POLITICAL VIEW OF RIZAL

•In Rizal’s political view, a conquered country

like the Philippines should not be taken
advantage of but rather should be developed,
civilized, educated and trained in the science
of self-government.•
•In his essay “The Philippines: A Century
Hence,” contains predictions on the
possible future of the Philippines within
a hundred years:
• 1. that the Philippines would stay a
Spanish colony provided its citizens
receive not only the rights and privileges
of citizens of the Spanish crown, but also
the inherent rights of a human being;
• 2. that the Philippines will inevitably rise in
revolt against Spain if continuously exploited
and abused;
• 3. and that the Philippines may be
conquered by other nations after Spains
presence in the country is extinguished.
 BASIC POLITICAL REFORMS:
• 1. The restoration of Filipino representation to
the Spanish Cortes and freedom of the press
• 2. Reorganization of the administrative
machinery
• 3. Adoption of comprehensive examination and the
publication of its results and allowing Filipinos to
have same opportunity with the Spaniards to hold
government office.
• 4. Justice is the foundation of society and the government.
• 5. Rizal’s Concept of Government and Politics Max Weber
defines government as “monopoly of the legitimate use of
physical power” In which is UNFAIR says Rizal. Its emphasize
is the corruption of the Spanish bureaucrat. Rizal wrote: “In
order to govern people he does not know or understand, he
ought to possess the talent of a genius and extraordinary
knowledge.”
 RIZAL’S DEFINITION OF BASIC
POLITICAL TERMS1
• Political Culture - is a set of ideas, values and attitudes about
government and political process held by a community or nation.
• 2. Political Socialization – defined as the process by which people at
various stages of their lives, acquire views and orientation about
politics.
• 3. Political Ideology – is a comprehensive and logically ordered set of
beliefs about the nature of people and bout the institutions and role of
government.
• 4. Nationalism – is the idea of oneness by a group of people who
possess common traditions, a shared history, a set of goals, and a
belief in a specific future.
• 5. Representative Government – is the
notion that the people have an inherent
right to sit in a chamber that determines
their future.
• 6. Democracy – a government in which
all power is shared by citizens is labeled a
democracy.
DEVELOPMENT OF FILIPINO
NATIONALISM
• This topic gave their own views and definition
of the term. But a great number of them
agreed on the concept of nationalism as the
consciousness of belonging together in a
group of people who have to share a
common experience, culture, ideals,
allegiance and perhaps language.
• Discussing this topic, one should also consider the
three basic factors of nationalism, namely:
• 1. Area a territory must be separated from other
territory by a natural boundary;
• 2. Religion a kind of religion that unites the people
into one group; and
• 3. Race must belong to a distinct group.
• In the Philippines, if we trace the beginning of this
nationalistic spirit we could say that it started way
back in the year the first Spaniard set foot on the
land, history had presented us how Lapu-Lapu, one
of the early chieftains in the island who had fought
the Spaniards to defend and safeguard his own
people and land. But was that action an act of
nationalism given the definition just cited above?
• Then again in the 1800s, the nationalist movement re-
appeared in the Philippines resulting to the martyrdom of
the three Filipino priests: Burgos, Gomes and Zamora, in
1872.
• The revolution that broke out in August 1896 has the spirit of
nationalism in every aspect of its goal and action. It is
considered the climax of the nationalist movements in the
Philippines during the Spanish occupation of almost four
hundred years of tyrannical rule.
• The Americans ruled the country for almost half a
century. During this period nationalistic topics were
almost always the subject of the periods most
popular leaders and journalist like Teodoro Kalaw,
who created a controversy when he wrote the
editorial of El Renacimiento, titled Aves de
Rapia(Birds of Prey). This editorial criticized and
lambasted an American officer and the government
of the United States.
• The late Professor Teodoro A. Agoncillo, a noted Filipino historian,
considered this controversy as the height of Filipino nationalism
during the first decade of the American rule
• The nationalistic spirit of the different leaders of Filipinos of the
1930s, like those of Quezon, Osmena and Roxas led to the
approval of the Tydings-McDuffie Law,
• an act granting the Philippines an independence, after a period of
ten years transition. The act was passed by the Congress of the
United States of America.
• On November 15, 1935, the Commonwealth of the Philippines was
inaugurated with Manuel L. Quezon as president. Although the status of the
Philippines was semi-independent, nevertheless, the Filipinos controlled the
Philippine government machinery completely.
•
On the sixth year of the Philippine Commonwealth government the war in the
Pacific broke out and Manila was occupied by the Japanese on January 2,
1942.
• The Japanese stayed for three years. The country suffered hunger and brutal
treatment from the Japanese conquerors.
• For the third time, Filipino nationalism was aroused by a foreign
invader. But unlike the nationalism of 1896 and of 1899, which
was mainly for independence and freedom, that of the Japanese
occupation was to pave the way for the return of the American
troops in the Philippines.
• Filipino nationalism maybe said to have waned after the war.
Thus, resulted to the signing of the Military Bases Agreement and
the Military Assistance Pact on March 14, 1947. In 1951, the
Mutual Defense Treaty was concluded between the Philippines
and the United States
• It is quite ironic to note that the treaties and agreements
with the United States were disadvantageous to the
Philippines, and yet the then leaders of the country
consented on the terms written and dictated by the
Americans.
• The reason behind this was the heavy destructions
wrought by the just concluded war and the people, as well
as their leaders, were still demoralized
• After the signing of the Mutual-Defense Treaty in 1951, Filipino
nationalism was said to be re-awakened.
• Senator Claro M. Recto, a noted nationalist, man-of-letters,
patriot, jurist, and statesman started the crusade against Filipino
pro-Americanism and American encroachment on Filipino
sovereignty
• In one of his speeches, he said that the foreign policy of the
Philippines that follow Americas dictate lead to the detriment over
the country's Asian Foreign policy
• The nationalistic spirit of Recto was best revealed in his speech on April 17,
1951 at the commencement exercise at the University of the Philippines
where he talked about Our Mendicant Foreign Policy.

He criticized the American policy of making Philippine independence a joke

and the Philippine policy of accepting American imposition without protest. In
criticizing the Americans, Recto also, realized that the Americans is not the
only one to blame but also the Filipinos, themselves, because according to
him Filipinos were very passive in dealing with the Americans, an
observation that even the current administration is showing the world.
• There was a time that Filipino nationalism was best identified as
anti-Americanism because in the foreign relation of the
Philippines and of all the aliens that are present in the country, it
seemed that the Americans were still in control of the economy of
the Philippines, even its politics, even to this day.
• As history tells us, more nationalist groups were organized in
order to show their nationalist sentiments against the Americans,
now the enemy seems to be the Chinese.
• Students in Philippine colleges and universities have been vocal
and aggressive in their participation in the development of Filipino
nationalism. Unlike the students of the 1930s who seldom
participated in any discussion on the question pertaining to
national interest.
• Professor Teodoro A. Agoncillo considered then contemporary
students, particularly those of the University of the Philippines
continued to lead the movement against the policy of the United
States in the Philippines.
• There was time during the summit conference in 1966 that forty-one students
were hailed into the court for alleged breach of peace and order, as a result
of the demonstration of the different students from various schools and
universities in Manila.
• . This demonstration was considered as one of the biggest demonstration
ever held in Manila. It was joined by various nationalist movements like
the Kabataang Makabayan youth organization and other labor groups
• During the second anniversary of the founding of the nationalistic Kabataang
Makabayan on November 30, 1966, Supreme Court Justice Jesus Barrera, a
soft spoken but brilliant liberal jurist said in his speech dealing with
nationalism and civil liberties
• It seems to me that the ultimate goal of nationalism is the freedom
and ability of one nation to determine by itself its own destiny and
formulate for itself its own national policies
• Any nation that seeks protection from or permits intervention by
another nation in the conduct of its domestic or foreign affairs
cannot be said to be truly independent, irrespective of its political
status.
• In a situation such as this protected or intervened state attains a
top priority
• In February 1967, the Movement for the Advancement of
Nationalism (MAN) was founded. Nationalists from all
walks of life became members of this very popular
nationalistic organization.
• Among the members were noted nationalist Senator
Lorenzo Taada, J. V., Cruz, a respected newspaperman,
Antonio Araneta, Jose Lapuz, to mention a few. The spirit
of nationalism was clearly written in the principles and
objectives of the organization.
 THESE OBJECTIVES GUIDED MAN
• 1) the principle of national self-determination and self-reliance in
all aspects of our national life;
• 2) the principle of democratic power of the people;
• 3) the principle of nationalistic industrialization and basic agrarian
reform as a necessary correlative;
• 4) the principle of national dignity, cultural identity and Filipino
oriented education; and
• 5) the principle of independent foreign policy.
• The importance of nationalist orientation of Filipinos was echoed
in a graduate seminar on Philippine nationalist tradition, held in
the UP, many years ago. The late Leopodlo Y. Yabes, a professor
and chair of the Department of Filipino and Philippine Literature,
expressed his ideas: healthy national growth can be achieved
only when we follow the nationalist orientation the tradition
handed down to us by our leaders of the reform, revolutionary
and post-revolutionary periods of our national history, particularly
Rizal and Plaridel, Bonifacio and Aguinaldo, Mabini, Luna,
Osmea and Quezon, Palma and Abad Santos, and Laurel and
Recto.
 REPUBLIC ACT 1425
• 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.
What is Republic Act 1425 or Rizal Law? - House Bill No.
5561 - Senate Bill No. 438. - It is commonly known as the
Rizal Act, established on 12th of June 1956 by Senator
Claro M. Recto. - It requires the curricula of private and
public schools, colleges and universities courses to
include, works and writings of Jose Rizal, particularly his
novels Noli Me Tangere and El Filibusterismo. - It was
made effective on August 16, 1956.
• Rizal Law (Republic Act No. 1425) As stated in the
preamble of RA 1425/Rizal Law; “Whereas, today more
than other period f or history, there is a need for a re-
dedication to the ideals of freedom and nationalism for
which our heroes lived and died.” “Whereas, all
educational institutions are under the supervision of, and
subject to regulation by the State, and all schools are
enjoined to develop moral character, personal discipline,
civic conscience, and to teach the duties of citizenship.”
• -The purpose of Batas Rizal is to
rekindle the flame of nationalism in
the hearts of the Filipino, particularly
the youth. We are forgetting what our
patriots have done and given to fight
for our freedom
THE MAKING OF A LEADER: JOSE
RIZAL
 RIZAL’S LIFE

• José Rizal, in full José Protasio Rizal

Mercado y Alonso Realonda, (born June 19,
1861, Calamba, Philippines—died December
30, 1896, Manila), patriot, physician, and man
of letters who was an inspiration to
the Philippine nationalist movement
• The son of a prosperous landowner, Rizal was
educated in Manila and at the University of Madrid.
A brilliant medical student, he soon committed
himself to the reform of Spanish rule in his home
country, though he never advocated Philippine
independence. Most of his writing was done in
Europe, where he resided between 1882 and 1892.
 THE MERCADO - RIZAL FAMILY
• The Rizals is considered one of the biggest families during their time. Domingo
Lam-co, the family's paternal ascendant was a full-blooded Chinese who
came to the Philippines from Amoy, China in the closing years of the 17th
century and married a Chinese half-breed by the name of Ines de la Rosa.

Researchers revealed that the Mercado-Rizal family had also traces of

Japanese, Spanish, Malay and Even Negrito blood aside from Chinese.

Jose Rizal came from a 13-member family consisting of his parents, Francisco
Mercado II and Teodora Alonso Realonda, and nine sisters and one brother.
• FRANCISCO MERCADO (1818-1898)
Father of Jose Rizal who was the youngest of 13 offsprings of Juan and Cirila
Mercado. Born in Biñan, Laguna on April 18, 1818; studied in San Jose
College, Manila; and died in Manila.
• TEODORA ALONSO (1827-1913)
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, courteous, religious, hard-working and well-read. She was
born in Santa Cruz, Manila on November 14, 1827 and died in 1913 in Manila.
• SATURNINA RIZAL (1850-1913)
Eldest child of the Rizal-Alonzo marriage. Married Manuel Timoteo Hidalgo of
Tanauan, Batangas.
• PACIANO RIZAL (1851-1930)
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.
• NARCISA RIZAL (1852-1939)
The third child. married Antonio Lopez at Morong, Rizal; a teacher and
musician
• OLYMPIA RIZAL (1855-1887)
The fourth child. Married Silvestre Ubaldo; died in 1887 from childbirth.
• LUCIA RIZAL (1857-1919)
The fifth child. Married Matriano Herbosa.
• MARIA RIZAL (1859-1945)
The sixth child. Married Daniel Faustino Cruz of Biñan, Laguna
• JOSE RIZAL (1861-1896)
The second son and the seventh child. He was executed by the Spaniards
on December 30,1896.
• CONCEPCION RIZAL (1862-1865)
The eight child. Died at the age of three.
• JOSEFA RIZAL (1865-1945)
The ninth child. An epileptic, died a spinster.

TRINIDAD RIZAL (1868-1951)

The tenth child. Died a spinster and the last of the family to die.

SOLEDAD RIZAL (1870-1929)

The youngest child married Pantaleon Quintero.
 EARLY EDUCATION IN CALAMBA,
LAGUNA
• 19 June 1861
JOSE RIZAL, the seventh child of Francisco Mercado Rizal and Teodora
Alonso y Quintos, was born in Calamba, Laguna.

22 June 1861
He was baptized JOSE RIZAL MERCADO at the Catholic of Calamba by the
parish priest Rev. Rufino Collantes with Rev. Pedro Casañas as the sponsor.

28 September 1862
The parochial church of Calamba and the canonical books, including the
book in which Rizal’s baptismal records were entered, were burned.
• 1864
Barely three years old, Rizal learned the alphabet from his mother.

1865
When he was four years old, his sister Conception, the eight child in the Rizal
family, died at the age of three. It was on this occasion that Rizal
remembered having shed real tears for the first time.

1865 – 1867
During this time his mother taught him how to read and write. His father hired
a classmate by the name of Leon Monroy who, for five months until his
(Monroy) death, taught Rizal the rudiments of Latin.
• At about this time two of his mother’s cousin frequented Calamba. Uncle
Manuel Alberto, seeing Rizal frail in body, concerned himself with the
physical development of his young nephew and taught the latter love for
the open air and developed in him a great admiration for the beauty of
nature, while Uncle Gregorio, a scholar, instilled into the mind of the boy love
for education.
• He advised Rizal: "Work hard and perform every task very carefully; learn to
be swift as well as thorough; be independent in thinking and make visual
pictures of everything."
• 6 June 1868
With his father, Rizal made a pilgrimage to Antipolo to fulfill the vow made by
his mother to take the child to the Shrine of the Virgin of Antipolo should she
and her child survive the ordeal of delivery which nearly caused his mother’s
life.

From there they proceeded to Manila and visited his sister Saturnina who was
at the time studying in the La Concordia College in Sta. Ana.

1869
At the age of eight, Rizal wrote his first poem entitled "Sa Aking Mga Kabata."
The poem was written in tagalog and had for its theme "Love of One’s
Language."
 EARLY EDUCATION IN CALAMBA
AND BIÑAN
• Rizal had his early education in Calamba and Biñan. It was a typical
schooling that a son of an ilustrado family received during his time,
characterized by the four R’s- reading, writing, arithmetic, and religion.
Instruction was rigid and strict. Knowledge was forced into the minds of the
pupils by means of the tedious memory method aided by the teacher’s whip.
Despite the defects of the Spanish system of elementary education, Rizal
was able to acquire the necessary instruction preparatory for college work in
Manila. It may be said that Rizal, who was born a physical weakling, rose to
become an intellectual giant not because of, but rather in spite of, the
outmoded and backward system of instruction obtaining in the Philippines
during the last decades of Spanish regime.
 THE HERO’S FIRST TEACHER
• The first teacher of Rizal was his mother, who was a remarkable woman of good character and fine
culture. On her lap, he learned at the age of three the alphabet and the prayers. "My mother," wrote
Rizal in his student memoirs, "taught me how to read and to say haltingly the humble prayers which I
raised fervently to God."
• As tutor, Doña Teodora was patient, conscientious, and understanding. It was she who first discovered
that her son had a talent for poetry. Accordingly, she encouraged him to write poems. To lighten the
monotony of memorizing the ABC’s and to stimulate her son’s imagination, she related many stories.
• As Jose grew older, his parents employed private tutors to give him lessons at home. The first was
Maestro Celestino and the second, Maestro Lucas Padua. Later, an old man named Leon Monroy, a
former classmate of Rizal’s father, became the boy’s tutor. This old teacher lived at the Rizal home and
instructed Jose in Spanish and Latin. Unfortunately, he did not lived long. He died five months later.

• After a Monroy’s death, the hero’s parents decided to send their gifted son to a private school in Biñan.
 JOSE GOES TO BIÑAN

• One Sunday afternoon in June , 1869, Jose, after kissing

the hands of his parents and a tearful parting from his
sister, left Calamba for Biñan. He was accompanied by
Paciano , who acted as his second father. The two
brothers rode in a carromata, reaching their destination
after one and one-half hours’ drive. They proceeded to
their aunt’s house, where Jose was to lodge. It was
almost night when they arrived, and the moon was about
to rise.
• That same night, Jose, with his cousin named Leandro,
went sightseeing in the town. Instead of enjoying the
sights, Jose became depressed because of
homesickness. "In the moonlight," he recounted, "I
remembered my home town, my idolized mother, and my
solicitous sisters. Ah, how sweet to me was Calamba, my
own town, in spite of the fact that was not as wealthy as
Biñan."
 FIRST DAY IN BIÑAN SCHOOL
• The next morning (Monday) Paciano brought his younger brother to the school of
Maestro Justiniano Aquino Cruz.
The school was in the house of the teacher, which was a small nipa hut about 30
meters from the home of Jose’s aunt.
Paciano knew the teacher quite well because he had been a pupil under him
before. He introduced Jose to the teacher, after which he departed to return to
Calamba.
Immediately, Jose was assigned his seat in the class. The teacher asked him:
"Do you know Spanish?"
"A little, sir," replied the Calamba lad.
"Do you know Latin?"
"A little, sir."
• The boys in the class, especially Pedro, the teacher’s son laughed at Jose’s
answers.

The teacher sharply stopped all noises and begun the lessons of the day.

Jose described his teacher in Biñan as follows: "He was tall, thin, long-
necked, with sharp nose and a body slightly bent forward, and he used to
wear a sinamay shirt, woven by the skilled hands of the women of Batangas.
He knew by the heart the grammars by Nebrija and Gainza. Add to this
severity that in my judgement was exaggerated and you have a picture,
perhaps vague, that I have made of him, but I remember only this."
• First School BrawlIn the afternoon of his first day in school, when the teacher
was having his siesta, Jose met the bully, Pedro. He was angry at this bully for
making fun of him during his conversation with the teacher in the morning.

Jose challenged Pedro to a fight. The latter readily accepted, thinking that
he could easily beat the Calamba boy who was smaller and younger.

The two boys wrestled furiously in the classroom, much to the glee of their
classmates. Jose, having learned the art of wrestling from his athletic Tio
Manuel, defeated the bigger boy. For this feat, he became popular among
his classmates.
• After the class in the afternoon, a classmate named Andres
Salandanan challenged him to an arm-wrestling match. They
went to a sidewalk of a house and wrestled with their arms. Jose,
having the weaker arm, lost and nearly cracked his head on the
sidewalk.

In succeeding days he had other fights with the boys of Biñan. He

was not quarrelsome by nature, but he never ran away from a
fight.
 BEST STUDENT IN SCHOOL
• In academic studies, Jose beat all Biñan boys. He surpassed them all in
Spanish, Latin, and other subjects.

Some of his older classmates were jealous of his intellectual superiority. They
wickedly squealed to the teacher whenever Jose had a fight outside the
school, and even told lies to discredit him before the teacher’s eyes.
Consequently the teacher had to punish Jose.
 EARLY SCHOOLING IN BIÑAN
• Jose had a very vivid imagination and a very keen sense of observation. At
the age of seven he traveled with his father for the first time to Manila and
thence to Antipolo to fulfill the promise of a pilgrimage made by his mother
at the time of his birth. They embarked in a casco, a very ponderous vessel
commonly used in the Philippines. It was the first trip on the lake that Jose
could recollect. As darkness fell he spent the hours by the katig, admiring the
grandeur of the water and the stillness of the night, although he was seized
with a superstitious fear when he saw a water snake entwine itself around the
bamboo beams of the katig. With what joy did he see the sun at the
daybreak as its luminous rays shone upon the glistening surface of the wide
lake, producing a brilliant effect! With what joy did he talk to his father, for he
had not uttered a word during the night!
• When they proceeded to Antipolo, he experienced the sweetest
emotions upon seeing the gay banks of the Pasig and the towns
of Cainta and Taytay. In Antipolo he prayed, kneeling before the
image of the Virgin of Peace and Good Voyage, of whom he
would later sing in elegant verses. Then he saw Manila, the great
metropolis , with its Chinese sores and European bazaars. And
visited his elder sister, Saturnina, in Santa Ana, who was a
boarding student in the Concordia College.
• When he was nine years old, his father sent him to Biñan to
continue studying Latin, because his first teacher had died. His
brother Paciano took him to Biñan one Sunday, and Jose bade
his parents and sisters good-bye with tears in his eyes. Oh, how it
saddened him to leave for the first time and live far from his home
and his family! But he felt ashamed to cry and had to conceal his
tears and sentiments. "O Shame," he explained, "how many
beautiful and pathetic scenes the world would witness without
thee!"
• They arrived at Biñan in the evening. His brother took him to the house of his
aunt where he was to stay, and left him after introducing him to the teacher.
At night, in company with his aunt’s grandson named Leandro, Jose took a
walk around the town in the light of the moon. To him the town looked
extensive and rich but sad and ugly.
• His teacher in Biñan was a severe disciplinarian. His name was Justiniano
Aquino Cruz. "He was a tall man, lean and long-necked, with a sharp nose
and a body slightly bent forward. He used to wear a sinamay shirt woven by
the deft hands of Batangas women. He knew by memory the grammars of
Nebrija and Gainza. To this add a severity which, in my judgement I have
made of him, which is all I remember."
• The boy Jose distinguished himself in class, and succeeded in
surpassing many of his older classmates. Some of these were so
wicked that, even without reason, they accused him before the
teacher, for which, in spite of his progress, he received many
whippings and strokes from the ferule. Rare was the day when he
was not stretched on the bench for a whipping or punished with
five or six blows on the open palm. Jose’s reaction to all these
punishments was one of intense resentment in order to learn and
thus carry out his
• Jose spent his leisure hours with Justiniano’s father-in-law, a
master painter. From him he took his first two sons, two nephews,
and a grandson. His way life was methodical and well regulated.
He heard mass at four if there was one that early, or studied his
lesson at that hour and went to mass afterwards. Returning
home, he might look in the orchard for a mambolo fruit to eat,
then he took his breakfast, consisting generally of a plate of rice
and two dried sardines.
• After that he would go to class, from which he was dismissed at ten, then
home again. He ate with his aunt and then began at ten, then home again.
He ate with his aunt and then began to study. At half past two he returned
to class and left at five. He might play for a short time with some cousins
before returning home. He studied his lessons, drew for a while, and then
prayed and if there was a moon, his friends would invite him to play in the
street in company with other boys.

Whenever he remembered his town, he thought with tears in his eyes of his
beloved father, his idolized mother, and his solicitous sisters. Ah, how sweet
was his town even though not so opulent as Biñan! He grew sad and
thoughtful.
• While he was studying in Biñan, he returned to his hometown now and then.
How long the road seemed to him in going and how short in coming! When
from afar he descried the roof of his house, secret joy filled his breast. How he
looked for pretexts to remain longer at home! A day more seemed to him a
day spent in heaven, and how he wept, though silently and secretly, when
he saw the calesa that was flower that him Biñan! Then everything looked
sad; a flower that he touched, a stone that attracted his attention he
gathered, fearful that he might not see it again upon his return. It was a sad
but delicate and quite pain that possessed him.
 FIRST TRIPS ABROAD (1882-1887)

• 1.PHILIPPINES
May 3, 1882 - Rizal left the Philippines for the first time
He boarded Salvaclora using a passport of Jose Mercado which was
procured for him by his uncle Antonio Rivera.His first trip abroad was bound
for Spain.
• 2.SINGAPORE

· May 9, 1882 – the first stop over of Rizal on his way to Spain.Rizal
boarded the boat Djemnah to continue his trip to Spain
• 3.SRI LANKA

May 18, 1882 – it was Rizal’s journey to Colombo, Sri Lanka that was
important for him to improve his knowledge of the French language while he
on board French ship, Djemah.
• 4. EGYPT

· June 2, 1882 – he arrived at the Suez Canal en route to Marseilles.

• 5. ITALY

· June 11, 1882 – he arrived at the City of Naples, Italy for one hour and
this was the first European ground he set foot on.
• FRANCE
· June 12-15, 1882 – the boat anchored at Marseilles, France and he
boarded at the Noalles Hotel.
• SPAIN
· June 16, 1882 – Rizal arrived at Barcelona, Spain and boarded in the
Fonda de España.
September 2, 1882 – He left Barcelona for Madrid to persue his medical
studies in the Universidad Central de Madrid, he also took courses in
Philosophy and Letters and took French German and English lessons from
private tutors.
• GERMANY

February 3, 1883 – Rizal arrived the town of Heidelberg, Germany

· Rizal was so enamored with the Heidelberg flower that he wrote a beautiful
poem about them, “To the Flowers of Heidelberg.”
• April 26, 1886 – he left Heidelberg for Wilhemsfeld, Germany to honor invitation
extended to him by Rev. Karl Ulmer.
· June 20-25, 1886 – he studied the German country life and practice speaking
good German.
· August 15, 1886 – he left Wilhemsfeld for Leipzig, Germany to offer no little
knowledge in Tagalog to Prof. Ferdinand Blumenthal for the letter’s study of the
language.
• October 29, 1886 – he visited the Palacio Japonais and many other
interesting places in Dresden, Germany.

· November 1, 1886 – he was admitted to the Real Bibliotheca de Berlin

Capital of Spain, to do some research and to read other books, and Maximo
Viola joined with him. He started teaching viola the German Language.

· May 26-30, 1887 – Rizal and Viola arrived in Munich. Germany and
they boarded in Rhine Hotel and they drunk beers in the business
establishment.
• SWITZERLAND
· June 19, 1887 – with Viola, Rizal celebrated his 26th birthday in Geneva
and his attitude towards revolution was manifested in his letters to Blumentritt.
· June 23, 1887 – Rizal and Viola parted, Rizal going to Rome and Viola
to Barcelona.

• FRANCE

· July 2, 1887 – he arrived in Marseilles to search the bodegas of the

“MEROA GERIAS” for the box of merchandise.
• ITALY

· June 27, 1887 – he arrived at Rome, Italy and walked around the City.

· He visited the Capitolio, the Roca Taperya, the Palatinum, the forum
Romanun. The Museum Capitolinum and the church of Santa Maria, the
Manggiore.
•
 FIRST HOMECOMING (1887-1888)

• 1. August 5, 1887 – Rizal arrived at Manila boarded SS. Hayfony after five years of
study and patriotic labors in Europe.
2. Because the publication of the Noli Me Tangere and the uproar it caused
among the Friars, Rizal was warned by his family and other friends not to return
home.
3. Rizal was determined to return to the Philippines for the following reasons:
a) To operate on his mother’s eye
b) To serve his people who had long been oppressed by Spanish tyfants.
c) To find out for him how Noli and his other writings were affecting the Filipinos
and Spaniards in the Philippines.
• d) To inquire why Leonor Rivera remained silent.

4. He established a medical clinic and his first patient was his mother who
almost got blind.

5. He called “Doctor Uliman” because he came from Germany, treated

their ailments and soon he acquired a lucrative medical practice.
 SECOND TRIPS ABROAD (1885-1892)

• HONGKONG

· February 8, 1888 – Rizal boarded in the house of Jose Mana Base after 5 days
trip from Philippines.

2. JAPAN

· February 28, 1888 – he studied the habits and custom of the Japanese people,
their language, theaters and commerce.
• United States of America

· April 16, 1888 – Rizal arrived at San Francisco, California and he boarded at the
Palace Hotel and he went around for observation of the city.

4. England (United Kingdom)

· May 16, 1888 – He arrived at Liver pool, England and boarded at the Adelphi
Hotel.
· In London, he published the second edition of the Noli Me Tangere.
• Belgium

· February 12, 1890 – he arrived at Brussels, Belgium.

· September 25, 1891 – Valen Ventura sent Rizal in Ghent, Belgium 200 frames for
the publications expenses of the Fill.

6. France

· February 11, 1891 – Rizal finished writings his book El Filibusterismo in Biarritz,
France.
 THIRD TRIPS ABROAD (1891-1892)
• France

· October 17, 1891 – Rizal arrived at Marseilles with boxes of Morga and Fili.

2. Hong Kong

· October 18, 1891 – Rizal arrived Hong Kong boarded the Melbourne.
· Rizal sent to Manuel Camus in Singapore 20 copies of the Fili and he gave
Camus 25% commission for the books sold.
 LAST HOMECOMING (1892 -1896)

• 1. June 26, 1892 – Rizal arrived in the Philippines from Hong Kong boarded
the boat Don Juan.

2. Rizal firmly believed that the fight for Filipino liberties had assumed a
new phase: it must be fought in the Phil. No in Spain.

3. July 3, 1892 – Rizal founded the La Liya Filipina in Calle Ilaya, Tondo.

4. July 7, 1892 – Despujol released his gubernational decree ordering the

deportation of Jose Rizal to Dapitan.

5. June 15, 1892 – Rizal began his exile in lonely Dapitan for his last 4
years.