedicate the ideals of freedom and nationalism b. To honor Jose Rizal c. To be a constant and inspiring source of patriotism 3. The youth therefore: a. Partake nation-building b. Dwell in Rizal's life as inspiration c. Experience the blessings of independence and democracy d. Should not forget Dr. Jose Rizal Part 2: The Issues and Debates of RA 1425 in the Context of the 1950’s 1. Arguments of the Church a. Have passages negating the teachings of the Catholic faith b. Violates the freedom of the Church and the State c. Provision from Canon Law 1399 2. Recto and Laurel’s Firm Argumenis a. Should be read by every generation b. To see ourselves c. Fighter for freedom and not any religion 3. Rizal won the debate 4. Meeting Half-way: Unexpurgated version should only be read by college level only 5. June 12, 1956  Republic Act No. 1425 was approved Part 3: Why Study Rizal Subject? 1. Mandated by Law  The mandates simply invites the youth to take an active role in nation-building just as how Rizal made use of his life for the Filipino people. 2. Lessons contained in the lesson: a. To recognize the importance of Rizal’s life, works and writings in the present society. b. To cultivate the application of Rizal’s ideals in current social and personal problems and issues. c. To enhance appreciation and deeper understanding of all that Rizal fought and died for. d. To encourage development of the Filipino youth’s participation in all aspects of good governance and good citizenship.  CHAPTER 2: THE PHILIPPINES IN THE 19TH CENTURY AS RIZAL’S CONTEXT Four Important Highlights: 1. Success and failure of an individual men and women. 2. People struggling against the colonial rule 3. Suffered from instability of the Spanish colonial government. 4. Suffered from social injustice and judicial inequality. Part 1: The World and the Philippines of Rizal’s Time  In the 19th century, there were massive changes in the world, particularly in Europe, Spain, and the Philippines.  In this century, Rizal was born and exposed to varying political, economic, and socio-cultural realities. Political Context in the World a. Leading Imperialist Power: England Queen of England – Queen Victoria b. In 1858 - 1863, France conquered Vietnam, Cambodia, and Laos c. Dutch colonizes Netherland East Indies (Indonesia) d. Spain became stagnant  Spain never learned a lesson from the loss of her colonies.  From being considered the “mistress of the world: Spain”.  Spain continued despotic colonial rule in its remaining colonies: a. Cuba b. Puerto Rico c. Philippines 19th century  Birth of Modernization  During this time, Rizal witnessed the flowering of Western imperialism and the downfall of the Spanish colonial rule.  333 years – was Philippines colonized by Spain  Canada and New Zealand – Two Notable Nations Political Context in the Philippines Filipinos were exposed to the evils of Spanish colonial rule: 1) Maladministration of Justice  Judgement based on physical appearance, color of skin, political affluence, economic affluence  An influential Spaniard got the most favorable court decision. 2) No Equality Before the Law  Prevalence of social classes: a. Peninsulares  Full blooded Spanish living in the Philippines and born in Spain.  b. Insulares  Full blooded Spanish living in the Philippines and born in Philippines. c. Mestizos  With mixed Filipino and Spanish ancestry or people with mixed racial origins and economically sufficient. Peninsulares Insulares d. Ilustrados  Pure-blooded Filipinos and wealthy group of individuals born in the Philippines and were able to study abroad or the enlightened ones. e. Chino Infiel  Non-catholic Pure Blooded Chinese living in the Philippines (they are merchants). f. Indio  Native/Pure Blooded Poor Filipino  In law, the Spanish Penal Code imposed heavier penalties for Filipinos  Pure - bred Spaniards enjoyed legal preference both in law and social duties  In social responsibilities, the Filipinos were tasked to render forced labor and paid tribute or taxes to the colonial government, Spaniards are exempted.  This unequal social divide became the root of resentment to the most Filipinos. 3) Racial Prejudice  Discrimination among natives - in school, in the church hierarchy, public offices preference were given to Spaniards  Fr. Burgos – who is known for taking an active part in the Secularization Movement, he provided unequivocal evidence of how racial discrimination was prevalent even among the native changes. 4) Forced Labor  Also known as polo y servicio  Filipino males ages 16-60 were required to render forced labor by the Spanish Government  The workers were called polistas  Mandatory itself was called polo  They were tasked to perform general public and building works by constructing churches, schools, roads, bridges and even ships.  Some people in the community were exempted from rendering forced labor such as the aristocracy or principalia, well-off Filipinos, government officials like gobernadorcillos or cabeza de barangay and school teachers. 5) Frailocracy  Frailocrary or the government ruled by friars.  The friars became so powerful that it resulted to the abuse of Filipinos.  These friars contributed to the rise of agrarian unrest, the secularization movement and Filipino abuses in many forms.  Since these friars are Spaniards and can communicate pretty well with the Spanish Government through their native language, they were tasked to report whatever is happening in their parishes and friar-estates. In short, they were supposed to act as a mediators between the Spanish Government and the Filipino people. However, instead of reporting the deplorable conditions of the Filipinos, they chose to close their eyes, cover their ears, and open their purse. Such was the sad reality of the Spanish colonial policy in the Philippines. 6) Lack of Filipino  The Philippines suffered from a lack of representation in the Spanish Cortes.  It was on year 1811 that the Philippines was represented by a 71-year old Filipino-Spanish merchant named Ventura de los Reyes.  However, his diligent representation was one reason why the galleon trade was abolished for its reported abuses.  These examples are proof of how representation would benefit the country by communicating the needs of the colony. Despite its emerging advantages, it was only short-lived. Thus, social injustices continually oppressed and marginalized the Filipinos during the 19th century Philippines. Economic Context in the World a. Steam engines used in manufactures b. Technological innovations for more efficient production c. Wide range of trading d. Construction of Suez Canal  The Suez Canal is a waterway that connects Europe to Asia by creating a direct shipping route without having to circumnavigate the African continent. This new infrastructure brought about by the economic developments in Europe brought Spain closer to the Philippines. Advantages of opening the Suez Canal in the Philippines: 1. The distance of travel between Europe and the Philippines was significantly shortened.  With travel significantly shortened, the Filipino ilustrados were able to send their children to universities in Europe. 2. It brought the country closer to Spain.  On the other hand, while Spain enjoyed freedom and rights, the colony suffered from the maladministration of justice committed by its incompetent and corrupt government officials.  On this notion, the call for reforms had been constantly waged by the ilustrados abroad like Rizal. They organized the Propaganda Movement that aimed to expose the deplorable conditions of the Filipinos in the Philippines so that Spain may remedy them. Significance of the Opening of Suez Canal to the Philippines  Ilustrados and European schools/ universities  Education gained as eye-opener to Philippine Situation Socio- cultural Context a. Rise of Enlightenment Period  where people began to rely on human reason rather than faith and religion. b. Lesson from Other Countries: French Revolution: American Civil War c. Rise of the middle class (the principalias) d. Reformation of the Galleon Trade e. Philippine ports opened for world trade f. More Filipinos cultivated lands and engaged in farming g. Agricultural unrest and dissatisfaction Part 2: Understanding Rizal in the Context of the 19th Century Philippines  Rizal is the product of the 19th century, right time, right people, right context for nationalism.  Rizal responded to the needs of his time Propaganda Movement.  Rizal’s idea of a Filipino nation would not be possible without the events of the 19th century: desire for justice, equality and freedom.  CHAPTER 3: RIZAL’S LIFE, FAMILY AND EARLY EDUCATION BIRTH Our national hero was born in the:  Lakeside town of Calamba, Laguna  On the moonlit night  June 19, 1861  Between eleven and twelve o'clock in the morning.  7th child – He was the seventh child of Don Francisco Mercado and Dona Teodora Alonso.  He was named Jose Protacio in honor of Saint Joseph and Saint Protacio. Dona Teodora was a devout follower of Saint Joseph, and it was their custom to commemorate him on the 19th of each month.  Saint Protacio is the patron saint of June 19, and he was martyred in Milan, Italy.  Pepe – His family referred to him as Pepe.  Felice Prudente Santa Maria, the author of the book “In Excelsis,” explained how Rizal got the nickname "Pepe" in his book In Excelsis. “Saint Joseph was Jesus Christ's putative (commonly accepted) father.  San Jose's name is always followed by the letters ‘P.P’ for pater putativus in Latin.  The letter ‘P’ is pronounced ‘peh’ in Spanish, giving rise to the nickname Pepe for Jose.  Rizal wrote in his diary, “Memoirs of a Student in Manila,” that his mother had a difficult time giving birth to him.  June 22, 1861- Rizal was christened at the church when he was only three days old.  Father Rufino Collantes baptized Jose Protacio (Jose Rizal) three days later.  Reverend Father Pedro Casanas – Rizal’s god father.  Pepe's baptismal certificate was unfortunately destroyed in a fire in 1862.  Father Leoncio Lopez - It was only restored with the help of eyewitnesses and under the supervision of him, a Filipino priest and a friend of the Mercado family. He was the model for Pepe’s portrayal of Father Florentino in “El Filibusterismo.” FAMILY  They were firm believers in the adage “spare the rod, spoil the child”. If children are not disciplined decisively and are never punished when they deserve it, they will become spoiled or bad-mannered.  As Catholics, they instilled in them the importance of being courteous to others, particularly the elderly.  Their love for God became the foundation for them to value and respect others' rights. Every day, especially on Sundays, they heard mass. Before going to bed, they prayed the Angelus and the Holy Rosary together at 6 a.m., 12 p.m., and 6 p.m. They were accustomed to kissing their parents' hands after the prayer recital.  As Principalia, they were able to build a stone house near the church and even bought another one.  They owned a stagecoach, a library and were able to send their children to college in Manila.  Their being prudent gave them a contented life where at times, they led social and religious activities in their house.  They also served as host to all their visitors during holidays and other gatherings in their community. PARENTS  Jose Rizal’s parents married on June 28, 1848.  Don Francisco - Francisco Engracio Rizal Mercado y Alejandra Il - Father of Jose Rizal  - Born in May 11, 1818 at Binan, Laguna. - Youngest of 13 children to Cirila Alejandro and Juan Mercado - Francisco was from Binan, Laguna - He was from the fourth generation of a Chinese immigrant named Domingo Lamco who arrived in the late 1600. - During his early education in his hometown, he studied Latin, and later went on to study philosophy and Latin at the Colegio de San Jose in Manila. - The people of Calamba held him in high regard after he was elected Cabeza de Barangay, or head of the Barangay. - Don Francisco was a Dominican state tenant and landowner in Calamba, Laguna. - His rented holdings increased as a result of his hard work and dedication, and he built a stone house in the town center. However, due to his failure in the agrarian case with the friars, he was evicted from his house in September 1899. - He died in Manila on January 5, 1898 at the age of 80.  Jose Rizal considered his father to be a “model of fathers,” and as a result, had provided them with education.  He believed that his father was a strong-willed, educated and independent-minded individual, traits that he inherited.  Doña Teodora - Doña Teodora Morales Alonzo Realonda y Quintos - Mother of Jose Rizal - Born in November 9, 1827 at Manila - Second child of Lorenzo Alonso and Brigida de Quintos. - Teodora was from Meisik, Tondo. - - She attended the College of Santa Rosa. She was a remarkable woman, with refined culture, literary talent, business acumen and the tenacity of Spartan women. - Rizal penned a poem about his adoring mother. “My mother is a woman of higher culture; she is a mathematician who has read a lot of books”. - She died on August 16, 1911, in Manila, at the age of 85, in her home at San Fernando Street in Binondo. - The Philippine government offered her a life pension shortly before her death. She politely declined, saying, “My family has never been patriotic for money. If the government has a surplus of funds and is unsure what to do with them, it should lower taxes.” Such a remark befitted her as a deserving mother of a national hero! Jose Rizal in his letter to Blumentritt which read as follows: “My mother is not a woman of ordinary culture. She is more knowledgeable about literature and speaks more fluently than / do. When / was studying rhetoric, she even corrected my poems and gave me sound advice. She is a mathematician who has read a lot of books. Her father, the Philippine delegate to the Cortes, had been her teacher.” SIBLINGS - 11 children 1) Saturnina (1850-1913)  Eldest of the siblings and was commonly referred to as Neneng.  She attended La Concordia College in Manila's Sta. Ana.  Manuel Hidalgo of Tanauan, Batangas, was her husband.  Manuel Hidalgo was deported to Bohol solely because he was Rizal's brother-in-law.  In 1909, Dona Saturnina published Pascual Poblete's Tagalog translation of Noli Me Tangere.  She passed away in 1913, at the age of 63. 2) Paciano (1851-1930)  Our national hero's elder and only brother.  He was commonly referred to as Ciano.  Paciano took on the role of Rizal's second father.  Rizal admired him and valued all of his advice.  Paciano accompanied Rizal to his first day of school in Binan.  Paciano also persuaded Rizal to pursue higher education in Europe. He was sending Rizal his allowance while he was studying abroad.  Prior to enrolling at the Colegio de San Jose in Manila, he studied Latin with Maestro Justiniano Cruz.  Jose referred to him as “Uto” because, in addition to his uncle’s assistance, his brother sent him a monthly allowance of 50 pesos, which was later reduced to 35 pesos.  He was an ardent and dynamic Katipunero. Many people thought he was the Pilosopong Tasio mentioned in Noli Me Tangere.  He married his common-law wife, Severina Decena, and they had two children.  He died of tuberculosis at the age of 79. 3) Narcisa (1852-1939)  Second daughter and third child of Francisco Mercado and Teodora Alonzo.  She was called Sisa by her siblings.  It was believed that she also supported her brother Jose's studies abroad and perhaps the only amongst the siblings that could narrate the poems of Jose.  She was married to Antonio Lopez, a teacher and musician.  She was one of the family members who visited Jose Rizal in his prison cell the day before his execution on December 30, 1896.  Rizal’s remains were buried in an unmarked grave in the Cementerio General de Paco. After a two-day search, his sister Narcisa discovered it. To mislead authorities, she placed a marble marker given by Doroteo Ongjunco with the initials R.P.J., the inverted initials of Jose Protacio Rizal. This original sculptural work by I. Gallemit was created in 1935 (as stated in the inscription) and donated to the Rizal Shrine Fort Santiago by Leoncio Lopez-Rizal (Memorandum of Receipt, 1957), son of Narcisa Rizal. 4) Olimpia (1855-1887)  She is the fourth child in the Rizal family.  She was called as Ypia.  She was married to Silvestro Ubaldo, a telegraph operator from Manila.  Jose loved to tease her, sometimes good-humoredly describing her as his stout sister.  Jose’s first love, Segunda Katigbak, was Olimpia’s schoolmate at the La Concordia College. Rizal confided to Olympia about Segunda and the sister willingly served as the mediator between the two teenage lovers. It was thus, unclear whether it was Olympia or Segunda whom Jose was frequently visiting at La Concordia at the time. 5) Lucia (1857-1919) Lucia Rizal Herbosa  She married Mariano Herbosa and they had five children. Mariano died in 1889 as a result of an epidemic, but he was denied a Christian burial. This was due to the fact that he was Jose Rizal's brother-in-law. This marked the beginning of the Rizal family's persecution by Spanish friars. 6) Maria (1859-1945) Maria Cruz Rizal  She married Daniel Faustino Cruz of Binan, Laguna, and they had five children together.  One of Maria’s children, Mauricio Cruz, became a student of Jose Rizal in Dapitan and was known to be one of his uncle’s favorites.  During Jose’s lifetime, Maria was a known recipient of many of his letters. 7) Concepcion (1862-1865)  She was called as Concha. She died at the age of three. 8) Josefa (1865-1945)  She was unmarried and lived with sister Trinidad until death.  Josefa was said to have suffered from pilepsy. 9) Trinidad (1868-1951)  She emained single and shared a home with her sister Josefa.  Trinidad was the one who received from Jose an alcohol lamp in which he secretly hid the “Last Farewell”also known as “Mi Ultimos Adios,” a poem Rizal wrote on the eve of his death in 1896.  Trinidad died in 1951, having outlived all of her siblings. 10) Soledad (1870-1929)  The youngest in the Rizal siblings.  She married Pantaleon Quintero and they had five children. ANCESTORS  The Rizal family was a mix of races as Principales.  Jose had Chinese ancestors on his father's side.  Japanese ancestors on his mother's side.  Rizal’s mother is from Rajah Lakandula. In short, his ancestry can also be traced back to Malayan and Indonesian genes, resulting in a truly magnificent blend of bloods.  Domingo Lamco - Jose Rizal's great-great grandfather on his patrilineal side. - A native Chinese of Sionggue, City of Changchow, Province of Fukien, - He arrived in Manila around 1690, possibly due to scarcity and political upheaval in his home country. - Lamco became a Christian because he wished to be a Catholic. She married Ines de la Rosa, a wealthy Chinese Christian lady from Manila. He decided to change his surname to “Mercado” in 1731. - The term Mercado, which translates to “market,” is appropriate for a merchant like him. - Their union produced two children, Francisco and Josefa, who died five days after her birth.  Francisco Mercado - Jose's great grandfather, named after an uncle and a friar scholar in Manila. - In the Hacienda San Pedro Tunasan, he married Cirila Bernacha (also known as Bernarda Monicha), a Chinese-Filipino mestiza. - Francisco Mercado lived in Binan and was eventually elected as the town's Gobernadorcillo. - They had two children before his death in 1801, Juan and Clemente. Juan Mercado, Jose's grandfather, was also elected as Gobernadorcillo, and was affectionately known as Kapitan Juan by many. - He was elected three times, in 1808, 1813, and 1823, and served as Hermano Mayor on several occasions. He married Cirila Alejandra, the daughter of Lamco's grandson Siongco. They had 12 children, the youngest of whom was Jose's father, Francisco Mercado.  Eugenio Ursua - Dona Teodora’s great-grandfather, was of Japanese ancestry and married a Filipina named Benigna (surname unknown). - They had a daughter named Regina, who married a Chinese lawyer named Manuel de Quintos from Pangasinan. Brigida, one of their daughters, married Lorenzo Alberto Alonso, a deputy for the Philippines in the Spanish Cortes, and was a prominent Bian Spanish-Filipino mestizo. Narcisa, Teodora, Gregorio, Manuel, and Jose were born to Brigida and Lorenzo.  Rizal’s brother Paciano has a s strong attachment to Father Burgos, who was then thought to be the cause of the Cavite mutiny. - His brother advised Jose to use Rizal because it is safe for him and will not interfere with his studies because his brother may associate him with Mercado. There were numerous Mercados in the Philippines who were unrelated to them. There was even a family friend who was an Alcalde Mayor who used Rizal, perhaps to stand out, but his Jose didn't mind.  In fact, Jose is the only one who uses the surname Rizal. This could explain why Jose appeared to be an illegitimate child. CHILDHOOD  Jose Rizal's childhood was filled with happy memories.  They lived on the Laguna Lake's shore and at the foot of Mt. Makiling.  He enjoyed seeing the magnificent beauty of Laguna de Bay. His eagerness to learn can be used to characterize his childhood.  He was an amiable, thoughtful and loving son, brother and sibling.  Because he was frail and sickly, his parents lavished him with tender loving care. Despite his physique, he can do things like.any other young man.  He was well guided, particularly by his mother, who served as his first teacher.  When he was three years old, his mother taught him the alphabet and how to pray. His mother noticed that he could write poems at a young age and encouraged him to keep writing.  In Memory of My Town - A poem about his love for his hometown, reminiscing about his beautiful memories as a young boy and cherishing the scenic beauty of his hometown.  His father built him a small nipa hut that served as both a sanctuary for him to play with his siblings and a resting place for him.  He was also attended to by an Aya (nurse maid) hired by his father to look after his needs. His nurse maid told him ghost stories, treasure stories, legends, and folktales. When little Jose refused to eat his evening meal, she would scare him with stories about aswang, nuno sa punso, and tikbalang.  He often enjoyed playing alone and listening to the different birds sing, such as the culiawan, maya, maria capra, martini, and pipit.  His mother, as a teacher, not only taught him to write poems, but also to pray on a daily basis, including the recitation of the holy rosary. His mother's brothers had also influenced him.  His Uncle Jose was in charge of teaching him on a regular basis.  His Uncle Manuel worked on his physique until he had a silk and brace body.  His Uncle Gregorio instilled in him the desire to do more and work harder in order to achieve his goals in life.  Jose also owned a pony, which he used to ride around his hometown's beautiful scenery. He used to be able to draw a bird flying without removing his pencil from his paper until the picture he drew was finished. He can also draw a horse chasing a dog and his favorite activity was molding animals out of clay and wax.  Jose's happiest memory from his childhood was a trip with his father to Antipolo to fulfill his mother’s vow to perform pilgrimage to the Virgin of Antipolo.  Death of Concha: Rizal first sorrow when he was four years old.  Story of the Moth - His mother told him a story about a moth one night. The tragic fate of the moth left an indelible memory of sacrificing for a worthy cause in exchange for something valuable. EARLY EDUCATION First Teacher: His Mother Teodora  Rizal was first educated at home by his mother, Dona Teodora, who was a remarkable and educated woman in her own right. She was Rizal’s first teacher.  As a loving mother and tutor, she would sit the three-year-old Pepe on her lap and devotedly taught him the alphabet and the prayers.  He also taught Pepe to read the Holy Bible. In their moments together, Doña Teodora would tell him many stories which later fuelled his strong interest in poetry. But of all the stories that his mother told him, the Story of the Moth touched him so deeply that he recorded it in his diary. The Private Tutors  Jose's parents hired private tutors to teach him at home as he grew older.  Maestro Celestino was the first.  Maestro Lucas Padua was the second.  Leon Monroy – an elderly man and a former classmate of Rizal's father.  Jose was taught Spanish and Latin by this old teacher who lived at the Rizal house.  The death of Leon Monroy caused Jose's parents to send their nine-year-old Jose to a private school in Biñan. Rizal's First Formal Schooling in Biñan  Maestro Justiniano Aquino Cruz - His Biñan teacher and a strict disciplinarian. - He was a tall, lean, long-necked man with a sharp nose and a slightly bent forward body. - He used to wear a sinamay shirt woven by Batangas women's deft hands. - He knew the grammars of Nebrija and Gainza by heart. Add to this a severity that I have assigned to him based on my assessment, which is all I remember. Jose met the bully:  Pedro, the son of Aquino Cruz and Andres Salandanan.  Old Juancho - Jose used to spend his free time with justiniano’s father-in-law, a master painter. - He freely gave Jose painting lessons.  Jose outperformed everyone in Spanish, Latin, and other subjects. Some of his older classmates were envious of his intelligence. They squealed at the teacher whenever Jose got into a fight outside the school they even told lies to discredit him in front of the teacher's eyes.  As a result, the teacher was forced to punish Jose. Jose had a keen sense of observation and a vivid imagination.  During Rizal's early education, two disheartening events drew his attention and disturbed him: the execution of the priests (Gomez, Burgos, and Zamora) and the imprisonment of her mother. THE IMPRISONMENT OF DOÑA TEODORA  Jose Rizal was only 11 years old when he witnessed his mother'’s extraordinary bravery: the Spaniards arrested Dona Teodora and forced her to walk 50 kilometers around Laguna. Upon arriving at Santa Cruz after more than a day of walking under the sun, the exhausted Doña Teodora was charged and imprisoned for two years without trial for falsehoods leveled against her, particularly an accusation that she attempted to poison her sister-in-law. She was around 45 years old at the time.  The poisoning allegation stemmed from Dona Teodora's attempts to mediate between her brother Jose Alberto and his estranged wife, Teodora Alberto, according to Barbara Cruz- Gonzales, Teodora's great-granddaughter.  Dona Teodora discouraged her brother from divorcing his wife in order to protect the family's reputation. This enraged the wife, who was allegedly sleeping with a Guardia Civil leader.  When Dona Teodora brought food to Teodora Alberto one day, the latter refused to eat it and instead fed it to her dog, who allegedly died as a result of eating it. Teodora Alberto had Dona Teodora arrested in front of her entire family with the help of her Guardia Civil lover.  The Guardia Civil made Dona Teodora walk 50 kilometers around Laguna to Sta. Rosa to humiliate her and prolong her sentence. THE DEATH OF GOMBURZA With Governor General Rafael Izquierdo repealing the exemption from tribute and forced labor long enjoyed by the workers of the Cavite Munity (Cavite Navy Yard), including artillery support and corps of engineers, all of whom were entitled to the benefits, the workers rose up in arms and mutinied against the colonial government in 1872. On January 20, 1872, about 200 workers from the arsenal’s marine battalion, including sailors and artillerymen, led by Fernando La Madrid, seized Fort San Felipe and captured seven Spanish officers. Despite the fact that the mutiny lasted only two days due to the colonial administration's quick response, massive arrests were made, including those who had no connection to the mutiny-half Spaniards, Creoles, secular priests, lawyers, merchants/businessmen and local officials. They only had one thing in common: they openly campaigned for and supported liberal ideas. Three secular priests:  Mariano Gomes de los Angeles (a Bacoor priest)  Jose Burgos (a Manila Cathedral priest)  Jacinto Zamora (a Marikina parish priest)  The secularization movement began with the expulsion of the Jesuit order from the Philippines and all Spanish colonies in 1768, and the royal decree in 1774 to fill vacant clergy posts in parishes with native priests (seculares).  The regulares or Spanish friars, were opposed to this because they saw it as a threat to their political power and influence in the colony. Many secular priests were displaced when the Jesuits returned to the Philippines in 1859. Jose Burgos championed the secularization cause, provoking the wrath of many Regulars.  According to Trinidad Pardo de Tavera, it was in this context that all of the forces converged against the three secular priests who were accused, tried and sentenced to death by garrote for allegedly instigating the mutiny in Cavite on February 17, 1872 in Bagumbayan, despite the lack of evidence.  The first of the GOMBURZA to be executed was Gomez, who told his confessor, “Father, I know that not a leaf falls to the ground except by the will of God.” His holy will be done because He desires that I die here.”  The next one, Zamora, appeared to have lost his mind and stood motionless until the screw turned and he was strangled.  The final one was Burgos, who exclaimed in terror after seeing his colleagues die, “What crime have I committed?” Is it possible that I will die in this manner? Is there no justice on this planet? I am not guilty!” When told that Jesus had died in the same way, Burgos stood resigned and forgave his executioners.  It awoke in Filipinos a new realization: liberal notions of equality, meritocracy, and human dignity could no longer thrive under a colonial regime. The prospect of independence loomed in the distance.  Rizal saw how this event terrified his parents and their neighbors and affected the life of his brother, Paciano.  Jose Rizal's second novel, El Fillbusterismo, would be dedicated to the three tragic figures.