GEC105

LIFE &
WORKS OF
RIZAL
How well do you
know Rizal?
 COURSE OUTLINE:
Chapter 1- Introduction to the course: Republic Act of 1425
Chapter 2- 19th century Philippines as Rizal's context
Chapter 3- Rizal's Life: Family, Childhood and Early Education
Chapter 4- Rizal's Life: Higher Education and Life Abroad
Chapter 5- Rizal's Life: Exile, Trial, and Death
Chapter 6- Annotation of Antonio Morga's Sucesos de las Islas
Filipinas
 COURSE OUTLINE:

Chapter 7- Noli Me Tangere

Chapter 8- El Filibusterismo
Chapter 9- The Philippines: A Century Hence
Chapter 10- Jose Rizal and Philippine
Nationalism-Bayani and Kabayanihan
Chapter 11- Jose Rizal and Philippine Nationalism-
National Symbol
At the end of the course, the students should be able to:

1. Discuss Jose Rizal’s life within the context of 19th century Philippines.

2. Analyze Rizal’s various works, particularly the novels Noli Me Tangere

and El Filibusterismo.
3. Organize the idea into various themes.
4. Demonstrate a critical reading of primary sources.
5. Interpret the values that can be derived from studying Rizal’s life and
works.
6. Display an appreciation for education and love of country.
Grading System:
Quizzes---------------------25%

Class Standing-------------20%

Activities---------------25%

Exam--------------------30%
 CHAPTER 1: THE STUDY OF
RIZAL COURSE AND REPUBLIC
ACT
NO. 1425
AN ACT TO INCLUDE IN THE CURRICULA OF
ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES
AND UNIVERSITIES COURSES ON THE LIFE,
WORKS AND WRITINGS OF JOSE RIZAL,
PARTICULARLY HIS NOVELS NOLI ME TANGERE
AND EL FILIBUSTERISMO, AUTHORIZING THE
PRINTING AND DISTRIBUTION THEREOF, AND
FOR OTHER PURPOSES.

RA 1425:
RIZAL LAW
SECTION 1. Courses on the life, works,
and writings of Jose Rizal, particularly his
novel Noli Me Tangere and El
Filibusterismo, shall be included in the
curricula of all schools, colleges, and
universities, public or private.

RA 1425:
RIZAL LAW
SECTION 2. It shall be obligatory for all
schools, colleges, and universities to keep
in their libraries an adequate number of
copies of the original and unexpurgated
editions of the Noli Me Tangere and El
Filibusterismo, as well as of Rizal’s other
works and biography.

RA 1425:
RIZAL LAW
SECTION 4. Nothing in this Act shall be
construed as amendment or repealing
section nine hundred twenty-seven of the
Administrative Code, prohibiting the
discussion of religious doctrines by public
school teachers and other person engaged
in any public school

RA 1425:
RIZAL LAW
SECTION 5. The sum of three hundred
thousand pesos is hereby authorized to be
appropriated out of any fund not otherwise
appropriated in the National Treasury to carry
out the purposes of this Act.

RA 1425:
RIZAL LAW
SECTION 6. This Act shall take effect upon
its approval.
Approved: June 12, 1956
Published in the Official Gazette, Vol. 52,
No. 6, p. 2971 in June 1956.

RA 1425:
RIZAL LAW
SECTION 3. The Board of National
Education shall cause the translation of
the Noli Me Tangere and El Filibusterismo,
as well as other writings of Jose Rizal into
English, Tagalog, and the principal
Philippine dialects.

RA 1425:
RIZAL LAW
• There is a need to give utmost
importance to the ideals of FREEDOM,
NATIONALISM & PATRIOTISM
through an understanding of the works &
life of Rizal.
 CLARO M.
RECTO
•Under the principle of police power, the state
can require the reading of the novels to foster
better appreciation of Rizal’s times.
•Rizal inculcated civic consciousness among
Filipinos, national dignity, patriotism and
personal pride.
 SENATE BILL 438

• an act to make Noli Me Tangere and El Filibusterismo

compulsory reading matter in all public and private colleges and
universities and for other purposes
• hopes to give people knowledge about the oppression suffered
by the Filipinos during the Spanish era.
• for Filipinos to understand themselves and their country better
and realize the greatness of Rizal.
ANTI-RIZAL BILL

•Sen. Decoroso Rosales

•Sen. Mariano Cuenco
•Francisco “Soc” Rodrigo
FR. JESUS CAVANNA
• The novels belong to the past
• It would be harmful to read the novels
because they presented false picture of
conditions of the country at that time.
• Noli is an attack on the clergy, aims to
ridicule the Catholic faith.
• The novel was not patriotic because out of
333 pages only 25 contained patriotic
passages while 120 were devoted to
anti-Catholic attacks.
JOSE P. LAUREL
• Reading of Rizal’s novels and other works
including those written by other people about
him.
• Compulsion was removed in the substitute
bill. Reading of unexpurgated or original
form is required.
The Rizal Law aims to accomplish the following goals:
1. To rededicate the lives of the youth to the ideals of
freedom and nationalism, for which our heroes lived and
died.
2. To pay tribute to our national hero for devoting his
life and works in shaping the Filipino character; and
3. To gain and inspiring source of patriotism through
the study of Rizal’s lifer, works, and writings.
 th
19 CENTURY
PHILIPPINES
AS RIZAL’S
CONTEXT
• era of challenges and
responses
• period of major changes that
affect man and society
• Age of Enlightenment.
 FRAMEWORK OF
REFERENCE:

1. POLITICAL CONTEXT

2. ECONOMIC CONTEXT

3. SOCIO-CULTURAL
CONTEXT
 POLITICAL CONTEXT
• THE AMERICAN CIVIL WAR
(1861 – 1865)
✔ the political upheaval during the last
half of the 18th century

✔ The Americans were able to

overthrow their British colonial
masters to gain independence and
the status of one free nation-state.
 •THE FRENCH REVOLUTION
(1779-1789)
✔ liberty
✔ equality
✔ fraternity
✔ the struggle between
liberals and conservatives
 • FRAILOCRACY
✔ the Spanish friars were so
influential and powerful that
they practically ruled the
Philippines.
✔ ‘real conquistadors’

✔ Spanish priests was feared and obeyed by the people,

and was often kissed on the hands as a sign of respect
and of his great influence.
 • POLITICAL STRUCTURE
DURING SPANISH COLONIAL PERIOD
ECONOMIC CONTEXT
• THE INDUSTRIAL REVOLUTION

✔ this generally applied to the

extraordinary transformation in the
method of:
• production
• transportation
• communication
through the substitution of manual
labor to machine.

8
 • ENCOMIENDA SYSTEM

✔ a form of forced and unpaid labour used by

Spanish authorities and settlers in the
colonies of the Spanish Empire.

✔ the Europeans were expected to

give military protection to the
labourers and offer them the
opportunity to be converted
to Christianity by funding a parish
priest.
 • POLO Y SERVICIO

✔ was a practice employed by Spanish

colonizers for over 250 years that
required the forced labor of all Filipino
males from 16 to 60 years old for
40-day periods.
✔ The workers could be placed on any
project the Spanish wanted, despite
hazardous or unhealthy conditions.
 ✔ The Galleon Trade was a
government monopoly. Only
two galleons were used:
▪ One sailed from Acapulco to
Manila with some 500,000 pesos
worth of goods, spending 120
days at sea;
▪ the other sailed from Manila
• GALLEON TRADE to Acapulco with some 250,000
pesos worth of goods spending 90
days at sea.
• INDULTO DE COMMERCIO

✔ privilege of
provincial
governors to
engage in and
monopolize trade
Tithe –payment of the 10% of an individual’s
annual income to the government.

Sanctorum –the tax being paid as support to

the church.

Tribute –the tax or rent given to the landlord

a resident is under
 SOCIO-CULTURAL CONTEXT
• SOCIAL PYRAMID Peninsulares- full-blooded white Spaniards who
were born and raised in the Iberian Peninsula
Insulares- during the Spanish colonial rule in the Philippines.
full-blooded
Spaniards born Spanish Principalia- the ruling and usually
in the colonies Mestizos- people educated upper class in the towns of
(born in the of mixed native colonial Philippines
Philippines or Filipino and any
the Marianas). foreign ancestry. Chinese Mestizos- any person born of
a Chinese father and an Indio mother

Chinese- Sangleyes (which

meant “businessmen” or
“frequent visitors”).

Indios- native born inhabitants of

the Philippine islands.
 • PHILIPPINE EDUCATIONAL SYSTEM
1855 - Spain realized the need of establishing a system of
public education for the Indios.
- Gov. Gen. Domingo Crespo organized a Commission and
recommended remedial measures to improve elementary
education.

1861 - the Commission completed its report and forwarded it to

Spain.
1863 - the Educational Decree of 1863 was issued.
15
 PROVISIONS OF EDUCATIONAL
DECREE OF 1863

1. Establishments of Teacher Training School.

2. Government supervises the public school system.

3. Use of Spanish as medium of instruction in all

schools.

4. Establishment of one primary schools for boys and

for girls in each of major town.
16
Emphasis on Religion

Absence of Academic Freedom

DEFECTS OF
Racial Discrimination EDUCATIONAL
SYSTEM

Limited Curriculum

17
 The abuses and injustices made by the Spanish officials:
• Instability of Colonial • Mal-administration of Justice
Administration
• Racial Discrimination
• Corrupt Spanish Officials

• No Philippine • Frailocracy and

Representation to the Secularization Filipino
Spanish Cortes Priests

• Human Rights Denied to • Force Labor and

the Filipinos Excessive taxes

• Haciendas owned by
• No Equality before the law
Friars and Spanish
Officials
 CHAPTER 3
RIZAL'S LIFE: FAMILY,
CHILDHOOD & EARLY
EDUCATION
 2
RIZAL’S BIRTH

JOSE PROTACIO RIZAL MERCADO Y ALONSO REALONDA

▪ was born on Wednesday night, June 19, 1861.

▪ was named before St. Joseph and St. Protacio
▪ he was baptized three days after his birth by
Calamba’s parish priests, Fr. Rufino Collantes and
his godfather was Pedro Casanas.
 3
Ancestry of Jose Rizal (Dr. Austin
Craig)
 4

JOSE – from St. Joseph, whom his mother was a devotee

PROTACIO- from St. Protacio, the patron saint for June 19

RIZAL- adopted from Narciso Claveria’s decree; used to

avoid conflict and hostility of the Spaniards
“ricial” –means a green pasture

MERCADO- his father’s surname

ALONSO- his mother’s maiden name

REALONDA- got from the REALONDA DE ALONSO

 Rizal’s parents
5

Don Francisco Mercado

(1818-1898)

❑ was born in Biñan, Laguna.

❑ He studied Latin and Philosophy at the College of San Jose in
Manila
❑ Moved to Calamba after his parent's death.
❑ Became a tenant farmer of the Dominican-owned hacienda.

❑ Died on Jan 5, 1898

 6

Doña Teodora Alonso Y Realonda

(1826-1911)

❑ was born in Meisik, Sta. Cruz Manila.

❑ She studied at Colegio de Sta. Rosa in Manila
❑ A woman of refined culture and character, with
exemplary literary talents, the fortitude of a spartan
woman and with business ability, she managed
their store.
❑ Died on August 16, 1911
 The Rizal Children 7

Saturnina, 63 (1850-1913)
“The Second Mother”

▫ “Neneng”,
▫ she was married to Mauel T. Hidalgo of Children:
Tanauan Batangas. • Alfredo married to Aurora
Tiaoqu
▫ In 1909, Saturnina published Pascuals
• Adela married to Jose
Poblete's Tagalog translation of Noli Me Ver
Tangere • Abelardo

• Amelia and Augusto who

 8

2. Paciano, 79 (1851-1930)
“The Big Brother”

▫ He studied Latin under maestro Justiniano Cruz

attending the Colegio de San Jose in Manila.
▫ He lived and worked with Fr. Jose A. Burgos
▫ .He became an ally of the Katipunan
▫ He became a general in the revolutionary army
during the 1900's
 9

3. Narcisa, 87 (1852-1939)
“The Hospital Sister”

▫ “Sisa”, Children:
▫ she was married to Antonio Lopez (Nephew of • Emilio
Father Leoncio Lopez) • Angelica married to
▫ She was a musician and an educator from Pueblo Benito Abreu
de Morong (former name of Rizal Province) • Antonio married to
▫ She could recite from memory almost all poems Natividad Arguelles
of Jose Rizal • Isabel, Francisco,
Arsenio, and Fidela all
whom died young
 10

4. Olimpia, 32 (1855-1887)
“The Go-Between”

▫ “Ypia” or “Yepa”
▫ she was married to Silvestre Children:
Ubaldo, a telegraph operator of • Aristeo married to
Manila Leonarda Limja
• Cesario and another
▫ She died while giving birth in 1887 boy; both died young
 11

5. Lucia, 62 (185-1919)
“A Fellow-Sufferer”

Children:

• Delfina married to General

SalvadorNatividad (Delfina
▫ she was married to Mariano Herbosa (nephew helped Marcella Agoncillo in
of Father Casañas) of Calamba Laguna making the first Philippine
Flag in Hongkong)
▫ Her husband, Herbosa died of Cholera and was • Concepcion
denied of Christian burial being the
brother-in-law of Rizal • Patrocinia married to Jose
Battalone

• Teodosio married to Lucina

Vitingco
 12

6. Maria, 86 (1859-1945)
“The Confidant”

Children:
▫ “Biang”,
• Encarnacion married
▫ married to Daniel Faustino Cruz of to Rosendo Banaad
Biñan, Laguna • Mauricio married to
Concepcion
• Arguelles
• Petrona, Paz,
Prudencio, who all
died young.
 13

7. Jose Rizal, 35 (1861-1896)

▫ “Pepe”
▫ The greatest Filipino hero
▫ was born on June 19, 1861.
▫ was executed by the Spaniards on
December 30, 1896.
 14

8. Concepcion, 3 (1862-1865) “A
Dear Loss”

• “Concha”
• Died at the age of 3; her death was
Rizal's first sorrow in life
 15

9. Josefa, 80 (1865-1945)
“The Katipunera”

• “Panggoy”
• She was epileptic and died spinster
at the age of 80
• She became a member of
Katipunan
 16

10. Trinidad, 83 (1868-1951)

“The Steward”

▫ “Trining”,
▫ Last of the siblings to survive and died as
spinster too; died at the age of 83.
▫ She became a member of the Katipunan
▫ Caretaker of “Mi Ultimo Adios”
 17

11. Soledad, 59 (1870-1929)

“The Teacher”

• “Choleng”
• She was married to Pantaleon Quintero of Children:
Calamba • Trinitario married to Maria
San Mateo then married
• She became a teacher, said to have been “the Bernabe Malva (Son of
best educated” among Rizal's sisters. General Miguel Malvar)
• Luisa married to Jose
• 1929 - passed away at the age of 59 Arguelles
• Serafin and Felix who died
young
The Rizal Home 18

• one of the
distinguished stone
houses in Calamba
during the Spanish
times.
 19

Calamba was named after a big native jar. A

hacienda town which belonged to the
Dominican Order.
The first memory of Rizal, was his happy
days in the family garden when he was three
years old.
The Rizal children were bound together by
ties of love and companionship.
At the age of three, Rizal began to take part
in the family prayers.
 20
• At the age of 5, he was able to read the
Spanish Bible with help of his mother and
began to make sketches with his pencil and to
mold in clay and wax objects which attracted
his fancy.
• On his nearly 7, his father took him for a
pilgrimage to Antipolo in order to fulfill his
mother's vows which was made when he was
born.
• Sa Aking Mga Kabata (To My Fellow
Children) - Rizal’s first poem in native
language at the age of eight.
 21

His Early Education

• His early education was concentrated on 4R’s
–reading, writing, ‘rithmetic and religion.

• His mother was his first teacher

• He was taught how to read and write in Spanish.

1. Mastro Celestino - 1st private tutor

2. Maestro Lucas Padua - 2nd private tutor
3. Leon Monroy - former classmate of Rizal's father,
became his tutor; he instructed Jose in Spanish and
Latin - he died five months later.
 22

His Early Education

4. Uncle Manuel Alberto

taught him love for the open air and developed in him a
great admiration for the beauty of nature.
5. Uncle Gregorio - a scholar, instilled into the mind of
the boy for education
6. Father Leoncio Lopez - fostered Rizal's love for the
scholarship and intellectual honesty; an old parish priest of
Calamba.
 23

His Education at
Biñan

▪ He left Calamba for Biñan in June 1869, accompanied

by Paciano.
▪ Paciano brought him to the school of Maestro
Justiniano Aquino Cruz.
▪ He was awarded as “painter of the class”
 24

There were two events that took place

which brought sorrow to his life:
1. The execution of the three priests:
Gomez, Burgos and Zamora.
2. The imprisonment of his mother.
 25

∙ GomBurZa –courted the governor’s ire (Rafael Izquierdo) by

advocating the secular movement to Filipinize the Philippine
parishes and was supported by the lawyers, Joaquin Pardo de
Tavera and Antonio Ma. Regidor.
∙ February 17, 1872 – the three priests were executed in spite of
the Archbishop’s plea for clemency for their innocence.
 26

• Before June 1867 –Doña Teodora was accused, together

with her brother, Jose Alberto, as accomplices in an attempt
to poison his brother’s wife.
• Antonio Vivencio del Rosario –Calamba’s gobernadorcillo
helped her brother’s wife filed a case.
• During her arrest, Doña Teodora was forced to walk from
Calamba to Santa Cruz (50 km). She was incarcerated in
the provincial capital of Sta. Cruz where she spent two
years and a half of her life.
 MODULE 3
CHAPTER 3: Rizal’s life: Family, Childhood and Early
Education (1861-1877)
LEARNING OUTCOMES

At the end of this lesson, the students should be able to:

 Analyze Rizal’s family, childhood and early education;
 Evaluate the People and events and their influence on Rizal’s early life.

LEARNING CONTENT

TOPIC 1 – BIRTH OF RIZAL

On the moonlit night of June 19, 1861, in the lakeshore town of Calamba,
Laguna, Jose Protacio Rizal Mercado y Alonso was born. In his autobiography,
which he wrote when he was 17 years old, Rizal recounted that his mother almost died
during the delivery because of his big head.” It would have cost my mother her life had
she not vowed to the virgin of Antipolo to take me her sanctuary by way of pilgrimage.”

Three days after his birth, Rizal was baptized in the Catholic church of Calamba
on June 22, 1861 by Fr. Rufino Collantes, a Filipino priest from Batangas. His
godfather was Pedro Casañas, a native of Calamba and friend of Rizal’ family. He
was named Jose in honor of St. Joseph, the patron saint of laborers and soldiers. He
was given a second first name, Protasio, after a 4th century saint who was a bishop of
Milan.

THE RIZAL’S PARENTS

His father, Francisco Mercado Rizal (1818- 1898), an

industrious farmer whom Rizal called “a model of
fathers,” came from Biñan, Laguna. He studied Latin
and Philosophy at the College of San Jose in Manila.
In early manhood, following his parent’s death, he
moved to Calamba and became a tenant farmer of the
Dominican-owned hacienda. He was a hardy and
independent-minded man, who talked less and worked
more, and was strong in body and valiant in spirit.
 Her mother, Teodora Alonzo Quintos y Realonda
(1826-1911), was born in Sta. Cruz, Manila. She was
educated at the College of Santa Rosa, a well-known
college for girls in the city. She was a remarkable
woman, possessing intelligence, refined culture,
literary talent, business ability and fortitude. Rizal loving
said to her: “My mother is a woman of more than
ordinary culture; she knows literature and speaks
Spanish better than I. She corrected my poems and
gave me good advice when I was studying rhetoric. She
is a mathematician and has read many books.

THE RIZAL CHILDREN

God blessed the marriage of Francisco Mercado and Teodora Alonso
Realonda with eleven children-two boys and nine girls. These children were as
follows:

1. Saturnina Rizal, 63 (1850-1913) “The Second Mother”

Born as Saturnina Rizal Mercado y Alonso Realonda or

simply Saturnina Hidalgo. She was the eldest sister of Jose Rizal.
She was married to Manuel T. Hidalgo, a native and one of the
richest persons in Tanauan, Batangas. She was known as Neneng.
She died in September 14, 1913.

2. Paciano Rizal, 79 (1851-1930) “The Big Brother”

Only brother of Jose Rizal and the second child. Studied at

San Jose College in Manila; became a farmer and later a general
of the Philippine Revolution. He devotedly took care of Jose Rizal.
As Nick Joaquin said, “Without Paciano to back him up, it’s doubtful
that Rizal would have gotten as far as he reached.”
3. Narcisa Rizal, 87 (1852-1939) “The Hospital Sister”

The third child, her pet name was Sisa and she married
Antonia Lopez (nephew of Father Leoncio Lopez) at Morong, Rizal;
a teacher and musician. Like Saturnina, Narcisa helped in financing
Rizal’s studies in Europe, even pawning her jewelry and peddling
her clothes if needed. It is said that Doña Narcissa could recite from
memory almost all the poems of Rizal. Narcisa was perhaps the
most hospitable among the siblings.
4. Olimpia Rizal, 32 (1855-1887) “The Go-Between”

The fourth child. Married Silvestre Ubaldo, a telegraph

operator from Manila. Olimpia died in August 1887 at age 32 due to
childbirth. 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 Olimpia about Segunda and the sister willingly
served as the mediator between the two teenage lovers.

5. Lucia Rizal, 62 (185-1919) “A Fellow-Sufferer”

The fifth child. Married Mariano Herbosa. Charged of inciting the

Calamba townsfolk not to pay land rent and causing unrest, the
couple was once ordered to be deported along with some Rizal
family members. Mariano died during the cholera epidemic in May
1889. He was refused a Catholic burial for not going to confession
since his marriage to Lucia. In Jose’s article in La Solidaridad entitled
Una profanacion (‘A Profanation’), he scornfully attacked the friars for
declining to bury in ‘sacred ground’ a ‘good Christian’ simply because
he was the “brother-in-law of Rizal”.
6. Maria Rizal, 86 (1859-1945) “The Confidant”

The sixth child. Married Daniel Faustino Cruz of Biñan Laguna. Jose
confided to Maria about his plans of marrying Josephine Bracken
when most of the Rizal family was not open to the idea. He had also
brought up to Maria his plans of establishing a Filipino colony in
North British Borneo. Jose and Maria often wrote to each other
particularly when Jose was studying abroad.
7. Jose Rizal, 35 (1861-1896)

The second son and the seventh child. The greatest Filipino hero
and peerless genius. He was born on June 19, 1861. His nickname
was Pepe. During his exile in Dapitan he lived with Josephine
Bracken, Irish girl from Hong Kong. He was executed by the
Spaniards on December 30, 1896.

8. Concepcion Rizal, 3 (1862-1865) “A Dear Loss”

The eighth child. Died at the age of three. She is fondly called
‘Concha’ by her siblings. Jose loved most ‘Concha’ who was a year
younger than him. Jose played games and shared children stories
with her. She was Jose’s first grief as he mournfully wept when she
died of sickness in 1865. In Rizal’s memoir he wrote, “When I was
four years old, I lost my little sister Concha, and then for the first
time I shed tears caused by love and grief.”
9. Josefa Rizal, 80 (1865-1945) “The Katipunera”

The ninth child. An epileptic, died a spinster. She is nicknamed as

“Panggoy”. After Jose was executed, Josefa joined the Katipunan.
She was one of the original 29 women admitted to the Katipunan
along with Gregoria de Jesus, wife of Andres Bonifacio. They
secured the secret papers and documents of the society. The
danced and sang during meetings to confuse civil guards that the
meetings were just harmless social gatherings.

10. Trinidad Rizal, 83 (1868-1951) “The Steward”

The tenth child. Died a spinster and the last of the family
to die. “Trining” along with their mother, joined Jose in Dapitan
and resided with him in his square house during his exile. A day
before Jose’s execution, Trining and their mother visited him at
Fort Santiago prison cell. As they were leaving, Jose handed over
to Trining an alcohol cooking stove, a gift from Pardo de Taveras,
whispering to her in a language which the guards could not
understand, “There is something in it.” That ‘something’ was
Rizal’s elegy now known as “Mi Ultimo Adios.” Like Josefa and
two nieces, Trinidad joined the Katipunan after Rizal’s death.
 11. Soledad Rizal, 59 (1870-1929) “The Teacher”

The youngest child; married Pantaleon Quintero. She was

a teacher and was probably the best educated among Jose’s
sisters, which made Jose very proud of her. However, Jose
reprimanded her for getting married to Pantaleon Quintero of
Calamba without their parent’s consent. Jose was very much
against women who allow themselves to be courted outside their
homes. He said to Choleng, “If you have a sweetheart, behave
towards him nobly and with dignity, instead of resorting to secret
meetings and conversations which do nothing but lower woman’s
worth in the eyes of man. You should value more, esteem more
your honor and you will be more esteemed and valued.”

FAMILY TREE OF JOSE RIZAL

(Ancestry of José Rizal)

Note:
This does not include all of the ancestor's siblings, only the notable ones.
 THE RIZAL HOME

The house of the Rizal family,where he was born, was one of the distinguished
stone houses in Calamba during the Spanish times. It was a two-storey
building,rectangular in shape, built of adobe stones and hard-woods and roofed with
red tiles. Behind the house were the poultry yard full of turkeys and chickens and a big
garden of tropical fruit trees- atis, balimbing,chico, macopa, papaya, santol,etc.

It was a happy home where parental affection and children’s laughter reigned.
By day it hummed with the noises of children at play and the songs of the birds in the
garden. By night, it echoed with the soft notes of family prayers. Such a wholesome
home, naturally, reared a wholesome family, and such a family was the Rizal family.

TOPIC 2: CHILDHOOD YEARS IN CALAMBA

Calamba was named after a big native jar. A hacienda town which belonged
to the Dominican Order, which also owned all the lands around it. It is a beautiful
town covered with irrigated rice fields and sugar lands.
CHILDHOOD MEMORIES

The first memory of Rizal, was his happy days in the family garden when he
was three years old. Because he was a frail, sickly and undersized child, he was given
the most loving care by his parents. Another childhood memory was the daily Angelus
prayer, by nightfall, his mother gathered all the children at the house to pray the
Angelus. Rizal also remembered the night- time walk in the town, especially during
moonlit nights. The Rizal children were bound together by ties of love and
companionship. They were well-bred, for their parents taught them to love and help
one another. Of his sisters, Rizal loved most Concepcion (the little Concha). He was
a year older than her, he played with her and from her he learned sisterly love.
Unfortunately, Concha died of sickness in 1865. The death of little Concha brought
Rizal his first sorrow.

At the age of three, Rizal began to take part in the family prayers. When Rizal
was five years old, he was able to read haltingly the Spanish family bible. One of the
memorable anecdotes between the young Jose was when his mother was reading to
him a Spanish reader entitled El Amigo de los Niños (The Children’s Friend). She
noticed him not paying attention to her as she was reading the contents of the book in
Spanish. Jose instead was attracted to a pair of moths circling the flame of the oil
lamp. The smaller moth got so attracted to the flame that if flew too close, its wings
got burned and fell into the oil and died. The Story of the Moth- made the profoundest
impression on Rizal“died a martyr to its illusions”

At the age of five, Rizal began to make sketches with his pencil and to mould
in clay and wax objects which attracted his fancy. Sa Aking Mga Kabata (To My Fellow
Children) - Rizal’s first poem in native language at the age of eight. This poem reveals
Rizal’s earliest nationalist sentiment. At the age of eight, Rizal wrote his first dramatic
work which was a Tagalog comedy.
INFLUENCES ON RIZAL’S BOYHOOD

In the lives of all men there are influences which cause some to be great and
others not. In the case of Rizal, he had all the favorable influences, few other children
in his time enjoyed. Aside from his immediate family, Rizal’s three uncles added to
Rizal’s inspiration. Tio Jose Alberto- studied for eleven years in British school in
Calcutta, India and had traveled in Europe. He inspired Rizal to develop his artistic
ability. Tio Manuel- a husky and athletic man, encouraged Rizal to develop his frail
body by means of physical exercises. Tio Gregorio- a book lover, intensified Rizal’s
voracious reading of good book. Father Leoncio Lopez- the old and learned parish
priest of Calamba, fostered Rizal’s love for scholarship and intellectual honesty.

TOPIC 3: EARLY EDUCATION IN CALAMBA AND BIÑAN

At the age of three, Rizal was first taught by his mother, who was remarkable
woman of good character and fine culture. He learned from her the alphabet and the
prayers. At this stage he demonstrated superior intelligence which induced his parents
to hire tutors for him. Maestro Celestino- Rizal’s first private tutor and Maestro Lucas
Padua- Rizal’s second tutor. Later, Leon Monroy- a former classmate of Rizal’s father
became Rizal’s tutor that instructed Jose in Spanish and Latin. Unfortunately, he died
five months later.
 On June, 1869- Rizal left Calamba for Binan accompanied by Paciano. Maestro
Justiniano Aquino Cruz was Rizal’s teacher in a private school in Binan. Jose was 9
years old at that time. The school was also the house of his teacher. Rizal described
him as a tall, thin, long-necked man with a body slightly bent forward. As a teacher he
was quick to discipline his students for any infractions with a short thin stick, especially
if the wrong answer is given. This was the old system of education at that time. The
infliction of pain was made to ensure that the student remembers the lesson. Jose
became an outstanding student surpassing his classmates in Spanish, Latin, and other
subjects. He was also very popular, that some of his classmates spread rumors to
discredit him. Many times he was punished for his alleged wrongdoings. The day was
unusual when Rizal was not laid out on a bench and given five or six blows because
of fighting. Rizal’s daily life in Biñan were as follows: Heard the four o’ clock mass then
at ten o’ clock went home at once and went at school at two and came out at five. At
the end of his schooling, Maestro Justiniano recommended that Jose should be sent
to Manila. In December 17, 1870, Rizal left Binan after one year and a half of
schooling. He bade farewell to this school and his teacher. He also collected pebbles
from the river as souvenirs, knowing that he will never return to Biñan. After the
Christmas of that year Don Francisco decided to send Jose to Manila to continue his
studies.

MARTYRDOM OF GOM-BUR-ZA

Night of January 20, 1872- about 200 Filipino soldiers and workmen of the
Cavite arsenal under the leadership of Lamadrid, Filipino sergeant, rose in violent
mutiny because of the abolition of their usual privileges, including exemption from
tribute and polo (forced labor) by the reactionary Governor Rafael de Izquierdo. The
Spanish authorities, in order to liquidate Fathers Mariano Gomez, Jose Burgos, and
Jacinto Zamora leaders of the secular movement to Filipinize the Philippine parishes,
and their supporters magnified the failed mutiny “into” a “revolt” for Philippine
independence. Fathers Mariano Gomez, Jose Burgos and Jacinto Zamora were
executed at sunrise of February 17,1872, by order of Governor General Izquierdo. The
martyrdom of Gom-Bur-Za in 1872 truly inspired Rizal to fight the evils of Spanish
tyranny and redeem his oppressed people. Rizal dedicated his second novel, El
Filibusterismo, to Gom-Bur-Za.

INJUSTICE TO RIZAL’S MOTHER

Before June of 1872, tragedy struck the Rizal family. Dona Teodora was
suddenly arrested on a malicious charge that she and her brother, Jose Alberto, tried
to poison the latter’s deceitful wife. She was forced to walk from Calamba to Santa
Cruz (capital of Laguna province), a distance of 50 kilometers. Dona Teodora was
incarcerated at the provincial prison, where she languished for two years and a half.
Recounting this incidence of his mother’s imprisonment, Rizal said in his student
memoirs: “Our mother was unjustly snatched away from us and by whom? By some
men who had been our friends and whom we treated as honored guests.”

TOPIC 4: AT THE ATENEO MUNICIPAL (1872-1877)

The Ateneo Municipal is a college under the supervision of the Spanish Jesuits.
It was formerly Escuela Pia (Charity School), a school for poor boys in Manila which
was established by the city government in 1817. On June 10, 1872, Rizal
accompanied by Paciano went to Manila. Father Magin Ferrando who was the college
registrar, refused to admit Rizal in Ateneo for two reasons: (1) he was late for
registration (2) he was sickly and undersized for his age. Through the intercession of
Manuel Xerez Burgos, Rizal was reluctantly admitted at the Ateneo. Jose was the first
of his family to adopt the surname “Rizal”. He registered under this name at Ateneo
because their family name “Mercado” had come under the suspicion of the Spanish
authorities. At the time Jose studied in the Ateneo, this college was located in
Intramuros 25 minutes’ walk from the college.

JESUIT SYSTEM OF EDUCATION

The system of education given by the Jesuits in the Ateneo was more advanced
than that of other colleges in that period. It trained the character of the student by rigid
discipline and religious instruction. It promoted physical culture, humanities, and
scientific studies. Aside from academic courses leading to the degree of Bachelor of
Arts, it offered vocational courses in agriculture, commerce, mechanics and surveying.
The students heard Mass in the morning before the beginning of the daily class.
Classes in every subject were opened and closed with prayers.

Students were divided into two groups: Roman Empire- consisting of internos
(boarders) and the Carthaginian Empire- composed of the externos (non-boarders).
The empires had ranks: Emperor- the best student in each “empire, Tribune- the
second best, Decurion- the third best, Centurion-the fourth best and the Stand-bearer-
the fifth best. Between empires they fought for intellectual supremacy. Within in the
“empire” the students fought for these positions by challenging the ones holding the
ranks to answer questions based on the day’s lesson.

FIRST YEAR IN ATENEO (1872-1873)

Father Jose Bech was Rizal’s first professor in Ateneo. To improve his Spanish,
Rizal took private lessons in Santa Isabel College during the noon recesses when
other students were playing or gossiping. He paid three pesos for those extra Spanish
lessons. Being a newcomer and knowing little Spanish, Rizal was placed at the bottom
of the class. He was an externo, hence he was assigned to the Carthaginians,
occupying the end of the line. After the first week, the frail Calamba boy progressed
rapidly. At the end of the month, he became “emperor”. He was the brightest pupil in
the whole class, and he was awarded a prize, a religious picture. He was proud of it
because it was the first prize he ever won at the Ateneo.

In the second half of his year in the Ateneo, he did not try enough to retain his
academic supremacy which he held during the first half of the term because he
resented some remarks of his professor. He placed second at the end of the year,
although all his grades were still marked “Excellent”. At the end of the school year in
March, 1873, Rizal returned to Calamba for summer vacation. He did not enjoy his
vacation because his mother was in prison. Without telling his father, he went to Santa
Cruz and visited his mother in prison. He told her of his brilliant grades at the Ateneo.
She gladly embraced her favorite son. When the summer vacation ended, Rizal
returned to Manila for his second year term in Ateneo.

SECOND YEAR IN ATENEO (1872-1873)

Nothing unusual happened to Rizal during his second term in the Ateneo,
except that he repented having neglected his studies the previous year. To regain his
lost class leadership, he studied harder. Once more he became “emperor”. At the end
of the school year, Rizal received excellent grades in all subjects and a gold medal.
With such scholastic honors, he triumphantly returned to Calamba in March, 1874 for
the summer vacation.

PROPHECY OF MOTHER’S RELEASE

Rizal lost no time in going to Santa Cruz in order to visit his mother in the
provincial jail. He cheered up Doña Teodora’s lonely hearth with news of his scholastic
triumphs in Ateneo and with funny tales about his professors and fellow students. His
mother was very happy to know that her favorite child was making such splendid
progress in college. In the course of their conversation, Doña Teodora told her son of
her dream the previous night. Rizal, interpreting the dream told her that she would be
released from prison in three months’ time. Barely three months passed, and suddenly
Doña Teodora was set free. By that time, Rizal was already in Manila attending his
classes at the Ateneo.

TEENAGE INTEREST IN READING

It was during the summer vacation in 1874 in Calamba when Rizal began to
take interest in reading romantic novels. As a normal teenager, he became interested
in love stories and romantic tales. The Count of Monte Cristo by Alexander Dumas-
the first favorite novel of Rizal which made a deep impression on him. As a voracious
reader, he read not only fiction, but also non-fiction. The Universal History by Ce sar
Cantu- Rizal persuaded his father to buy him this costly set of historical work that was
a great aid in his studies and enabled him to win more prizes in Ateneo. Later Rizal
read the book of Dr. Feodor Jagor- He wrote Travels in the Philippines. Rizal was
impressed in this book because of (1) Jagor’s keen observations of the defects of
Spanish colonization, (2) his prophecy that someday Spain would lose the Philippines
and that America would come to succeed her as colonizer.

THIRD YEAR IN ATENEO (1874-1875)

When Rizal returned for his third year, his mother was released from prison. He
was able to concentrate more on his studies. However, at the end of the year, he
remained dissatisfied even as his grades remained excellent. He won only a single
medal in Latin as his Spanish classmate beat him in speaking Spanish. At the end of
the school year (March 1875), Rizal returned to Calamba for the summer vacation.

FOURTH YEAR IN ATENEO (1875-1876)

After a refreshing and happy summer vacation, Rizal went back to Manila for
his fourth year course. On June 16, 1875, he became an interno in the Ateneo. One
of his professors this time was Fr. Francisco de Paula Sanchez- a great educator and
scholar, one of Rizal’s professors who inspired him to study harder and to write poetry.
Rizal was highest in all subjects and won five medals at the end of the school term.
He was the most brilliant Atenean, he was truly “the pride of the Jesuits”. On March
23, 1877- Commencement Day, Rizal, who was 16 years old, received the degree of
Bachelor of Arts, with highest honors.

EXTRA-CURRICULAR ACTIVITIES

Rizal, unsurpassed in academic triumphs, was not a mere bookworm. He was

active in extra-curricular activities. An “emperor” inside the classroom, he was a
campus leader outside. He was an active member later secretary, of a religious
society, the Marian Congregation. He was accepted as member of this solidarity not
only because of his academic brilliance but also because of his devotion to Our Lady
of the Immaculate Conception, the college patroness. Rizal was also a member of the
Academy of Spanish Literature and the Academy of Natural Sciences. These
“academies” were exclusive societies in the Ateneo, to which only Ateneans who were
gifted in literature and sciences could qualify for membership.
POEMS
It was Dona Teodora who was first discovered the poetic genius of her son, and
it was also she who first encouraged him to write poems. However it was Father
Sanchez who inspired Rizal to make full use of his God-given gift in poetry.
Some examples of his writings when he was at Ateneo:
 1874- Mi Primera Inspiracion (My First Inspiration), the first poem Rizal
probably wrote during his days in Ateneo which was dedicated to his mother on her
birthday; Rizal wrote it before he was 14 years old.

1876, Rizal wrote poems on various topics-religion, education, childhood

memories and war. Below are some of his outstanding poems:

1. Un Recuerdo a Mi Pueblo (In Memory of My Town)- a tender poem in honor

of Calamba, the hero’s natal town, Rizal was 15 yrs old when he wrote this poem;

2. Alianza Intima Entre la Religion y la Buena Educacion (Intimate Alliance

Between Religion and Good Education)- Rizal showed the importance of religion in
education;

3.San Eustacio, Martir (St. Eustace, the Martyr)- a drama based on the prose
story of St. Eustace which he wrote in poetic verses during the summer vacation of
1876 and finished it on June 2, 1876.

PAINTINGS AND SCULPTURAL WORKS

Aside from writing poetry, he devoted his spare time to fine arts. He studied
painting under the famous Spanish painter Agustin Saez, and sculpture under
Romualdo de Jesus, noted Filipino sculptor. Both art masters honored him with their
affection, for he was a talented pupil.

FIRST ROMANCE OF RIZAL

Rizal was linked to numerous women

in his day, but the first love he ever had,
according to his diary Memorias de un
Estudiante de Manila, was Segunda
Katigbak. He details his feelings for her and
documents their correspondence, which is
something many of us can relate with. These
were the three words Rizal used to describe
the 14-year-old Katigbak in his diary. “She is
not the most beautiful woman I had ever
seen,” writes Rizal somewhat harshly, “but I
blushed every time she looked at me,” he
concedes. “I have not met anyone more
alluring and beguiling.”Coincidentally, Katigbak attended the same school as Rizal’s
sisters, Colegio de la Concordia. Many times, Rizal visited Katigbak at La Concordia
under the pretense of visiting his sisters there.

Despite the many times they rendezvoused, Rizal and Katigbak never became
official, writes Ocampo. Rizal suspected the latter was already engaged, which was a
mistake. He decided to stay away from Katigbak and made excuses for himself. In his
youth, Rizal was also naïve about the qualities of real love, equating it with physical
attractiveness and wealth. “I shut my heart out to love,” writes Rizal in his diary, “I am
not rich and I am not handsome; I am neither sophisticated nor attractive,” he
continues. “Until I see more proof that she loves me, I will not commit to her or tell her
that I love her.” Their relationship ended when Katigbak was instructed by her father
to return to their family’s province in Laguna.

The last time they ever met was at a fiesta in Laguna, when Rizal, astride his
horse, rode up to Katigbak. She'd expected him to get down, talk, and have a good
time. However, Rizal became immobile and speechless.“I said nothing. All I did was
take off my hat,” he confesses in his diary. “The same thing happens to me at the most
trying times of my life! I become too slick, speechless, and overcome with emotions.”
Rizal’s first romance was ruined by his own shyness and reserve.
 Chapter 3.2
RIZAL’S LIFE: FAMILY,
CHILDHOOD AND EARLY
EDUCATION
(Ateneo and UST)
 Ateneo de Municipal
• Began in 1859 with three Jesuit priests and a
brother.
• The Escuela Municipal de Manila eventually
became the Ateneo Municipal de Manila in 1865.
• Fr. Jose Clos, S. J. decided to drop ‘Municipal’ from
the Ateneo’s official name, and it has since been
known as the Ateneo de Manila.
• It was a college under the management of the
Spanish Jesuits and later became Ateneo de Manila
which was managed by competent educators and
acquired a prestigious name as an excellent college
for boys.
∙ Rizal entered the school accompanied
by his brother, Paciano.

∙ At first, he was refused to be admitted

at Ateneo for two reasons:
a. he was late for registration;
b. because he was sickly and frail as he
looked undersized for his age at eleven.
 The Jesuit Educational
System

∙ One of the objectives is to develop the child academically (physical

culture, humanities and science) which he was enrolled.

∙ They offered courses in agriculture, commerce,

mechanics and surveying.

∙ Religion was emphasized trough masses every

morning before the beginning of the class and prayers
before and after class sessions.
• The students were divided into two camps:
• internos (boarders) –designated as the “Roman
Empire"
• externos (non-boarders) –“Carthaginian Empire”
• Emperor- the best student in each \
• empire
• Tribune- the second best
• Decurion- the third best
• Centurion-the fourth best
• Stand-bearer- the fifth best
 His Four Years in Ateneo
de Manila
• FIRST YEAR (1872-1873)
o His first professor was Fr. Jose Bech.
o He was an externo, occupying the end of the line.
But at the end of the month, he became an emperor
of his empire.
o He was the brightest student and was awarded a
religious prize.
o He took private lessons in Sta. Isabel College during
noon recesses to improve his Spanish language.
 SECOND YEAR (1873-1874)

o At the end of the school year, Rizal received excellent

grades in all subjects and a gold medal.
o His first favorite novel was The Count of Monte Cristo which
made a deep impression on him.
o He also read historical works by Cecar Cantu (The Universal
History) which greatly helped him in his studies.
o He also read Travels in the Philippines by Dr. Freodor
Jagor.
 THIRD YEAR (1874- 1875)

o His grades remained excellent in all subjects but

he only got one medal –in Latin.

o At the end of the school year, he returned to

Calamba for the summer vacation and he
himself was not impressed by his scholastic
work.
 FOURTH YEAR (1875-1876)

o He became an interno
o Padre Francisco de Paula Sanchez, a great educator
and scholar inspired him to study harder and to wrote
poetry and was described as “model of uprightness,
earnestness and love for the advancement of his pupils”
o He topped in all his subjects and got five medals.
 Last Year in Ateneo

o He was the most brilliant Atenean at his time and was a

pride of the Jesuits.
o He graduated with the highest honor at the age of
sixteen with the degree of Bachelor of Arts.
o He was one of nine hailed as sobresaliente in his
graduating class of twelve.
o Early morning on his graduation, he prayed hard to Virgin
Mary to commend his life and protect him as he step into
the world.
 EXTRA-CURRICULAR
ACTIVITIES
o He was an active member, later secretary of
Marian Congregation because of his academic
brilliance and devotion to Our Lady of
Immaculate Conception, the college patroness.

o He was also a member of the Academy of

Spanish Literature and the Academy of Natural
Sciences.
 HIS FIRST ROMANCE
∙ He experienced his first romance with Segunda
Katigbak, a pretty 14-year old Batangueña, and
an attractive girl who mysteriously caused his
heart to palpitate with estranged ecstasy. He
came to know Segunda more intimately during
his weekly visit to La Concordia College.
 MEDICAL STUDIES AT THE
UNIVERSITY OF STO. TOMAS
 ∙ His mother opposed him to acquire higher education
because of her fear that Rizal’s ability and knowledge
may adversely affect his future.
∙ In spite of his mother’s opposition, he took a
year’s course in Philosophy and Letters for two
reasons:
a. his father liked the course;
b. he was at a loss of what career to pursue.
• He enrolled perito agrimensor (expert surveryor) in
Ateneo.
 HIS FIRST YEAR

▪ He first experienced the

brutality of a Spanish officer
because he didn’t recognized
the man he met who
incidentally was a lieutenant
of the Guardia Civil and
o failed to greet
His grades or give
were him
all excellent
courtesy.
but not maintained when he
transferred to the medical
course, garnering an
excellent grade in only one
subject.
• After completing his first year, Rizal
decided to take up medicine as his
university course. This change of heart
was due to two factors:
a. Father Ramon Pablo, rector of the
Ateneo, had advised him to pursue the
course.
b. Rizal's mother had failing eyesight and
he thought he owed it to her to become a
doctor and cure her condition.
∙ He received varied grades in all his subjects until he reached his
fourth year.
∙ It was after his fourth year that he decided to study
in Spain and was supported by his other siblings
and other relatives.
∙ He left for Spain without his parent’s permission
and neither did he confide to Leonor Rivera, his
girlfriend nor the Spanish government of his
decision to go to Spain for medical schooling.
∙ There were other reasons for Rizal’s desire to go to
Spain and had something to do with political
reasons.
 Chapter 4
RIZAL’S LIFE:HIS LIFE ABROAD
HIS SECRET MISSION
∙ To observe ∙ Such secret ∙ This is the first
keenly the life mission is time in his life
and culture, evident in his that there is an
languages and letter to his explicit
customs, parents begging statement of his
industries and forgiveness for involvement of
commerce, his hasty the plan to gain
governments departure political freedom
and laws of the without their for his country.
European permission.
countries.
May 03, He left on board the 6 May 1882
1882 vessel Salvadorra bound He played chess with the
for Singapore. passengers on board.

May He got seasick on board 8 May 1882

1882 the boat. He saw mountains and
Islands.

5 May He conversed with the 9 May 1882

1882 passengers of the ship; he Rizal arrived at Singapore.
was still feeling sea-sick.
10 May 1882 13 May 1882
He went around the town of Singapore
and maid some observations Rizal was seasick again.

11 May 1882
In Singapore, at 2 p.m., Rizal boarded the
14 May 1882
boat Djemnah to continue his trip to Rizal had a terrible dream.
Spain. He found the boat clean and well
kept.

12 May 1882 May 15 1882

He had a conversation with the Rizal had another disheartening
passengers of the boat. dream about his parents.
 27 May 1882
17 May 1882
He landed at Aden at about 8:30 a.m. He
Rizal arrived at Punta de Gales. made observation at the time.

18 May 1882 2 June 1882

At 7:30 a.m., he left Punta de Gales for He arrived at the Suez Canal en route to
Colombo. Marseilles.

3 June 1882
26 May 1882
He was quarantined on board the
Rizal was nearing the African coast.
Djemnah in the Suez Canal.
6 June 1882
It was the fourth day at Suez Canal
and was still quarantined on board
of the boat. 13 June 1882
Early on the morning he
7 June 1882 landed at Marseille and
Rizal arrived at Port Said and
boarded at the Noalles Hotel.
described his trip.
Later he walked around for
observation.
11 June 1882
Rizal disembarked and, accompanied
by a guide, went around the City of 15 June 1882
Naples for one hour. He left Marseille for
12 June 1882 Barcelona in an express train.
At ten o’clock in the evening, the
boat anchored at Marseille. He slept
on board.
 S PA IN
VE L FOR
IS TR A
H
∙ His departure was known only to a few
friends and some Jesuit priests who gave
him recommendation to the members of
their society in Barcelona.

∙ He used the name Jose Mercado, a cousin

from Biñan.
∙ He met his former classmates at Ateneo
who gave him information on the
beautiful spots of the city.
∙ While in Barcelona, he received news that
cholera was spreading in Manila and many
people had died and were dying daily.
∙ He was informed the sadness of Leonor Rivera
because of his sudden departure.
∙ He left Barcelona for Madrid to finish his medical
course in the fall of 1882.
HIS LIFE IN MADRID
∙ He continued his medical studies in the
Universidad Central de Madrid in two courses:
• Medicine
• Philosophy and Letters.
∙ He led a Spartan life in Madrid.
∙ He spent his extra money on books and was able
to build a library of his own.
∙ His first summer was spent seeing Paris and staying there for a
period of more than 60 days at the Hotel de Paris. He described
Paris as the “costliest capital in Europe”.
∙ In March 1883, he joined the Masonic lodge called Acacia in
Madrid and became a Master Mason on 1890.
∙ In spite of the problems that he faced, he was able to complete
his studies on June 21, 1884 receiving the degree of Licenciate in
Medicine and continued working for the Doctor of Medicine.
• It was in Berlin, despondent in his
poverty and hunger, but later
became happy, that his first novel
Noli Me Tangere came off the press
with the help of Dr. Maximo Viola,
a rich friend from Bulacan.
HIS TRAVELS IN EUROPE
• He left Madrid and
Germany to specialize in
ophthalmology having in his
mind his mother’s eye
ailment and served as an
assistant to a famous
European oculist and later
travelled to various places
in Europe continuing his
“secret mission”.
IN PARIS
∙ On his way to Paris, he stopped at Barcelona to
meet his old acquaintances.
∙ He worked for four months as an assistant to
Dr. Louis de Weckert, a leading French
ophthalmologist.
∙ He also socialized during his off hours by visiting
friends such as Pardo de Taveras, artists Juan
Luna and Felix Resureccion Hidalgo and
oftentimes stayed in Luna’s studio. He once
modeled for the paintings “The Death of
Cleopatra” and “The Blood Compact”
IN HEIDELBERG
∙ He worked at the University Eye Hospital as an
assistant to Dr. Otto Becker.
∙ During weekends, he would go around the city,
observing their customs and culture and noticed
that in spite of their religious differences, half
were Catholics and half were Protestants, the
lived hamoniusly.
∙ He wrote his poem “A Las Flores de Heidelberg”
inspired by the blooming flowers along the cool
banks of the Neckar River, which reminded him
of the flowers at home in Calamba.
 ∙ He heard of Professor Ferdinand
Blumentritt, who was to become his
best friend in the future.

∙ He left Heidelberg for Leipzig at the eve of the fifth

centenary celebration of the famous University of
Heidelberg; feeling sad as he had learned to love the city
and its people as well.
 IN LEIPZIG
∙ He met the famous German anthropologist,
Dr. Hans Beyer and listened to his lectures
with Prof. Friedrich Ratzel, a German
historian.
∙ He found staying in Leipzig practical, noted that the cost
of living in the city was cheapest, working for two months
as a proofreader in a publisher’s firm.
∙ He then left for Berlin, feeling more comfortable in its
peaceful environment and its absence for racial prejudice.
∙ He met Dr. Feodor Jagor, a famous German
scientist and author of Travels in the Philippines.
∙ He became a member of various societies in
Berlin such as the Anthropological Society,
Ethnological Society and the Geographical
Society of Berlin upon the recommendations of
his German friends.
• Rizal lived a frugal and orderly life in Berlin pursuing goals
not only for himself but also a person with a “mission”. He
lived in Berlin for the following reasons:
a. to gain further knowledge in ophthalmology;
b. to further his studies of the sciences and languages;
c. to associate with famous scientists and scholars;
d. to observe economic and political conditions in the
country; and to publish his novel, Noli Me Tangere.
 ∙ He proceeded to Vienna and saw the “beautiful blue
Danube”, churches and museums, art galleries, theaters and
public parks.
∙ His travels with Dr. Viola was from Vienna ->Lintz ->Rheinfall
->to other beautiful cities of Germany such as Munich and
Nuremberg ->Switzerland visiting Bern, Lussane and Geneva.
 FIRST MEETING WITH BLUMENTRITT
∙ Dr. Blumentritt was proud of Rizal and brought him
to various places, historical spots and many more.

∙ It was during his travel to

Leitmeritz that he met another
renowned scientists.
∙ Rizal had wonderful time and beautiful memories of
his meeting and spending moments with the
Bluementritts, and he felt sad at leaving the family,
who were in tears when he left, as he departed for
Prague.
• His happy tour of Europe was
marred by news from his friends
in Madrid that there was an
Exposition of the Philippines
held in Spain.

∙ He ended his tour in Italy and

visited the Vatican and after his
long journey of five years in
Europe and in foreign land, he
prepared for his trip home to
the Philippines.
HIS HOMECOMING
∙ He arrived in the Philippines on August
1887 and proceeded to Calamba,
presumably to live a quiet life as a country
doctor.
∙ He came home for the following reasons:
o to operate on his mother’s eyes;
o to assuage his loneliness for his family;
o to find out for himself how the Noli Me
Tangere affected the people in the Philippines;
o to serve his people; and
o to determine the cause of Leonor Rivera’s
silence.
∙ His homecoming was a very happy one for himself and his family
and for quite a while lived peacefully, opening a medical clinic
which became a very popular and where many people from
different walks of life sought relief and cure.
∙ He opened a gymnasium for the young people and introduced the
European sports of fencing and shooting.
∙ He however failed in one mission and that concerned his love life
with Leonor Rivera.
∙ He saw the effects brought about by his novel on the Spanish
government that he was invited to Malacañang to answer
questions regarding the “subversive ideas” in his novel.
∙ Governor General Emilio Terrero read the novel and found no
subversive ideas in it and not satisfied with the assessment
and judgement of the Dominican priests.

∙ The action of the government made the book more popular

and all copies were sold but this made Rizal and his friends
apprehensive and uneasy, although there were no massive
threats.
∙ The novel was not only controversial but popular that it
reached Spain and was the subject of debate in the Senate
of the Spanish Cortes.
∙ A tragedy marked this period with the death of his older
sister, Olimpia and the persistence of a rumor widely
spreading fast.
∙ Because of his reports as an aftermath of the issue on
friar estates, the Gov.Gen, his family and friends advised
him to leave the country for his own good and to escape
the fury of his enemies.