PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
THE LIFE AND WORKS OF RIZAL
LESSON 1: RIZAL LAW AND RIZAL’S EARLY BIOGRAPHERS
The Rizal Law (R.A No. 1425)
One of the important legislations to boost Filipino nationalism is the Rizal Law or Republic Act
No. 1425 which highlights the following:
1. The study of Rizal’s Life, Works and Writings can support and foster the cause of nationalism for
Filipinos especially the youths;
2. The inclusion of the works of Rizal in the College Curriculum particularly the study of his novelsNoli Me Tangere and El Filibusterismo are necessary to have a better understanding of 19th century
Philippines;
3. The inclusion also of other works of Rizal such as his letters, paintings, travels can promote the
cause of nationalism;
4. Funding of the law in order to give supplemental copies of the novels to public libraries; and
5. The implementation of the law. Although this law is not declaring that Rizal is a national hero, it
can be a positive step towards enshrining him and other national heroes of the country.
Analysis on Rizal Law
Students often wonder why they have to study Rizal course. What is its relevance to their course
or their field of expertise? There are several answers to this question:
1. The adoption and implementation of R.A No. 1425 which clearly states that the study of Jose
Rizal’s Life Works and Writings must be taught in all public and private Schools, Colleges and
Universities;
2. The study of Rizal’s work particularly his two important novels- Noli Me Tangere and El
Filibusterismo and other works (poems, diaries, essays) as well as their translations in Filipino and
English should be implemented and funded by the government as provided for in the law;
3. The law also mandates the study of Rizal’s life, works and writings in the secondary levels
specifically the Noli Me Tangere on the 3rd year level and El Filibusterismo in 4th year level. This
forms part of the Filipino curriculum where the medium of instruction is Filipino;
4. The Rizal course offers a wide range of thoughts on how Rizal and other heroes (Marcelo H. Del
Pilar, Andres Bonifacio and Apolinario Mabini and others) fought for freedom for the sake of the
country’s survival against the “evil emperialism” of foreign invaders.
Rizal Law and the K-12 Law
The study of Rizal is still part of the K-12 Law and the new General Education Curriculum in the
sense that Rizal course is mandatory to college students with a view to develop their historical thinking and
national awareness. The study of Rizal may also give reflections on the events of the past that formed part
of the Philippine History and to awaken the minds of the modern Filipinos who are popularly called
“millennials”.
Biography and Autobiography
The words “biography” and “autobiography” are sometimes used by readers interchangeably.
When somebody writes your life from challenges to triumphs that is called, biography. Therefore, the
writings on Rizal’s life are divided into two-those that were written by others and those that were penned
by Rizal himself. The biographies of Rizal are one of the main secondary sources of Rizalian History,
Rizal’s autobiography was written on his “epistolario Rizalinos” which was compiled by Teodoro Kalaw.
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
Writing Historical Accounts
Writing historical accounts is considered as one of the prime tasks of a historian. The coined word
is PEP for people, event, places which means that the story must have these three important components.
In Rizal’s biography for example, the people (noted personalities) became the characters of his novel, Noli
Me Tangere. The events that took place at that time as well as the 1872 mutiny became one of the root
causes of Rizal’s nationalism which led him to write his second novel, El Filibusterismo. He dedicated El
Fili to Gomburza, the martyrs of Filipino secularization. Rizal also noted in his travels the notable places
that he clearly and poetically described.
Early Biographers of Dr. Jose Rizal
There are several biographers who attempted to write the life and works of Jose Rizal; several of them
considered as authentic as well as very fluent in terms of historical details and analysis. Though there are
several textbook writers who wrote the life history of Rizal, below are prominent writers who wrote about
the life of the great Filipino national hero.
•
Account of Wenceslao Retana
Wenceslao Retana is known to be one of Rizal’s contemporaries who was critical of Rizal’s
nationalistic fervor. Retana, in the newspaper “La Epoca”, attacked Rizal and the latter challenged
Retana to a fist fight. On the other hand, Retana apologized to Rizal and the two became friends. Retana
admired Rizal for being a gentleman. In the eyes of Retana then, Spain was “wrong” when they
executed Rizal (Medina, 1998). Retana believed that Rizal’s execution was proof of the injustices
committed by Spain towards Filipinos. That fateful event led to the 1896 Philippine revolution.
The writer, Medina states why Retana’s accounts about Rizal must be read: “In my opinion,
what makes Retana most deserving of being read today is as a creditable witness of the historical
moment that has had the greatest impact on the Filipino consciousness, and how Rizal transformed
himself into its symbol. He gives witness as one who embodied and was able to clearly state the
meanings that the mentality of those times ascribed to those events. Thus, I believe, he is able to transmit
to Filipinos a hundred years hence a vision that is both moving and explicative in a culturally accurate
manner- he succeeds in transporting us to that compelling time, so that we may gain insights that a
conventional academic approach cannot give. Given the distancing that our North American
colonization produced in the Filipinol psyche vis a vis the mythical figure of Rizal and the legendary
time he lived and died in, the Retana biography’s availability today, translated and explained with
cultural sensitivity, after the long forgetting of both work and its creator’s fascinating figure, is an
important cultural event during our Centennial year.” Therefore, observation at par really helped
wherein Retana’s personality became one of the main figures in Philippine history.
•
Account of Carlos Quirino
One of the great biographers of Dr. Jose Rizal wrote Rizal’s biography because of a “writing
contest”. He answered to the invitation to several writers at that time to write about Rizal’s life. The
work of Carlos Quirino entitled, “The Great Malayan” won the 3rd prize. However, President Manuel
Quezon awarded the monetary reward which was equivalent to the 1st prize of the contest. It was one
of the classical best in Rizal’s biography- in pocketbook size. Based on that work, Quirino described
Rizal as an “ordinary person” with a great love for his country, his compatriots and for the search of
truth. His analysis of Rizal then was the “product of his times”.
•
Account of Rafael Palma
One of the important biographers of Rizal was Rafael Palma. His work, Biografia de Rizal
(Biography of Rizal) was one of the greatest and finest biographies of the national hero. Compared with
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
Quirino’s writing, Palma’s writing can be considered as the primary source in history as it is more
serious and academic.
•
Account of Austin Coates
Austin Coates (1922-1997) is known for his detailed work on Rizal’s biography entitled, Rizal,
Philippine Nationalist and Martyr which was published in 1968 by Oxford University Press. Though it
is lacking in academic standards, Coates discussed Jose Rizal as one of the greatest patriot ever
generated in his times which is no other than 19th century. Also, he wrote Rizal’s biography from the
eyes of a foreigner whose details and authenticity cannot be found in the local college textbooks.
•
Account of Leon Maria Guerrero
One of the most readable biographies of Rizal was the work of Leon Ma. Guerrero which is
entitled, The First Filipino. Leon Ma. Guerrero (1853-1935) was one of the popular writers of Rizal’s
biography. In his introductory statements, he described the 2 types of Spain; one was great and the other
was evil. The evil side of Spain was where Rizal moulded his nationalism. Guerrero also described
other events of the 19th century that may not be appreciated by the individual who does not know or
has not read the history of Spain in the Philippines. Furthermore, his book is one of the best source and
rich in Rizaliana historiography, one of the finest after Palma’s work.
•
Account of Ambeth Ocampo
One of the modern historians is no other than Ambeth Ocampo who discussed history in a
“telling to a friend” approach. His journalistic pattern of writing earned him the title of the best modern
historian in our time. His work on Rizal’s biography is entitled, “Rizal Without an Overcoat”. With the
same style of Quirino’s writings, he makes or even remakes Rizal as an ordinary Filipino. He exposed
Rizal as person with big ambitions for his countrymen. He believed that education was the best weapon
to expel the evil Spanish tyranny. Ambeth Ocampo,being one of the contemporary historians shares his
thoughts regarding the most “updated” details in history-from the physical evidences to historical
analyses, being trained as a scholar. Reading Ambeth’s works as well as listening to his several lectures
in Ateneo and Ayala Museum can be a great historical experience.
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
THE LIFE AND WORKS OF RIZAL
LESSON 1: THE PHILIPPINES IN THE 19TH CENTURY
The World during the 19th Century
The 19th century is known to be the Age of Enlighten in
Philippine history which can be described as a colorful part
of our history. There were several events that took shape
that had impact in the Philippine soil. Among these were
the ff.:
a.) United States of America - according to the diary of
Rizal was too impressive in the sense of their rapid
industrialization that time and Rizal commented that
America will be the next superpower after Spain. The
racial issue hampered its racial discrimination in the
mainland as described in the book, Uncle Tom’s Cabin
written by Harriet Beecher Stowe where negroes are
subject to slavery by the “whites”. When President
Lincoln became the president, several reforms took
pace such as the “emancipation of slaves”
in response to the racial issue and enfranchising them as well as awarding them either American citizenship.
When Rizal was born on June 19, 1861, the American Civil War (1861-65) was raging furiously in the US
over the issue of Negro Slavery. This titanic conflict, which erupted on April 12, 1861, compelled President
Abraham Lincoln to issue his famous
Emancipation Proclamation on September 22, 1863 freeing negro slaves.
b.) England – One of the most powerful nations that colonized America was England. Under the reign of
Queen Victoria (1873 – 1901), England was transformed into a conqueror and the continent of Africa was
their main target. Several reforms were the Reform Bill of 18677 where voting rights to the labors were
extended, the Education Act of 1870 where free education was awarded to all British and in 1871 Unions
were organized as part of the worker’s rights and privileges.
c.) Italy – Italy is known for its magnificent churches and plazas became one of the tourism spots until now.
The reign of King Victor Immanuel II worked for the unification of Italy. Before its unification the country
was ruled by several kingdoms. For example, Giuseppe Garibaldi commanded his troops to subjugate other
kingdom thus, making Italy into one sovereign country. However, one city was separated, the Vatican City
which became a state within the sovereign territory in Italy that was proclaimed under Lateran Treaty 1929.
d.) Germany – Germany was known as Prussia then which was led by the military General Otto von
Bismarck. In 1870 Germany attacked France resulting to the military domination of Germany in the region.
In 1871 William I was crowned the Emperor of Germany.
e.) France – After the French Revolution of 1789, the empire continued its rise to power under Emperor
Napoleon III. It was later defeated by Germany in 1871 led by Otto von Bismarck.
f.) India – At that time India was governed by the Mogul empire where Sepoy soldiers staged a mutiny and
murdered some British commanders of the army. After the mutiny, British authorities hired loyal Indian
soldiers to quell the Modul Empire and re-establish once again British colonialism in India.
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
g.) China – is known to be one of the oldest trading partners of the Philippines. In the 19th century, China
was ruled by a dynasty that was led by the family rulers. Manchu Dynasty ruled China when the Taiping
Rebellion happened between 1852 up to 1864. China was also fragmented into pieces by the foreign powers
particularly managed in whole or in part by Italy, France and Great Britain. Russia also took advantage of
China by taking some of the islands after the Sino-Russian War in the early 1900’s or latter part of the 19th
century. There were some conflicts also with Mongolia in northern part of Chinese Mainland. The Opium
War (1856-1860) became one of the economic and political turmoil of that time where Hong Kong was
surrendered to the British under several treaties and agreements.
h.) Japan – In 1853 (8 years before Rizal was born), the American Naval Force headed by Matthew Perry
wanted to established ports for American ships. Japan signed several treaties with other European countries
particularly France, Russia, Holland and Great Britain. This was the first time the westerners entered Japan
which has established its Shogunate for a long time.
i.) Singapore – Singapore was known for its ports at that time where merchant and passenger ships loaded
and unloaded from place to place. It was founded by British Sir Stamford Raffles in 1819 and its complete
independence was established after its separation from the Federation of Malaya 1965.
The Philippines During the 19th Century
As stated in the chapter about the Rizaliana batch of
biographers, the history of the Philippines during the 19th
century, was divided into three institutions namely:
a. Political Institutions
The Political set-up of the Philippines during those times was
headed by the Governor-General. He was appointed by the
King of Spain for an “indefinite” period of time as loyalty was
one of the major qualifications of the government officials. It
was during the time of Adelantado Miguel Lopez de Legazpi,
then appointed by King Philip II of Spain that proportions of
Land were awarded. The governor-general performs dual
functions – political and ecclesiastical. His political powers
include being the chief executive head of the colony –
managing the internal affairs of the state as well as the executer
of the laws of the land. He was also the chief of Real Audiencia or the Spanish Supreme Court in the
Philippines where cases were elevated after the failure of cases in local courts. He was also the commanding
officer of the armed forces particularly the navy and army. His ecclesiastical power then was to settle
Church matter because there was Union of Church and State. In the 19th century Philippines then the office
of the governor-general was the most powerful position in the land next to the King of Spain and the
Ministry of the Indies.
In order to check the powers of the Gov-Gen. then there were officials being sent by the King- the
residencia and visitadores. The Residencia are permanent officials who will scrutinize the performance of
the out-going Gov-Gen. The incoming Gov.Gen. would be probably coming from the residencia.
Visitadores on the other hand will check the performance of the Gov.-Gen and they were temporary and
different from the residencia.
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
In the local set-up then, local government was divided into provinces, cities and barangays. The
provinces were led by the alcalde-mayor who was the executive of the provinces. Cities were called,
Ayuntamiento that were headed by a petty governor known as the “governadorcillo.” The little towns were
called pueblos. During the 19th century the barangays were headed by a chief known as the cabeza de
barangay and they served as tax collectorsof their constituents.
b. Economic Institutions – the encomienda system or the leasehold system became one of the main economic
programs of Spain in the Philippines. This system however, was abused by the Spaniards. The 70-30
percentage crop sharing became the most abused practice to uneducated farmers because it was usurious.
Anaother form of abuse was the monopoly system or known as bandala system where the Spaniards
monopolized the buying and selling of raw materials and middlemen sold them at a higher cost. The Galleon
Trade was another economic activity at that time where “boletas” or tickets were used to purchase goods
from the ships though there were instances when ships never returned due to typhoons or man-made
accidents at sea.
c. Social Institution – the social institution which was imposed by Spain in the Philippines was divided into
social strata wit;
Social Strata in the Philippines during Spanish Period
(Source from Choose Philippines Archives)
The figure above shows the social strata which puts the principalia (the rich and opulent class) or
the peninsulares and insulares at the apex of the triangle. The lower portion of the apex is composed of
mixed races (Spaniard, Chinese and Austronesian ancestry). The rising middle class or the ilustrados
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
(composed of the educated class) including Rizal’s family and other propagandists are not presented in the
figure. Almost 60% of the population is “indio” which belongs to the lower class and uneducated Filipinos.
Religious impositions were very strong that time where Filipinos are subjects under the Spanish friars.
Marcelo H. Del Pilar known to be one of the main propagandists coined the term, “frailocracy” which
prevailed in the Philippines.
Rizal as product of his times
Rizal was the product of his times and he was also
one of the eyewitnesses of the execution of the triumvirate
priests, Gomez, Burgos and Zamora who were executed
on February 17, 1872 after the Cavite Mutiny on January
20, 1872 which was led by Sergeant La Madrid. Rizal,
being an eyewitness of the execution, reckoned his
historical thoughts in his letters as revealed by his early
biographers. On the other hand, some points to be
considered, to wit;
1. Divine Intervention
Rizal’s vast knowledge and social consciousness
are God’s gifts to him. As a reformer, he was-versed in
letters and language. It is a fact that Jose Rizal possessed
a lot of talents and he used his literary and writing ability
to fight the Spanish tyranny. He believed that “the pen is
mightier than the sword”.
2. Environmental Awareness
The 19th century was the Age of Enlightenment and Rizal was the product of that time. His
environment might be one of the very reasons why he fought the Spanish authorities as he was surrounded
by several names who became his advisers and mentors. He witnessed the execution of the triumvirate
priests (GomBurZa) at a young age of 11 which awakened his awareness of the social injustices of the
Spanish authorities. He believed that “tyranny” has no room in a free society which he envisioned for the
country.
3. Educational Factors
Rizal became a young professional who gained his expertise in Ateneo (as surveyor), University of
Santo Tomas (as a medical student) and in Universidad Central de Madrid (continuing his medical studies).
His expertise became in demand as a barrio doctor serving his less privileged compatriots. His literary
knowledge and observations in the Philippines and his travels abroad were his inspirations when he wrote
his two novels- Noli Me Tengere and El Filibusterismo.
4. Family Orientation
The Mercado family along with other “middle class families” were Rizal’s first teachers. Belonging to the
ilustrado class, Rizal was sent abroad to continue his medical studies though there were some objections
from his mother. His family was his source of strength in his flight for social justice from evil society of
that time. Paciano, his brother was his closest adviser and supporter during his stay in Europe. Rizal’s
family has influenced him a lot in inculcating and developing nationalism in hi consciousness.
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
THE LIFE AND WORKS OF RIZAL
LESSON 3: RIZAL’S LIFE: FAMILY, CHILDHOOD AND EARLY EDUCATION
The Mercado Clan (Family Tree)
Families during those times were big as compared to families nowadays. The advent of birth control
as well as the reproductive health law will consequently control the population for the sake of the future of
the next generation. This one of the major priorities of government. Geographically, the Mercado’s house
located at the foot of Mt. Makiling (known
to be an inactive volcano). Theirhouse was simple
but maybe elegantduring those times. The house
was surrounded by fruit bearing trees or “punong
kahoy” in Tagalog that are almost gone at present
where only modern houses and condominiums
are visible. The Mercado family was big,
comprises of their parents and their eleven
childrens, as illustrated in the family tree below.
PART OF JOSE RIZAL’ S ANCESTRY
The National Hero is Born
It was on June 19, 1861 when the
th
7 child of the Mercados was born.
Based on the reckonings of Zaide, Rizal’s mother almost died when she delivered
her seventh child. There was a full moon which brings several “omens” or “kasabihan” in Tagalog.
Some stories were either invented or documented about certain premonitions on Jose’s birth.
Justifications for being a National Hero
There are several questions regarding Rizal’s heroism. According to the report made by the National Heroes
Committee (under the Executive Order no. 75), these are the elements to qualify as a national hero in
verbatim;
1. Heroes are those who have a concept of nation and thereafter aspire and struggle for the nation’s
freedom.
2. Heroes are those who define and contribute to a system or life of freedom and order for a nation.
3. Heroes are those who contribute to the quality of life and destiny of a nation.
4. A hero is part of the people’s expression.
5. A hero thinks of the future, especially the future generations.
6. The choice of a hero involves not only the recounting of an episode or events in history, but of the
entire process that made this particular person a hero.
These qualities are present in Rizal’s life and works as well as his endeavor to free the country against
the evil Spanish tyranny. Republic Act No. 1425 was a very convincing proof that Rizal deserves to be the
national hero; therefore, his ideas and works shall be included in the High School and College Curriculum.
There are some challenges to Rizal’s title stating that Bonifacio was better deserving to be the national
hero and perhaps the “first president”. However, without doubt, Bonifacio was the hero of the “Revolution
of 1892-1898”. Despite that, certain arguments can be considered in the following statements:
1. Andres Bonifacio can be a national hero but it is highly questionable that he could have been the
“First President”;
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
2. There is no clear recognition coming from the Filipinos at that time as well as from the “Americans”
that the government of the Katipunan was the government of “all” Philippine Islands;
3. That “Bayang Katagalugan” which insist that the scope was the whole islands in the Philippines or
the “8 Tagalog speaking provinces” rose arms against Spain;
4. There are no clear election results showing that Aguinaldo overwhelmingly won during the Tejeros
Convention; where Andres Bonifacio was elected as the “Director of Interior”. Due to the insults
hurled at Bonifacio by Daniel Tirona, then he (Bonifacio) nullified the convention; and
5. The death of Andres Bonifacio in the hands of Aguinaldo was a shame in the history of the Filipino
people. His death showed that he was a victim in the hands of fellow Filipinos while Rizal’s death
was a clamor against the Spanish evil justice system.
THE RIZAL FAMILY
Below, is the diagram of Rizal’s family:
The accounts by Zaide (1999) and Lopez and Paras (2010) discussed the members of the Rizal’s family.
1.
Francisco Mercado (1818-1898)
Father of Jose Rizal who was the youngest of 13 offsprings of Juan and CirilaMercado. Born
in Biñan, Laguna on April 18, 1818; studied in San Jose College, Manila; and died in Manila.
He was one of the tenants of Dominicanlands in Kalamba.
2.
Teodora Alonso (1827-1913)
She was the first mentor and the teacher of young Jose Rizal. Mother of Jose Rizal who was
the second child of Lorenzo Alonso and Brijida de Quintos. She studied at the Colegio de Santa
Rosa. She was a business- minded woman, corteous, religious, hard-working and well- read. She
was born in Santa Cruz, Manila on November 14, 1827 and died in 1913 in Manila.
3.
Saturnina Rizal (1850-1913)
Eldest child of the Rizal-Alonso marriage. Married Manuel Timoteo Hidalgo of Tanauan,
Batangas. One of the correspondents of Rizal when he was in Europe was Saturnina’s husband.
4.
Paciano Rizal (1851-1930)
Only brother of Jose Rizal and the second child. Studies at San Jose College in Manila;
became a farmer and later a general of the Philippine Revolution after his brother was executed at
the Bagumbayan (1896). An avid supporter of his younger brother when he (Jose) was abroad.
5.
Narcisa Rizal (1852-1939)
The third child of Mercado’s family who became a teacher and musician. She married
Antonio Lopez, a teacher from Morong, Bataan.
6.
Olympia Rizal (1855-1887)
The fourth child who married Silvestre Ubaldo with whom she bore children. She died when
Jose Rizal was in Europe.
7.
Lucia Rizal (1857-1919)
The fifth child who married Mariano Herbosa. Her husband was denied a Christian burial
because he was associated with Rizal and was believed to have anti-friar sentiments.
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
8.
Maria Rizal (1859-1945)
The sixth child who got married to Daniel Faustino of Binyang, Laguna with whom she bore
5 children.
9.
Jose Rizal (1861-1896)
The second son and the seventh child. The foremost national hero and martyr recognized by
most Filipinos up to present. He died as a martyr by Spanish firing squad on December 30, 1896 at
7:03 a.m.
10. Concepcion Rizal (1862-1865)
the eighth child. Died at the age of three. She was the first sorrow of Rizal according to
accounts of Zaide.
11. Josefa Rizal (1865-1945)
The ninth child who was nicknamed “Panggoy”. Died at the age of 80.
12. Trinidad Rizal (1868-1951)
The 10th child who died last in Rizal’s family. She was entrusted by Rizal with his untitled
poem (maybe on a piece of paper) inside the alcohol lamp.
13. Soledad Rizal (1870-1929)
The youngest child who got married to Pantaleon Quinter and the couple had 5 children.
His Early Childhood and Education
Jose was a young boy with a “thirst for knowledge”. He was first taught at home. Then he was sent
to Binyang in June 1869 at a young age of 8. His maestro there was Justiniano Aquino Cruz who developed
his knowledge of the Spanish language. An excerpt from Rizal’s diary read as quoted;
Maestro: Do you know Spanish?
Jose: A little senyor.
Maestro: Do you know Latin?
Jose: A little sir.
With that pronouncement, the teacher admired Rizal’s humility as a student. His motivation was to
give Rizal a lot of oppurtunities to learn more subject areas. Juancho, was another maestro who taught Rizal
in painting and the very reason why Rizal excelled also in drawing as well as sketches.
His learning experience in Binyang was very productive.
He was also involved in a duel with Pedro where he won in the
fist-fight though he was smaller than pedro. This maybe was a
mere symbolical image of Rizal (as an Indio) who challenged the
Spanish authorities later in his life. His accounts described himself
as a simple and faithful Catholic.
The Story of the Moth
The first education of young Jose was at home. Having
Donya Teodora as his “first teacher”, the young Jose was being
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
prepared for his formal schooling. One-night, young Jose’s mother read him the Story of the Moth.
According to the story:
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 had 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 lighted by a single light of coconut oil. In all Filipino homes such a light
burns through the night. It goes out just a day-break to awaken people by its spluttering.
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 expression. 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 poetical 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 some 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 reading. I was watching the cheerful flame. About it, some little moths were circling in playful
fights. 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 dreamed that there
were stories in the old book which I read without understanding. My mother began to read me 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 and my 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 which this movement had singed fell into
the oil, fluttered for a time and then became quiet. That became for me 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 further away and my mother’s words sounded strange and uncanny. I did not
when she ended the fable. All my attention was fixed on the face of the insect. I watched it with my whole
soul… It had died a martyr to its illusions.
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
As she put me 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 until then unknown. Moths no longer were, for me, insignificant insects. Moths talked; they
know to warn. They advised just like my mother. The light seemed to me more beautiful. It had grown more
dazzling and more attractive. I knew why the moths circled the flame.
The Story of the Moth is in Rizal’s diary describing his childhood study under the tutorship of his mother.
In hindsight, the story is significant as it was like a prophecy of what can happen to Rizal when he gets near
the “light”. The young moth symbolizes Rizal as a youth and the old moth was his mother and the light
signifying “education”. Later in Rizal’s life, as he was nearing his death, he realized that “if you know
more… then they will cut your head.”
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
THE LIFE AND WORKS OF RIZAL
LESSON 4: RIZAL’S LIFE: HIGHER EDUCATION AND LIFE ABROAD
His Formal Schooling at Ateneo
His formal schooling begun on June 10, 1872 when he passed the entrance exams in Colegio de
San Juan de Letran. Though he passed with flying colors, his family already decided to send him to the
Ateneo Municipal (formerly Escuela Pia- a charity school for boys) for the obvious reason of avoiding a
confrontation of young Jose with the Dominicans who were much hated because of their land lease policies
as well as the tragic incident where Donya Teodora was accused of a crime that she never committed. When
Rizal was in Ateneo, he was very much interested in reading and some of his readings inspired Rizal to
write his first novel, Noli Me Tangere. Some of the notable books he read were;
a. The Count of Monte Cristo- was written by Alexander Dumas where he tackled the social justice
of the society at that time. Its main character, Edmond Dantes led the struggle for his people which
consequently made him the Count of Monte Cristo, which may be a destiny for those who are good
to others.
b. Universal History- was written by Cesar Cantu, an Italian historian of World History. Rizal
voraciously read the book which opened his awareness world history and the world around him.
c. Travels in the Philippines- was written by Feodor Jagor who traveled to the Philippines from 18591860. After reading the works of Jagor, Rizal realized the weaknesses of Spain and he predicted
that Filipinos will raise arms against them thereafter.
Atenean Education System
The Atenean educational system was one of the best trainings for boys second to Letran that time.
Moreover, the educational system of Ateneo was quite competitive. Based on the reckonings then, the
students were divided into two groups;
• Roman Empire- consisting of internos (boarders); red banner
• Carthaginian Empire- composed of the externos (non-boarders); blue banner
The levels of the 2 groups were divided into 5, namely;
•
•
•
•
•
Emperor- the best student in each “empire”
Tribune-the second best
Decurion-the third best
Centurion-the fourth best
Stand-bearer-the fifth best
After a couple of months, Rizal showed that he excelled in philosophy, arts and sciences which was the
“core curriculum” of Ateneo at that time.
Rizal became “Sobresaliente”
After his stint in Ateneo, Jose Rizal was honored as “sobresaliente” or an “excellent” student. Aside
from his academic studies, young Jose was very active in “extra-curricular activities” such as being a
member of the Marian Congregation, cultivating his masterpieces under Father Sanchez, painting classes
under Agustin Saez, sculpture under Romualdo de Jesus and Father Lleonart who was impressed with
Rizal’s achievements. Jose gave him an image of the Virgin Mary (which was sculpted in “batikuling”
wood for his masterpiece). His grades are based on the following entries, to wit;
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
Bachillerato En Artes (Bachelor of Arts) 1872-1873
Latin 1 (Excellent)
Spanish 1 (Excellent)
Greek 1 (Excellent)
1873-1874
Spanish 2 (Excellent)
Greek 2 (Excellent)
Universal Geography (Excellent)
1874-1875
Latin 3 (Excellent)
Spanish 3 (Excellent) Universal History (Excellent)
History of Spain and the Philippines (Excellent) Arithmetic and Algebra (Excellent)
1875-1876
Rhetoric and Poetry (Excellent) French (Excellent)
Geometry and Trigonometry (Excellent)
1876-1877
Philosophy 1 (Excellent)
Philosophy 2 (Excellent)
Mineralogy and Chemistry (Excellent) Physics (Excellent)
Botany and Zoology (Excellent)
Rizal was successful in gaining excellent ratings in Ateneo. He won several awards aside from
“sobresaliente”. Moreover, aside from the academics, young Jose wrote his masterpieces. Among them was
the poem below:
Un Recuerdo a Mi Pueblo (In Memory of my Town)
This poem was written by Rizal when he was 15 in 1876 where he reminisced his provincial life in
Binyang).
When I remember the days
That saw my early childhood
Spent on the green shores
Of a murmurous lagoon;
When I remember the coolness,
Delicious and refreshing,
That on my face I felt
As I heard Favonious croon;
When I behold the white lily
Swell to the wind’s impulsion,
And that tempestuous element
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
Meekly asleep on the sand;
When I inhale the dear
Intoxicating essence
The flowers exude when dawn
Is smiling on the land;
Sadly, sadly I recall
Your visage, precious childhood,
Which an affectionate mother
Made beautiful and bright;
I recall a simple town,
My comfort, joy and cradle,
Beside a balmy lake,
The seat of my delight.
Ah, yes, my awkward foot
Explored your somber woodlands,
And on the banks of your rivers
In frolic I took part.
I prayed in your rustic temple,
A child, with a child’s devotion;
And your unsullied breeze
Exhilarated my heart.
The Creator I saw in the grandeur
Of your age-old forests;
Upon your bosom, sorrows
Were ever unknown to me;
While at your azure skies
I gazed, neither love nor tenderness
Failed me, for in nature
Lay my felicity.
Tender childhood, beautiful town,
Rich fountain of rejoicing
And of harmonious music
That drove away all pain:
Return to this heart of mine,
Return my gracious hours,
Return as the birds return,
When flowers spring again!
But O goodbye! May the Spirit
Of God, a loving gift-giver,
Keep watch eternally over
Your peace, your joy, your sleep!
For you, my fervent prayers;
For you, my constant desire
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
To learn; and I pray heaven
Your innocence to keep!
Rizal and the Cavite Mutiny of 1872
It was on January 20, 1872, when a group of mutineers rose arms in one of the shipyards in Kabite
(believed to be in Fort San Felipe) wherein they instigated the beginning of a rising revolution which was
led by Sgt. La Madrid. The main cause of mutiny probably was due to “polo y servicios” or forced labor
and “buiz” or taxes. In the latter days, all 200 soldiers were tried, executed and some were banished to
Mindanao island. Some of the supporters were also tried and executed by the Spanish authorities. The event
was to suppress “secularization” which was voiced out by the Filipino priests at that time.
The Execution of the Triumvirate Priests
The Cavite Mutiny is best described by the execution of
the three priests- Mariano Gomez, Jose Burgos and
Jacinto Zamora. They were responsible for the
“Filipinization of parishes” or simply called,
Secularization. The execution of the 3 priests on
February 17, 1872 became the catalyst for the Filipinos
to raise arms. Rizal was 11 years old that time and was
one of the “eyewitnesses” of the execution of the 3
priests by “garrote” in Luneta. According to the late
historian,Teodoro Agoncillo the year 1872 was the
“beginning of Philippine History, that the real history
was written by nationalists. On the other hand,
Schumacher (1997) described the manipulation of the
Spaniards of the parishes that were fighting for
Filipinization by some Filipino priests; among them
were GomBurZa.
Injustices to Rizal’s Mother
Another challenge for Rizal was when his mother, Donya Teodora together with Senyor Alberto,
were accused by the latter’s wife of connivance to poison her. As a result of the “hearsay” from Senyor
Alberto’s wife, Donya Teodora was arrested. Though the mayor forced her to admit her guilt, she did not
do so and so she was imprisoned for almost 2 years. After reaching the Real Audiencia (the Spanish
Supreme Court), the ease was dismissed so Donya Teodora was released from prison. Unfortunately, the
Rizal family were deeply hurt and the damage done was very hard to accept.
Rizal and his “Disillusionment”
The events of 1872 where the triumvirate martyrs were executed in Luneta by “garrote” have
opened the eyes of many leading to a “political turmoil”. Rizal was 11 years of age when he saw the clamor
of his countrymen for justice and truth from the evil Castillan Empire. The events that took place as statedthe death of GomBurZa, the persecution of his mother and the injustices committed by the friars in
Kalamba’s tenancy were the trigger points of young Jose to fight the Spaniards up to his last breath which
ended at the Luneta execution.
PLT COLLEGE, INC.
Zulueta St. Bayombong, Nueva Vizcaya
COLLEGE OF ARTS AND SCIENCES AND EDUCATION
REFERENCES
Galicia, R.D., Solmerano, E.T.M. & Palencia, M.M. (2018). The life and works of Jose Rizal. Manila:
Fastbooks Educational Supply.
Jaime-Francisco, V. (2015). Jose P. Rizal: A college textbook on Jose Rizal’s life and writing. Manila:
Mindshapers Co., Inc.
Valenzuela, E. &Calayag, E. (2019). Rizal’s Life and Works: Towards Social Awareness and Nationalism
Zaide, G.F. &Zaide, S.M. (1999). Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and
National hero. Quezon City: All-Nations Pub. Co., Inc.