Spain and the Philippines in Rizal’s Time

- Spanish rule was imposed by conquest.

- Miguel Lopez de Legazpi (first governor-general) established the first Spanish
settlement in 1565 in Cebu.
- Filipinos had their own indigenous culture and government called "barangay."
- Each barangay was independent and led by a native chieftain called "datu."
- Filipinos were forced to adopt Spanish ways and Catholicism.
- Ancestral lands were lost to Spanish conquerors through the encomienda system.
- Government and laws were changed to fit Spanish rule.
- The Philippines became a Spanish colony, belonging to the King of Spain.
- From the start of Spanish rule until 1821, the Philippines was administered by the
Mexican Viceroy on behalf of the Spanish King.
- After Mexico gained independence in 1821, the Philippines was directly ruled from
Madrid.
Political Condition During the 19th Century: Political System
- Governed by the Spanish King through royal decrees.
- Administered by the Viceroyalty of New Spain (1565-1821) and Ministry of Colonies
(1863-1898).
- The Spanish monarch ruled the Philippines indirectly via the Viceroyalty of New Spain.
- The Council of Indies (Consejo de Indias) was the advisory and administrative body.
- Laws of the Indies regulated social, political, religious, and economic life.
Governor General
 Headed the central administration in the Philippines.
 Appointed by the viceroy of New Spain, recommended by the Spanish Cortes.
 King’s representative in government and Vice-Royal Patron over religious matters.
 Exercised executive, legislative, military, and judicial powers.
 Assisted by the Lieutenant General and advisory bodies like the Board of Authorities.
 Governor General’s performance was checked by residencia (local official) and visitador
(inspecting official).
 Often abused power for personal gain, leading to corruption and favoritism.
 Run by civil governors called alcalde mayor.
 Alcalde mayor had administrative, judicial, and military roles.
 Most corrupt branch of government, exploiting provincial trade and taxing excessively.
 Towns (pueblos) headed by gobernadorcillos, the highest position for native Filipinos.
 Gobernadorcillos elected by Spaniards and principalia.
 Barangays headed by cabezas de barangay, responsible for tax collection.
 Cabezas received a percentage of taxes and were exempt from forced labor.
 Only natives could occupy gobernadorcillo and cabeza positions.
 Limited suffrage to males, 23 years old and above, well-educated, property owners, and
taxpayers.

Supremacy of the Friars over the Colonial Government (Frailocracia)

 - Spanish political philosophy led to a unique form of government called "frailocracy"
(frailocracia).
- Government was effectively controlled by friars (Augustinians, Dominicans, and
Franciscans).
- Friars controlled religious and educational life in the Philippines.
- Influenced the Governor General and ruled municipalities.
- Acted as the real rulers behind a façade of civil government.
- Colonial authorities, including the governor general and alcaldes mayores, were under
friars' control.
- Friar curates ruled almost every town, except in lands.
Duties of Friar Curates
 Performed priestly duties.
 Supervised local elections.
 Inspected schools and taxes.
 Arbitrated morals and censored books.
 Supervised public works.
 Maintained peace and order.
 Political Power
- Friars' recommendations were heeded by the governor general and provincial officials.
- Could imprison or exile patriotic Filipinos by denouncing them as traitors or enemies of
God.
- Filipino reformists like Jose P. Rizal, Marcelo H. Del Pilar, and Graciano Lopez Jaena
criticized the friars.
- Denounced friars as enemies of liberal reforms and modern progress in the Philippines.
Instability of Colonial Administration
- From 1849 to 1898, the Philippines was ruled by 45 governor-generals.
- Each governor-general served an average term of only one year and three months.
- In one instance, from December 1853 to November 1854, four governor-generals served
within less than a year.
- Short terms of governor-generals meant they couldn't accomplish much. Constant
replacements prevented long-term planning and consistent governance.
Philippine Representation in the Spanish Cortes
First Period (1810-1813)
- Beneficial for the welfare of the colony.
- Marked by positive parliamentary work.
Second (1820-1823) and Third Periods (1834-1837)
- Less fruitful in terms of parliamentary contributions.
Abolition in 1837
- Representation of overseas colonies, including the Philippines, was abolished.
- Led to worsening conditions in the Philippines.
- Filipino people had no means to expose anomalies by colonial officials.
 Efforts for Restoration
- Filipino patriots, including Graciano Lopez Jaena, pleaded for restoration of
representation.
- Spain ignored these pleas, even as Cuba and Puerto Rico were granted
representation by the Spanish Constitution of 1876.
- Philippine representation in the Cortes was never restored until the end of Spanish
rule in 1898.
Social Stratification/Social Structure
- Pre-colonial hierarchy: Datu class at the top.
- Spanish colonization: Spaniards placed themselves at the top.
Spanish Social Hierarchy
 Peninsulares: Spaniards born in Spain.
 Insulares: Spaniards born in the Philippines.
 Mestizos: Mixed blood (Filipino-Spanish or Chinese-Spanish).
 Ilustrado and Principalia: Well-educated and wealthy Filipinos.
 Indios: Native Filipinos, lowest class.
Privileges and Segregation
- Highest classes enjoyed most privileges.
- Peninsulares and Insulares lived in Intramuros (walled city), the center of power,
education, and spirituality.
- Mestizos sought reforms and assimilation, not full independence.
- Indios faced discrimination and heavy taxation.
Educational System during the Spanish Regime
Religious Focus
 Education centered around religion.
 Friars taught Christian doctrine, alphabet, language, customs, and policies.
 Separate schools and curriculums for boys and girls.
 Boys' curriculum: Spanish History, Latin, Philosophy, Canon and Civil Law, Rhetoric.
 Girls' curriculum: Rules of courtesy, vocal music, language, sewing.
Purpose of Education
 To pacify Filipinos, train them in Catholicism, and ensure obedience to Spanish laws.
 Filipino students were prohibited from speaking their own dialects; taught Spanish, but
friars often taught in native dialects to prevent rebellion.
Censorship and Poor Conditions
 Friars censored and scrutinized books.
 Education focused mainly on religion.
 Lack of books and instructional materials.
Educational Reforms
  Educational Decree of 1863: Issued by Queen Isabella II, mandated primary schools
for boys and girls in major towns with Spanish as the medium of instruction.
 Friars objected, fearing educated Filipinos would seek freedom and independence.
 Moret Decree of 1870: Aimed to secularize higher education, opposed by friars who
resisted government control over education.
Economic Condition During the 19th Century
- Developed in the early 1500s to reward conquistadores and ensure colonial defense.
- Natives considered vassals of the Spanish Crown, obligated to pay tribute.
Responsibilities of Encomenderos
 Collect tributes from natives.
 Ensure spiritual and temporal welfare of natives.
 Christianize and indoctrinate natives.
 No hereditary rights; encomienda returned to the Crown upon encomendero's death.
- Encomenderos used lands for profit, exploiting natives who became de facto slaves on
their own lands.
- Heavy taxation and forced labor further burdened natives.
Haciendas and Friar Lands
Ownership and Usage

- King of Spain granted haciendas to Spaniards and religious orders (except Franciscans).
- Religious orders (like Dominicans and Jesuits) used haciendas to support missions,
churches, and educational institutions.
- Friars became wealthy landlords; native Filipinos often became tenants on friar lands.
Social Impact
- Haciendas became centers of agrarian unrest due to dispossession of native lands.
- Indigenous resentment and protests against friar landlords were common.
Socio-Economic Policies Imposed by Spaniards
1. Reducción
 Forced resettlement of natives near churches and centers to facilitate control and
Christianization.
 Created centralized towns with facilities like churches, municipal halls, markets,
and schools.
2. Bandala
 Forced sale of native products to Spaniards at low prices.
 Spaniards issued promissory notes instead of immediate payment.

3. Forced Labor (Polo y Servicios)

 Mandatory labor for community projects (e.g., infrastructure, church
construction).
 Originally 40 days per year, reduced to 15 days in 1884.
  Poor conditions and low wages led to resentment and economic hardship among
natives.
4. Taxation
 Cedula: Annual tax for males and females aged 18 and above.
 Sanctorum: Church tax.
 Donativo de Zamboanga: Tax to fund war efforts.
 Tribute (Buwis): Symbolic tribute showing vassalage to Spain, paid in goods or
gold.
5. Galleon Trade
 Trading route between Manila, Acapulco (Mexico), and Canton (China) from
1565 to 1815.
 Controlled trade limited opportunities for other nationalities.
 Imposed quotas on local industries (e.g., coconut, abaca) affecting local
productivity.
Economic Impact and Consequences
- Economic exploitation and heavy taxation led to poverty and resentment.
- Loss of ancestral lands to encomenderos and friars intensified social unrest.
- Galleon trade facilitated exchange of goods and cultural practices between Philippines
and Mexico.
- However, it also reinforced economic control and dependency under Spanish rule.
Birth of the First Filipino
- José Protacio Rizal Mercado y Alonso Realonda was born on June 19, 1861, in
Calamba, Laguna.
- He was christened three days later by Father Rufino Collantes.
- His mother, Doña Teodora Alonso y Realonda, chose the name José after St. Joseph,
while his father, Don Francisco Mercado y Alejandro, added the name Protacio.
Mercado Family Background
 The surname Mercado, meaning "market," was given to Rizal’s great-grandfather by his
Chinese ancestor Domingo Lam-co in 1731.
 In 1850, Governor General Narciso Claveria decreed the family name Mercado.
 Don Francisco chose to adopt the surname Rizal, meaning "green field," to better reflect
their agrarian lifestyle.
Parents' Education
- Don Francisco studied at the Colegio de San Jose in Manila.
- Doña Teodora completed her education at the Colegio de Santa Rosa, a prestigious
school for girls in Manila.
Family Influence
- Rizal’s parents instilled virtues of honesty, frugality, discipline, culture, and religious
devotion.
- The Mercado family was affluent, owning land, a store, and horses, and participated in
civic and religious activities.
Family Members
 Rizal had nine siblings: Saturnina, Paciano, Narcisa, Olympia, Lucia, Maria, Josefa,
Trinidad, and Soledad.
 Another sibling, Concepcion, died young, a loss that deeply affected Rizal.

- Rizal was affectionately called "Ute" by his family and "Pepe" by friends, a common
nickname for José.
Religious Practices
 The Mercado family’s strong Catholic faith influenced Rizal's upbringing.
 They engaged in daily prayers, attended mass regularly, and maintained a religious
household environment.
Early Literacy and Piety
 By age five, Rizal could read the Spanish family bible, Historia Sagrada.
 His early religious education laid the foundation for his moral and ethical beliefs.
Legacy
 Leon Ma. Guerrero argued that Rizal was the first to refer to himself as "Filipino," a term
initially reserved for Spaniards born in the Philippines.
 Rizal's birth and upbringing marked the emergence of a national identity and the
beginning of the fight for Philippine independence.
Rizal's Early Informal Education
- First Teacher: His Mother
- Rizal's mother, Doña Teodora, was his first teacher, instructing him in the alphabet and
prayers at age three.
- She encouraged his early talent for poetry and fostered his love for learning through
storytelling.
Rizal’s parents hired private tutors to further his education:
 Maestro Celestino
 Maestro Lucas Padua
 Leon Monroy, who taught him Spanish and Latin, but died after five months.
- Sent to Biñan in 1869 to study under Justiniano Aquino Cruz.
- Paciano, his elder brother, accompanied him and introduced him to the teacher.
Life in Biñan
- Rizal described his teacher as tall, thin, and strict.
- He experienced his first school brawl with a bully named Pedro, earning respect from his
classmates.
- He also engaged in arm wrestling and other fights, demonstrating his resilience and
courage.
Transition to Ateneo Municipal
 End of Schooling in Biñan

- Left Biñan in December 1870, after one and a half years of study.
- Returned to Calamba with the help of family friend Arturo Camps.
Admission to Ateneo

- In June 1872, Rizal passed entrance exams at the College of San Juan de Letran.
- Initially denied admission to Ateneo Municipal due to lateness and frailty.
- Admitted after intervention from Manuel Burgos, nephew of Father Burgos.
- First in his family to use the surname "Rizal" to avoid association with his brother
Paciano, known to the authorities as a confidant of the martyred Father Burgos.
Life at Ateneo
Ateneo Municipal de Manila

- Located in Intramuros, Manila, a distinguished Jesuit institution.

- Rizal boarded at a house on Caraballo Street, owned by a spinster named Titay, to settle
a family debt.
First Year in Ateneo (1872-1873)
 Rizal started at Ateneo Municipal de Manila in June 1872.
 He attended Mass at the college chapel on his first day, praying for success.
 His first professor, Fr. Jose Bech, was described as a tall, thin, and severe-looking man.
Academic Placement and Progress
 Initially placed at the back of the class due to his limited Spanish, Rizal quickly
advanced.
 He was categorized as an "externo" and assigned to the Carthaginians.
 By the end of the first month, he became the "emperor" of his class, earning a religious
picture as a prize.
Supplementary Spanish Lessons
 To improve his Spanish, Rizal took private lessons at Santa Isabel College during noon
recess, paying three pesos for these sessions.
Second Year in Ateneo (1873-1874)
 Despite initial discouragement from a teacher's remarks, Rizal worked hard to regain his
class leadership.
 He achieved excellent grades and received a gold medal at the end of the school year.
 He returned to Calamba in March 1874 for summer vacation, proud of his scholastic
achievements.
Third Year in Ateneo (1874-1875)
Family Joy and Academic Challenges

- Rizal's mother was released from prison, which brought joy to the family.
 - Despite the happy reunion, Rizal's academic performance was not as stellar as the
previous year.
- Although his grades were excellent in all subjects, he won only one medal in Latin.
- He did not win the medal in Spanish due to his lack of fluency compared to a native
Spanish-speaking classmate.
- At the end of the school year in March 1875, Rizal returned to Calamba for the summer
vacation.
Fourth Year in Ateneo (1875-1876)
- After a rejuvenating summer, Rizal returned to Manila in June 1875, becoming an interno
at Ateneo.
- He studied under Fr. Francisco de Paula Sanchez, a respected educator and scholar
who recognized Rizal’s talents.
- Rizal held Fr. Sanchez in high regard, describing him as a "model of uprightness,
earnestness, and love for his pupils."
Last Year in Ateneo (1876-1877)
- Returning to Ateneo in June 1876, Rizal excelled in all subjects, earning high grades in
philosophy, physics, biology, chemistry, language, and mineralogy.
- He graduated with the highest honors on March 14, 1877, earning a degree in Land
Surveying and Assessment.
- He passed the licensure exam for land surveying in 1878 but received his license in
1881 when he turned 21.

Education at the University of Santo Tomas (UST) Transition to Higher Education

- In 1877, Rizal enrolled in the University of Santo Tomas, initially taking a course in
Philosophy and Letters.
- He lived in Intramuros with Concha Leyva and later at Casa Tomasina with his uncle
Antonio Rivera and cousin Leonor Rivera, who became his sweetheart.
- After a year, he switched to Medicine, following advice from Fr. Pablo Ramon, to address
his mother's deteriorating eyesight.
Challenges and Spanish Brutality

- During a summer vacation in Calamba, Rizal experienced Spanish brutality firsthand

when a civil guard whipped him for failing to salute, causing wounds that took two weeks
to heal.
- Rizal’s time at UST was marred by racial discrimination, hostile professors, and an
unsatisfactory teaching method, which he found suffocating compared to Ateneo.

Academic Performance and Decision to Leave

- Rizal completed 19 subjects at UST with grades ranging from excellent to fair, excelling
in Philosophy.
- Dissatisfied with the environment and seeking better education, Rizal decided to leave
for Europe, ostensibly to complete his medical studies but also to pursue journalism and
study European life.
Decision to Study in Spain
- Rizal decided to continue his studies in Spain after completing his four-year medical
course at the University of Santo Tomas.
- Disgusted with the instruction methods and racial prejudice of the Dominican professors,
he sought better education and a broader perspective in Europe.
- His secret mission was to observe European life, culture, languages, customs,
industries, commerce, and governments to prepare for liberating his oppressed people
from Spanish tyranny.
- His departure for Spain was kept secret to avoid detection by Spanish authorities and
friars. He used the name "Jose Mercado," a cousin from Biñan, to conceal his identity.

First Trip Abroad

Departure and Journey to Spain

 On May 3, 1882, Rizal left the Philippines for the first time, boarding the Salvadora using
the passport of Jose Mercado, procured by his uncle, Antonio Rivera.
 Accompanied by his uncle Antonio, Vicente Gella, and Mateo Evangelista, Rizal set off
on his journey.
Singapore
 On May 9, 1882, the Salvadora docked in Singapore. Rizal transferred to another ship,
the Djemnah, heading to Europe.
Sri Lanka, Yemen, and Egypt
 On May 17, 1882, the Djemnah reached Point Galle, Sri Lanka, which Rizal described
as lonely and quiet.
 The next day, the ship arrived in Colombo, Sri Lanka’s capital, which Rizal found
"beautiful, smart, and elegant."
 At Aden, Yemen, Rizal noted that the city was hotter than Manila.
 The voyage continued to Suez, Egypt, the Red Sea terminal of the Suez Canal, a key
trade route between Asia and Europe.
Italy and France
 On June 11, 1882, Rizal reached Naples, Italy, and was pleased by the city’s business
activity, lively people, and scenic beauty.
 The next day, the ship docked in Marseilles, France.
 On June 15, 1882, Rizal left Marseilles for Barcelona by express train.

Spain
Arrival in Barcelona

 Rizal reached Barcelona on June 16, 1882, finding the city great, with an atmosphere of
freedom and liberalism, and open-hearted, hospitable, and courageous people.
 His article "Amor Patrio" was published in the Diariong Tagalog, a Manila newspaper, on
August 20, 1882. It was the first article he wrote abroad.
Studies in Madrid

 On September 2, 1882, Rizal went to Madrid and enrolled at the Universidad Central de
Madrid in Philosophy and Letters and Medicine.
 He also studied painting and sculpture at the Academy of Fine Arts of San Fernando and
took private lessons in French, German, and English.
 He joined the Circulo Hispano-Filipino and delivered a poem, "Me Piden Versos" (They
Ask Me for Verses), on October 4, 1882.
Writing and Freemasonry

 On November 2, 1882, Rizal wrote "Revisita de Madrid" for the Diariong Tagalog,
but it was not published as the newspaper ceased circulation.
 In November 1882, he wrote "Las Dudas" under the pen name Laong Laan.
 In March 1883, Rizal joined the Masonic lodge Acacia in Madrid to gain Freemasonry’s
aid in his fight against the friars in the Philippines.
 He later transferred to Lodge Solidaridad, where he became a Master Mason.
France
Summer Vacation in Paris

 Rizal spent his summer vacation in Paris from June 17 to August 20, 1883.
 He was awarded the diploma as a Master Mason by Le Grand Orient de France in Paris.
 On June 18, 1883, he visited the Laennec Hospital with Felipe Zamora and Cunanan,
observing Dr. Nicaise treat his patients. The following day, he witnessed Dr. Nicaise’s
surgical techniques.
 On June 20, 1883, he visited the Lariboisiere hospital, where Felix Pardo de Tavera was
an extern, and observed examinations of various women's diseases.
Spain
Second Course in Medicine

 On September 28, 1883, Rizal enrolled at the Universidad Central de Madrid for the
second course in medicine.
 On January 2, 1884, he proposed the publication of a book by association to the
members of the Circulo Hispano-Filipino, an idea that became the embryo of his first
novel, Noli Me Tangere.
 On June 2, 1884, he finished his degree of Licentiate in Medicine with the grade
aprobado (passing) by the Universidad.
 On June 25, 1884, he won the gold medal in a Greek language contest and was a guest
speaker at a banquet honoring Filipino artists Juan Luna and Felix Resurreccion Hidalgo
for their victory at the National Exposition of Fine Arts in Madrid.
 On July 1, 1884, he explained the term "Filibusterismo" in the Madrid newspaper El
Progreso, calling for press freedom and the right of representation.
 On November 20, 1884, he witnessed a violent scene at the Universidad Central de
Madrid, where students and professors staged a strike against the excommunication of
Dr. Miguel Morayta for advocating academic freedom.
  In the 1884-1885 school year, he completed three additional subjects for the Doctor of
Medicine degree but did not receive the diploma due to unpaid fees and the required
thesis.
 On his 24th birthday, June 19, 1885, the Universidad Central de Madrid awarded him the
degree of Licentiate in Philosophy and Letters with the grade of excellent
(sobresaliente).
France
Further Studies in Paris

 Rizal went to Paris to cure his mother's advancing blindness.

 He attended medical lectures at the University of Paris from November 1885 to February
1886 and worked as an assistant to Dr. Louis de Weckert, learning various
ophthalmological operations.
Germany
Studies and Work in Heidelberg

 Rizal arrived in Heidelberg on February 3, 1886.

 He attended lectures by Dr. Otto Becker and Professor Wilhelm Kuehne at the University
of Heidelberg and worked at the University Eye Hospital under Dr. Becker, learning to
use the newly invented ophthalmoscope.
 He completed his eye specialization in Heidelberg and spent three months in the nearby
village of Wilhemsfeld, where he wrote the last few chapters of Noli Me Tangere.
 In November 1886, he went to Berlin to further enhance his ophthalmology skills,
learning other languages and joining various scientific communities.
 Grand Europe Tour (Germany, Czech Republic, Austria, Switzerland, Italy)
Traveling with Maximo Viola

 With financial help from his friend Maximo Viola, Rizal traveled to various European
places after receiving a remittance from his brother Paciano.
 They visited Potsdam, Germany, and witnessed a floral exposition in Dresden on May
11, 1887.
 In Leitmeritz, Bohemia (Czech Republic), they were warmly received by Professor
Blumentritt, who introduced them to his family and renowned scientists.
 They traveled to Prague, visiting the tomb of Copernicus, and then to Brunn and Vienna,
where Rizal met the Austrian novelist Norfentals and was interviewed by the newspaper
Extra Blatt.
 In Switzerland, they toured Schaffhausen, Basel, Bern, and Lausanne before staying in
Geneva, where Rizal learned about the exhibition of Igorots in Madrid, which deeply
disturbed him.
 On June 19, 1887, Rizal celebrated his 26th birthday in Geneva and parted ways with
Viola four days later. Viola returned to Barcelona, while Rizal continued to Italy.
 In Italy, Rizal visited Turin, Milan, Venice, and Florence. In Rome, he toured historical
sites like the Amphitheatre and the Roman Forum and visited St. Peter's Church in
Vatican City on June 29 during the Feast Day of St. Peter and St. Paul.
First Homecoming
 - Jose Rizal returned to the Philippines from Marseilles, France, on July 3, 1887, via the
steamer Djemnah. After passing through the Suez Canal, he reached Saigon on July 30
and took the steamer Haiphong to Manila, arriving near midnight on August 5.
Return to Calamba
- Rizal went back to Calamba on August 8. Known as the "German doctor" or "Doctor
Uliman," he gained fame for restoring his mother's eyesight and treating many patients,
earning a significant income.
Noli Me Tangere Controversy
- Governor-General Emilio Terrero summoned Rizal due to accusations of subversive
ideas in his novel Noli Me Tangere. Although Terrero found no issues, he assigned a
bodyguard, Don Jose Taviel de Andrade, for Rizal's protection.
Investigation of Dominican Hacienda Management
- In December 1887, Rizal helped the people of Calamba investigate the Dominican
haciendas. His report exposed arbitrary rent increases and false charges by the
Dominican Order, angering the friars, who pressured the governor-general to advise
Rizal to leave the country.
Second Travel Abroad
- Despite the forced departure, Rizal's second journey abroad offered new opportunities
for exploration and adventure.
Departure and Initial Journey
- With Php 5,000, Rizal left the Philippines for the second time, after a six-month stay. He
did not visit his girlfriend Leonor Rivera due to his father's opposition.
- On February 3, 1888, he sailed on Zafiro to Hong Kong, arriving on February 8, and
stayed at Victoria Hotel. He visited Macau for two days with Jose Maria Basa.
Hong Kong and Macau Experiences
 In Hong Kong, he experienced the Chinese New Year and a lauriat party.
 In Macau, he visited the theatre, casino, cathedral, churches, pagodas, botanical
garden, and bazaars.

Japan
 Rizal arrived in Yokohama, Japan, on February 28, 1888, and went to Tokyo, staying at
the Spanish legation.
 He met Seiko Usui (O-Sei-San), who became his guide and sweetheart.
United States
 On April 13, 1888, Rizal boarded the Belgic and arrived in San Francisco on April 28.
 Quarantined for a week due to alleged cholera, he was allowed ashore on May 4 and
visited several cities.
  He reached New York on May 13 and noted the Statue of Liberty, but also observed
racial inequality.
Great Britain, Spain, France
 Rizal sailed to Liverpool on May 16, 1888, arriving on May 24.
 In London, he copied and annotated Morga's Sucesos de las Islas Filipinas.
 In December 1888, he visited Barcelona and Madrid, meeting leaders of the Propaganda
Movement.
 Rizal became the honorary president of the Asociacion La Solidaridad on December 31,
1888.
 His first article in La Solidaridad, Los Agricultores Filipinos, was published on March 25,
1889.
 He wrote the Tagalog version of The Women of Malolos on February 22, 1889.
 Rizal moved to Paris on March 19, 1889, continuing his research and publishing his
annotation of Sucesos.
 He witnessed the Universal Exposition of Paris and formed the Kidlat Club and Indios
Bravos.
 Rizal wrote essays like The Philippines Within a Century and The Indolence of the
Filipinos.
 He left for Brussels on January 28, 1890.
Propaganda Movement
Foundation and Members
- Founded in 1872 by Filipinos in Europe, including exiled Filipino liberals and students in
European universities.
- It was both a cultural and literary organization with the principal publication La
Solidaridad.
Primary Aims
 Philippines as a Spanish Province: Recognition of the Philippines as a province of
Spain and representation in the Spanish parliament (Cortes Generales).
 Secularization: Secularization of Philippine parishes and clergy.
 Equality: Equality between Spaniards and Filipinos, especially in government service.
 Education: Establishment of government-funded schools, not run by friars.
 Abolition of Forced Labor: Abolition of the polo (forced labor) and vandala (forced sale
of local products to the government).
 Human Rights and Freedoms: Recognition of human rights and freedoms, particularly
freedom of speech and association.
Assimilationist Approach
- The movement aimed for racial and cultural integration, advocating for the Philippines to
be treated as a province of Spain.
- Assimilation involves adopting the traits of the dominant culture to the extent that the
assimilating group becomes socially indistinguishable from other members of the
society.
 - In the context of Rizal's time, assimilationist advocacy meant pushing for the Philippines
to be fully integrated and treated equally within the Spanish empire.
Belgium
 Rizal continued writing El Filibusterismo and contributing to La Solidaridad using the pen
names Dimas Alang and Laong Laan.
 After learning about worsening agrarian issues in Calamba, Rizal planned to return
home but instead went to Madrid to seek support.
Spain
 Arrived in Madrid in August 1890.
 Faced adversities: his family was evicted from their land, and some were deported.
 Challenged Antonio Luna and Wenceslao Retana to duels; both were resolved
peacefully.
 The rivalry with Del Pilar for leadership of the Asociacion Hispano-Filipino led to divisions
among Filipinos. Rizal won but declined the leadership position.
France
 In Biarritz, stayed with the Boustead family; developed a relationship with Nellie
Boustead.
 Completed the manuscript of El Filibusterismo on March 29, 1891.
 Briefly stayed in Paris before moving to Brussels.
Belgium
 In Brussels, revised and prepared El Filibusterismo for printing.
 Stopped writing for La Solidaridad and renounced his pension.
 Financial difficulties led him to move to Ghent for cheaper living and printing costs.
 The El Filibusterismo was printed with the help of Valentin Ventura.
Hong Kong and Malaysia
 Left Europe in October 1891 for Hong Kong and began writing Makamisa.
 Reunited with his family in Hong Kong during Christmas 1891.
 Opened a medical clinic and successfully operated on his mother's eye.
 In March 1892, went to Sandakan to negotiate a Filipino colony in North Borneo.
 Returned to Hong Kong in April 1892.
Second Homecoming and La Liga Filipina
- Left Hong Kong on June 21, 1892, with his sister Lucia.
- Arrived in Manila on June 26, 1892, and met with Governor-General Despujol.
- Traveled to Central Luzon, visiting friends and family.
- Founded La Liga Filipina on July 3, 1892, aiming to unite Filipinos, provide mutual protection,
defend against violence, encourage education, and study reforms.
- Arrested on July 6, 1892, due to anti-friar leaflets found in his sister's belongings.
- Deported to Dapitan on July 17, 1892, beginning his life as an exile.