Life and Works of Jose Rizal PDF

LIFE AND WORKS OF JOSE RIZAL **WHO IS DR. JOSE RIZAL?** - **Jose Protasio Rizal Mercado y Alonso Realonda** - **June 19, 1861 -- December 30, 1896** - **Philippine's National Hero** - **His parents are Teodora Alonso Realonda and Francisco Mercado** Saturnina, Paciano, Narcissa, Olimpi...

LIFE AND WORKS OF JOSE RIZAL **WHO IS DR. JOSE RIZAL?** - **Jose Protasio Rizal Mercado y Alonso Realonda** - **June 19, 1861 -- December 30, 1896** - **Philippine's National Hero** - **His parents are Teodora Alonso Realonda and Francisco Mercado** Saturnina, Paciano, Narcissa, Olimpia, Lucia, Maria, **Jose Rizal**, Concepcion, Josefa, Trinidad, Soledad **LOVELIFE OF JOSE RIZAL** **LEONOR RIVERA** \- Considered the "great love" of Rizal's life. \- Leonor was his cousin, and they had a deep, enduring relationship. **SEGUNDA KATIGBAK** \- Rizal's first love. \- He met during his teenage years. **CONSUELO ORTIGA Y REY** \- A woman Rizal met while he was in Madrid. \- He wrote a poem for her and expressed his affection. **O-SEI-SAN** \- A Japanese woman Rizal met during his stay in Japan. \- Had a brief but passionate relationship, and she is remembered fondly in his writings. **GERTRUDE BECKETT** \- A British woman he met while in London. \- She was deeply in love with Rizal. **SUZANNE JACOBY** \- A Belgian woman Rizal met while staying in Brussels. \- They shared a close relationship \- She expressed her love for him in letters. **JOSEPHINE BRACKEN** \- The woman Rizal's final companion. \- Stayed by Rizal's side until his execution. **CHAPTER 1** **THE STUDY OF RIZAL'S LIFE, WORKS AND WRITINGS: AN INTRODUCTION** **R.A. 1425 OR RIZAL LAW** \- The law mandates the teaching of life, works and writings of Rizal in all public and private schools, colleges and universities in the Philippines. \- The bill was enacted on June 12,1956 upon the signing by President Ramon Magsaysay. **SENATOR JOSE P. LAUREL** \- Emphasized that Rizal was the founder of Filipino nationality. \- Believed that by reading and studying Rizal's life, works, and writings, Filipino youth will be able to gain incorruptible confidence, direction, courage, and determination to move forward in our people's journey towards an abundant life. **SENATE BILL NO. 438** \- An Act to Make Noli Me Tangere and El Filibusterismo Compulsory Reading Material in All Public and Private Colleges and Universities, and for Other Purposes. \- Began on April 23,1956 and it ended on May 12,1956. **SENATOR CLARO M. RECTO** \- The original author of Rizal Bill \- Defended Rizal Bill to the Catholic Church **CATHOLIC CHURCH** \- Opposed the Rizal Bill. \- Believed that it would defy religious freedom and discouraged the reproduction and reading of Rizal's novels especially Noli Me Tangere. **OBJECTIVES OF THE LAW** - To rededicate the lives of the youth to the ideals of freedom and nationalism, for which our heroes lived and died; - To pay tribute to our national hero for devoting his life and works in shaping the Filipino character; - To gain an inspiring source of patriotism through the study of Rizal's life, works, and writings. **GOALS SET BY THE THEN BOARD ON NATIONAL EDUCATION (Capino et al, 1997)** - To recognize the relevance of Rizal's ideals, thoughts, teachings, and life values to present conditions in the community; - To apply Rizal's ideas in the solution of day-to-day situations and problems in contemporary life; - To develop an understanding and appreciation of the qualities, behavior and character of Rizal; and - To foster the development of moral character, personal discipline, citizenship and vocational efficiency among the Filipino youth. **RIZAL, A TRUE FILIPINO HERO** **OTHER KNOWN NATIONAL HEROES** - Andres Bonifacio - Emilio Jacinto - Marcelo H. del Pilar - Antonio Luna **HISTORIAN RENATO CONSTANTINO (1969)** \- States that Americans were responsible for endorsing Rizal as the National Hero. \- According to him, these are the factors which contributed to Rizal's acceptability as the official hero of the Philippines: - Rizal was already dead at the time the Americans began their aggression in the Philippines. - Rizal wrote that the US was "par excellence for the whites only" and Americans are always after making money. - Rizal's dramatic martyrdom had already made him the symbol of Spanish oppression. **HISTORIAN TEODORO AGONCILLO (1986)** \- States that Rizal was acceptable as a National Hero to the Americans. \- Filipinos chose Rizal as the National Hero. **KATIPUNEROS** Considered Rizal the honorary leader of the Katipunan. **DECEMBER 30** \- The anniversary of Rizal's execution at Bagumbayan, ordered by General Emilio Aguinaldo on December 20, 1898. \- Act no. 345 \- "a day of mourning for Rizal and other victims of the Philippine Revolution." **CONCLUSION (Guerrero, 1998)** 1. Since the Filipinos love peace, they have chosen to magnify a man of peace above the men of war. 2. Because Filipinos are lovers of freedom and justice, they have given their worship to a man who gave up all comforts and pleasures of peace for their sake. 3. Filipinos prize virtue more than victory, and sacrifice above success. **RIZAL, PIONEER ASIAN NATIONALIST LEADER** \- Rizal was the first exponent of Asia nationalism since he was the source of inspiration for the outbreak of the Philippine Revolution of 1896 (De Ocampo, 1969). \- Fisher (1962) called Rizal *the Pioneer Exponent of Liberal Democracy in Asia*. **RIZAL IDEAS ON LIBERAL DEMOCRACY** - The worth and dignity of the individual; - The inviolability of human rights; - The innate equality of all men and races; - The necessity for constitutional government; - Due process of law; - Popular sovereignty as the basis of all political authority; - Faith in human reason and enlightenment; - The rights of the masses to public education; and - Belief in social progress through freedom. **MAJOR PERIODS IN THE LIFE OF RIZAL** **FIRST PERIOD (1861-1872)** \- Rizal learned how to read, write, and listened to stories. \- The following values and virtues were developed on him: **industriousness** instead of idleness **creativeness** instead of unproductiveness **rationality** instead of blind acceptance **dignity** instead of servility **SECOND PERIOD (1872-1882)** \- The first turning point in his life. \- He was enrolled in Ateneo at the age of 11. \- Her mother wanted him to stop studying after graduating at Ateneo. \- The period when GomBurZa was executed by Spanish Government. **THIRD PERIOD (1882-1892)** \- Major turning point of his life. \- Rizal leaves the Philippines to continue his study in medicine in Europe. \- He urged the Filipino colony in Spanish to prove that Filipinos can compete with the Europeans in intellect and talent. \- Rizal took part in the Propaganda Movement. **FOURTH PERIOD (1892-1896)** \- 1892 can be considered the last turning point in the life of Rizal. \- December 30, 1896, was Rizal's martyrdom. \- He was exiled in Dapitan. \- He detached his connection with politics and devoted more of his time in practical service and usefulness to the community. **\ ** **CHAPTER 2** **SPAIN AND THE 19^TH^ CENTURY WORLD OF JOSE RIZAL** **GROWTH AND DEVELOPMENT OF NATIONALISM** **NATIONALISM** \- A sense of loyalty or psychological attachment members of a nation share, based on a common language, history, culture, and desire for independence (Jackson & Jackson, 2000) \- A feeling that drives a people together as a nation. \- Love of country expressed in devotion to and advocacy of national interest and independence. **TWO MAJOR REVOLUTIONS OF THE EARLIER CENTURY** **AMERICAN REVOLUTION (1776)** Gave birth to the United States of America. **FRENCH REVOLUTION (1789)** Led to the overthrowing of the absolute rule of the Bourbon Dynasty and the abolition of the feudal system. Both revolutions gave birth to the idea that an individual's loyalty has to be his nation not to the king. **IDEOLOGY OF THE FRENCH REVOLUTION** \- Liberty, Fraternity, and Equality \- Influenced subject peoples to cast off the yoke of colonialism by means of armed uprising. \- Italy became a united kingdom under King Victor Emmanuel II. **TWIN REVOLUTIONS** In the Philippines, this caused the displacement of the farmers from their lands. **LIBERALS** For them, laissez-faire policy or government's non-interference in the conduct of trade and business has to be sustained for the continuous expansion of the economy. **COMMUNISTS** They suggested that all factors of production be owned and controlled by the government. Equality on society can be achieved if social classes are destroyed and dictatorship of the proletariat is established. **THE ADVANCEMENT OF SCIENCE** \- The rapid expansion of scientific knowledge profoundly influenced Western thought in the 19^th^ Century (Hunt et al, 1995). \- The 19^th^ century was a time for expansion of scientific knowledge. \- The search for knowledge and truth could be explained by a rational and empirical approach. **SIGNIFICANT CONSEQUENCES OF SCIENCE AND TECHNOLOGY ADVANCEMENT** - Everyday experience and innumerable scientists impressed the importance of science on the mind of ordinary citizens. - As science became more prominent in popular thinking, the philosophical implications of science spread to broad sections of the population. Technical advances led the people to develop optimistic faith in man's capability to achieve progress. - The methods of science acquired unrivaled prestige after 1850. For many, the union careful experiment and abstract theory was the only route to truth and objective reality. **THE RESURGENCE OF WESTERN IMPERIALISM** \- In 19^th^ century, the industrializing West entered the third and most dynamic phase of its centuries-old expansion into non-Western lands. \- Africa and Asia supply the goods needed by Western Factories. \- The reason for culminating surge were many, but the following were particularly important. - economic thrust of robust industrial capitalism - an ever-growing lead in technology - competitiveness pressures of European nationalism \- Western expansion had far-reaching consequences. \- For the first time in history, the world became in many ways a single unit. \- European expansion diffused the ideas and techniques of s highly developed civilization. \- West relied on imperialist struggled for dignity, genuine independence, and modernization. **OPTIMISM AND CONFIDENCE IN PROGRESS** Optimism or faith in society and man's ability to progress was brought about by the advancement of science, the coming of steam-powered industry, and the spread of liberalism and socialism (Chodorow et al, 1994). **Marquis de Condorcet** \- The optimism of the century was summed in his work, Sketch for a Historical Picture of the Progress of the Human Mind. \- He saw that "***the strongest reasons for believing that nature has set no limit to the realization of our hopes***" and foresaw "***the abolition of inequality between nations, the progress of equality within nations, and the true perfection of humanity. Progress was now independent of any power that might wish to halt it and will never be reversed***." Optimism and confidence in progress can be gleaned from the achievements of men in the 19^th^ century. Notable among these were the following (Capino, 1977): - Extension of human rights to many people; - Promotion of higher education for men and women; - Education for nationalism in schools; - Investment in science to serve mankind; - Improvement of public health through the establishment of numerous hospital; and - Emergence of realistic literature, depicting the life of the time. **SPAIN IN THE 19^TH^ CENTURY** **POLITICAL INSTABILITY IN SPAIN** \- After the death of Ferdinand VII, Spain went through a downward spiral as a world power. \- By 1830 all of Spain's American colonies have seceded and became independent states with the exception of Cuba and Puerto Rico. \- The ensuing struggle would be known as Carlist Wars. **MERCANTILISM** \- Abandonment of Mercantilism. \- Before 19^th^ century, European practiced mercantilism. \- An economic doctrine based on the idea that the country's wealth and power can be measured in its stock of gold and silver. \- Resulted in the creation of monopolistic ventures like the galleon trade between Manila and Acapulco, which began in 1565. **18^th^ AND 19^TH^ CENTURIES** \- Shift towards laissez faire or free market trade. \- Countries and their colonies began trading with one another. \- Merchants began trading freely as a profits from international commerce began to shape official policies. \- There was a demand for Philippine products such as sugar, coffee, rice, indigo, and tobacco. \- With the uselessness of mercantilism, the Philippines was officially opened to foreign trade by 1834. \- There was a rising class composed of merchants, who were mostly mestizos. **SUEZ CANAL** \- The opening of Suez Canal in 1869 brought Europe closer to the Philippines and the enlightenment ideas became more prevalent among the members of the middle class. \- These people became known as "*ilustrados*" or the "*enlighten ones*" **THE PHILIPPINES DURING RIZAL'S TIME** \- By the 19^th^ century, there was a great disparity between the majority natives who remained poor and the minority who consisted of peninsular Spaniards, Philippine-born Spaniards and mestizos who comprised the rich in the islands. **ADMINISTRATIVE ORGANIZATION** \- Philippines was governed directly by the Spanish Crown, through the Ministry of Colonies in the 19^th^ Century. \- Government of the country was unitary. \- The provinces were divided into towns or pueblos. \- Spanish colonial administration was corrupt and inefficient. **Governor-General** \- The head of the Spanish Colonial government. \- Vice Royal Patron over religious affairs. \- He could nominate priests for ecclesiastical administration of the parishes. \- The commander in chief of the colonial army. \- Had legislative powers. \- Laws enacted by the governor-general were called *actos acordados*. \- Had the power of *cumplase* or the power to decide which law or royal decree should be implemented. **GOBERNADORCILLO** \- Town mayor \- His principal responsibility was tax collection. **CABEZA DE BARANGAY** \- Head of the smallest unit of the government which is the barrios or barangay. \- Main function was the maintenance of peace and order and the collection of taxes and tributes in the barangay. **AYUNTAMIENTO** \- City government during the Spanish Regime. \- Governed by a **cabilo** or city council composed of a **city mayor** (alcade en ordinario), **councilors** (regidores), **chief constable** (aguacil mayor), and a **secretary** (escribano). **FRIAR** \- Key in the local administrative set-up. \- The supervising representative of the Spanish government for all local affairs. \- Ruler of the town. **GUARDIA CIVIL** \- Organized in 1867. \- Corps of native police under the leadership of Spanish officers for the purpose of dealing with outlaws and renegades. **FILIBUSTEROS** Enemies of the government. **EREHES** Heretics who are considered enemies of the Catholic Church. **AUDIENCIA REAL\ **- Supreme court during those times and the lower courts. \- Two territorial audiences were courts of first instance, and the justice of the peace courts. \- Adjudicate appeals for civil and criminal cases. \- Served as a forum for settling important issues on governance and an auditing agency of the finances of Spanish colonial administration in the country. **THE SOCIAL STRUCTURE OF FILIPINO SOCIETY** *Peninsulares* *(Spanish born in Spain)* *Insulares Filipino* *(Spaniards born in the Philippines)* *Mestisos (Spanish and* *Chinese half-breeds)* *Indios or Natives* **EDUCATIONAL SYSTEM** \- Schools were under the control of the friars. \- Primary education was placed under parochial schools in many towns. \- Uses vernacular language. **UNIVERSITY OF SANTO TOMAS (UST)** \- By the end of 19^th^ Century, only the University of Santo Tomas (UST) was the existing higher education institution in the Philippines. \- Founded by the Dominicians in 1611. \- Only university that offered courses in medicine, pharmacy, theology, philosophy, as well as canon and civil law. **NOTABLE SECONDARY SCHOOLS FOR BOYS** - San Juan de Letran in Manila, which was under the Dominicians. - Ateneo Municipal, run by the Jesuits. **SECONDARY EDUCATIS FOR GIRLS** - Santa Isabel - La Concordia - Santa Rosa - Santa Catalina **EDUCATIONAL SYSTEM WEAKNESSES** - Over-emphasis on religion; - Limited and irrelevant curriculum; - Obsolete classroom facilities; - Inadequate instructional materials; - Absence of academic freedom; and - The shortcomings in the educational system reflected the dire Spanish empire which was in decline. **ECONOMIC SITUATION** \- The country was opened to foreign trade in 1832. \- Presence of foreign traders stimulated agricultural production and export sugar, rice, hemp, and tobacco. \- Opportunities for trade, increased Filipino contacts with foreigners and peninsular Spaniards. \- Among the major income generating mechanisms used by the Spaniards were ***galleon trade, monopolies, encomienda, and tributes***. **CHAPTER 3** **THE DAWN OF FILIPINO NATIONALISM** **UNIFICATION OF THE PHILIPPINES UNDER SPANISH RULE** \- Spain ruled the Philippines for more than 300 years. \- Filipinos were partially transformed into little brown Spaniards. \- Barangays were merged to form pueblos, pueblos into alcaldias, in addition to the ayuntamientos. **REDUCCION** \- Plan of Fr. Juan de Plasencia, which required the natives to live in the area near the church. \- As a result, Spanish encomenderos found it easy to control the inhabitant and to collect taxes from the natives. \- Transformed the Filipinos into law-abiding citizens under the Spanish crown. **EARLY RESISTANCE TO SPANISH RULE** \- The integration of the country into the Spanish empire, resulted into the implementation of taxation without representation, *polo y servisio* or forced labor, galleon trade, indulto de comercio and government monopolies. \- Resistance to Spanish-imposed institutions was also a major cause of the early revolts against Spanish rule. **REVOLTS THAT WERE TRIGGERED BY THE DESIRE TO REVERT THEIR NATIVE RELIGION RATHER THAN EMBRACE THE RELIGION OF THE COLONIZERS:** - Igorot Revolt (1601) - Tamblot Revolt (1621-1622) - Revolt of Lanab and Alababan (1625-1627) - Tapar Revolt (1663) - Revolt of Francisco Rivera (1718) - Revolt of Apolinario dela Cruz (1840-1841) - Moro Resistance in Southern Philippines (1574- 1898) **THE EMERGENCE OF THE FILIPINO SENSE OF NATIONHOOD** The emergence of the Filipino sense of nationhood took place only during t he last years of Spanish rule in the 1890's. The development of nationalism in the 19^th^ Century was attributable to the following factors: - opening of the Philippines to world commerce - rise of the Filipino Middle Class - liberal regime of Carlos Ma. Dela Torre - racial discrimination - secularization controversy - Cavite Mutiny of 1872. - (1574- 1898) **THE OPENING OF THE PHILIPPINES TO WORLD COMMERCE** \- It was a consequence of Spain's adoption of the laissez-faire policy. \- Filipino intellectuals came to learn of the revolutionary ideas of John Locke and Jean Jacques. \- Filipinos were able to learn Locke's Theory of Revolution and Rousseau's Social Contract Theory. **John Locke's Theory of Revolution** People could overthrow a government that is not working for the good of the governed. **OTHER LIBERAL IDEAS THAT FILIPINOS LEARNED:** - equality before the law - freedom of speech - freedom of religion - freedom of assembly - protection of human rights - representation in the legislature - sovereignty of the people **THE RISE OF CLASE MEDIA** \- Can be traced to the prosperity of a relatively small class of mestizos and the principalia or ruling elited who benefited from the opening of the country to foreign commerce and trade. \- European-educated Filipinos became disillusioned with Spain. **LIBERAL REGIME OF CARLOS MA. DELA TORRE** \- Governor-general in the Philippines (1869) \- Demonstrated his democratic and liberal philosophy in governing the country. \- He encouraged the aspirations of the reformists and abolished the censorship of the press. \- Reform commissions were set up. \- Public discussions took place in the newspapers for the first time. \- For the first time, Filipinos were allowed to talk about freedom and democracy openly. \- Because of his liberal policy, Father Burgos and other Filipinos clergy were motivated to work for the Filipinization of parishes throughout the country. \- He secretly had a list of potential troublemakers, including Filipinos clamoring for reforms. \- Rafael de Izquierdo was his successor. **CAVITE MUTINY 1872** **JANUARY 20,1872** A mutiny broke out among Filipino soldiers in the arsenal of Cavite under the leadership of Sgt. La Madrid. \- Mutiny was brought about the increased taxes from tribute and forced labor by Governor-General Izquerdo. **GOMBURZA** - Jose Burgos - Mariano Gomes - Jacinto Zamora \- GomBurZa was executed by garrote for alleged complicity in rebellion. \- Hailed as true martyrs of the fatherland. **RIZAL AND THE CAVITE MUTINY 1872** \- Rizal at this time was only 11 years old. \- When he heard of the martyrdom of Gomburza, he changed his mind and swore to dedicate his life to vindicate the victims of Spanish oppression. **CHAPTER 4** **RIZAL'S CHILDHOOD YEARS AND FORMAL SCHOOLING AT A VILLAGE SCHOOL OVERVIEW** **CALAMBA AT THE TIME OF RIZAL'S BIRTH** \- Calamba is a town well-endowed by nature. \- Situated between Laguna de Bay and Mt. Makiling. \- Virtually owned by Dominican friars. \- It provided Rizal the inspiration and springboard to hone his poetic and artistic sensibilities. **BIRTH OF THE YOUNG JOSE** - **Jose Protasio Rizal Mercado y Alonso Realonda** - **June 19, 1861** - **His parents are Teodora Alonso Realonda and Francisco Mercado** - **Seventh Child** Saturnina, Paciano, Narcissa, Olimpia, Lucia, Maria, **Jose Rizal**, Concepcion, Josefa, Trinidad, Soledad **GREAT GRAND PARENTS FROM HIS FATHER SIDE** Domingo Lamco (Chinese Merchant) Ines Dela Rosa (Chinese Mestiza) **GRAND PARENTS FROM HIS FATHER SIDE** Juan Mercado Cirila Alejandrino (Chinese-Filipino) **GREAT GRAND PARENTS FROM HIS MOTHER SIDE** Manuel De Quintos (Chinese Mestizo from Lingayen, Pangasinan) Regina Ursua (woman with Japanese ancestry) **RIZAL'S IMMEDIATE FAMILY** \- He lived a life of comfort and affluence. \- His family belonged to the *principalia class* or ruling elite of his town. **AFFLUENCE OF RIZAL'S FAMILY** - the family's predilection for studies - its stone house of adobe and hardwood - ownership of carriage and horses -- the symbol of wealth and respectability during those times - a home library with numerous volumes of books - presence of personal servants taking care of the needs of the children, and private tutoring of the children in the family's domicile **DON FRANCISCO MERCADO** \- Took courses in Latin and Philosophy at the Colegio de San Jose in Manila. \- A model father owing to his honesty, frugality and industry. **DOÑA TEODORA ALONSO** \- Completed her education at the Colegio de Santa Rosa then a prestigious college for girls in Manila. \- A disciplinarian, a woman of more than average education, a woman of culture and religion, a sacrificing and industrious housewife. **CHILHOOD DAYS AND MEMORIES** \- He always treasured the care demonstrated by his parents due to his poor health. \- At 3 years old, he learned how to pray and even read the Bible. \- **Father Leoncio Lopez** made the young Rizal the need to develop a sound philosophy of life. \- At the age of 4, his younger sister Concepcion died. \- One of the stories Rizal never forgot was the fable entitled, **The Moth and the Flame**. Ursua (woman with Japanese ancestry) \- For Rizal, the moth died a victim of its illusion in search for the light. **EARLY DEMONSTRATION OF INBORN TALENTS** \- He was able to master the alphabet when he was 3 years old. \- He enjoyed reading the books in their library at home. \- Her mother was her reading teacher and critic. \- Rizal also showed his knack in sketching, painting, sculpture, and literature. \- As a young boy, he was already aware that his people have a language of their own. **THE FIRST TASTE OF INJUSTICE** \- In 1872 his mother was arrested due to her alleged complicity in the attempted murder of Teodora Formoso, his uncle's unfaithful wife. \- Doña Teodora was made to walk a distance of 50 kilometers from Calamba to Santa Cruz. \- She was jailed for two and a half years. \- She was freed through the assistance by the Administer of Calamba who recommended lawyer from the UST to defend ger. \- Rizal lost confidence in friendship and developed mistrust of his fellowmen. \- The martyrdom of GomBurZa inspired Rizal to redeem the oppressed Filipinos. **PREPARATIONS FOR FORMAL SCHOOLING** \- Rizal's **first teacher was his mother**. \- His first private tutor was **Maestro Celestino**, followed by **Maestro Lucas Padua**. The third tutor was **Leon Monroy**, a former classmate of his father. \- He was trained to become a middle-class intellectual or ilustrado. \- He did not have any real social consciousness. \- Rizal grew up detached from the people, he did not understand their needs and aspirations at the very start. **RIZAL MOVES TO BIÑAN** \- Rizal left Calamba to study in Biñan. \- He was accompanied by his brother, Paciano. \- He felt homesick as he remembered his mother and sisters. **FIRST DAY AT THE VILLAGE SCHOOL** \- Village School was under the charge of **Maestro Justiniano Cruz**. \- Pedro, the son of Maestro Cruz, laughed at Rizal's answers and made fun of him. \- Rizal challenged Pedro a fight and defeated him in an arm-wrestling match. \- He became popular in class, however, many of his classmates challenged Rizal in an arm-wrestling duel. **ACADEMIC STUDIES AT THE VILLAGE SCHOOL** \- He was able to emerge the best in his class in Latin, Spanish, and the rest of the subjects in the curriculum for elementary pupils. \- His older classmates became jealous of him and Rizal became involved in numerous school brawls. \- He was always required to lie down on the bench to receive from five to six blows almost every day. \- Rizal was a poor Spanish speaker. \- One thing he detested from his teacher was the use of corporal punishment to make pupils learn the lesson for the day. \- Rizal's hatred to this kind of teaching was highlighted in his novel, Noli Me Tangere. \- He was quite small for his age. **LIFE AT BIÑAN** \- He led a very systematic and disciplined life. \- Rizal also took painting lessons under the father-in-law of Maestro Cruz, the **Old Juancho**. \- Rizal became the apprentice of the old painter. \- He returned to his hometown on December 17, 1870.