Rizal Law (RA 1425) PDF

Module 1 RA 1425 (The Rizal Law) Introduction: Rizal’s life and works without question brings impact to the life of every Filipinos. His works and writing strengthen the nationalism and patriotism of the Filipino pe...

Module 1 RA 1425 (The Rizal Law) Introduction: Rizal’s life and works without question brings impact to the life of every Filipinos. His works and writing strengthen the nationalism and patriotism of the Filipino people all throughout different generations. However, the questions on how Rizal became the national hero is still in a substance of discussion, just like the integration of the Rizal course in the college curricula. Course Outcome 1 Examine the circumstances and challenges leading to the approval of the Republic Act 1425 known as the Rizal Law of 1956 which mandates its teaching in the tertiary academic institutions Specific Learning Objectives: At the end of the topic the students are expected to: 1. Trace the history of the conception, crafting, and approval of RA 1425 2. Deliberate on the opposing and supporting views concerning the approval of RA 1425 3. Analyze 6. Internalize thethe relevance multiple of RA 1425 advocacies to the in of Rizal current givingtertiary academic value to system. the life of every and to his 6. Internalize the multiple advocacies of Rizal in giving value to the life of every and to his RA 1425 – Also known as the Rizal Law, is an act to include in the curricula of all public and private schools, colleges and universities courses of the life, works and writing of Jose Rizal, particularly Noli me Tangere and El Filibusterismo, authorizing the printing and distribution thereof and for other purposes. was approved on June 12, 1956, and published in the Official Gazette of the Philippines in the same month. Proposed by Claro M. Recto and Jose P. Laurel Mandating all schools public and private to offer the course on Rizal Life, works and writings. Met intense opposition from catholic church. - Catholic schools threatened because of communist and anti-Catholic Recto and Manuel. - The Arch bishop of Manila Rufino Santos, requested then Sen Recto to only require the “Expurgated” versions of Rizal’s two Novels. But the later refuse which was known as the fight of Rizal’s Legacy. - The church further threatened to close schools run by Catholic church if the bill comes into law, but countered that the said schools be “Nationalized” and converted into a government-ruled institutions. Senators who opposed the Bill - Francisco Rodrigo - Mariano Cuenco - Decoroso Rosales Groups who oppose the Bill - Catholic Action of the Philippines - Congregation of the Mission  - Knights of Columbus - Catholic Teachers Guild Fidel V. Ramos directed CHED and DECS to fully implement the law through CMO no. 247 in 1994 and subsequently CMO no. 3 was issued to enforce strictly the law in 1995. Basis of the Law WHEREAS, today, more than any other period of our history, there is a need for a re- dedication to the ideals of freedom and nationalism for which our heroes lived and died; WHEREAS, it is met that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character; WHEREAS, the life, works, and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused; 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; Now, therefore, Significance of RA 1425 It provides insights on how to deal with current problems. It helps to understand better ourselves as Filipinos It teaches nationalism It provides various essential life lessons It serves as worthwhile inspiration to every Filipinos. Controversy: The passage of the law was not without controversy. The Catholic Church in the Philippines opposed the mandatory reading of Rizal’s novels, which they believed contained anti- clerical themes and criticisms of Spanish friars. Despite this opposition, the law was passed, reflecting a compromise that allowed for the inclusion of Rizal’s works in education while respecting the concerns of the Church. RA 1425 remains an essential law in Philippine education, ensuring that the legacy of José Rizal and his contributions to the country’s history are preserved and taught to future generations. Basis for the Objection of the Law The opposition to Republic Act No. 1425, commonly known as the Rizal Law, primarily came from the Catholic Church and its allies. The basis of their opposition centered on several key concerns: Anti-Clerical Content of Rizal's Novels: Noli Me Tangere and El Filibusterismo, Rizal’s two most famous novels, were seen as highly critical of the Catholic Church and its clergy. The novels portrayed the abuses, corruption, and hypocrisy of some members of the religious orders during the Spanish colonial period in the Philippines. The Church feared that making these books mandatory reading would encourage anti-clerical sentiment among students. Religious Sensitivities: The Catholic Church argued that requiring the study of Rizal’s novels could undermine the faith of young Filipino Catholics. The Church was concerned that exposing students to the strong anti-clerical themes in these works would lead to a questioning of Church authority and teachings. Violation of Religious Freedom: Opponents of the law, particularly those allied with the Catholic Church, argued that mandating the reading of Rizal’s works was a violation of religious freedom. They claimed that forcing Catholic students to read texts that were critical of their religion was an infringement on their right to religious belief and practice. Political Power and Influence: At the time, the Catholic Church wielded significant political power and influence in the Philippines. Church leaders and conservative politicians used this influence to lobby against the passage of the Rizal Law, arguing that it was a threat to the Church’s authority and the moral fabric of society. Key Figures in the Opposition: Senator Decoroso Rosales and Senator Mariano Jesús Cuenco were among the prominent figures in the Philippine Senate who opposed the Rizal Law. They were supported by Catholic bishops and other conservative elements in society. Compromise and Resolution: Despite the opposition, the law was passed, but not without compromise. Amendments were made to the original bill to address some of the concerns raised by the Church. For instance, a provision was included allowing parents to request exemptions for their children from reading the unexpurgated versions of Rizal’s novels if they could demonstrate that it was contrary to their religious beliefs. This compromise allowed the law to be passed while attempting to respect religious sensitivities, though the debate highlighted the tension between the Church's influence and the state's efforts to promote nationalism through education.  THE PHILIPPINES DURING THE 19th CENTURY IN THE RIZAL CONTEXT Introduction: The 19th century, particularly within the context of José Rizal, has been explored by various authors who offer different perspectives on this pivotal period in Philippine history. These narratives often highlight the complex socio-political landscape of the time, the rise of nationalist sentiments, and the eventual push towards independence from Spanish colonial rule. Course Outcomes 2: Evaluate the differing sources of narratives and interpretations of Jose Rizal’s Life and Works. Specific Learning Objectives: At the end of the topic the learners are expected to, 1. Evaluate the differing sources of narratives and interpretations of Jose Rizal’s Life and Works. 2. Differentiate the varied historical narratives and interpretations of the Life and Heroism of Jose Rizal. 3. Assess the different authorial narratives for their value, credibility, and reliability. SOCIO-POLITICAL LANDSCAPE OF THE 19 TH CENTURY PHILIPPINES The Social Condition and Structure The product of the Spanish colonization which upheld the landholding system brought by the arrival of the conquistador, made the Philippines Feudalistic in set-up. Dominion toward the land owned was practice wherein the authority and power resided in the hands of the wealthy few. Spaniard’s tax and mandatory contribution dragged the poor down, the powerless was helpless and the rich increase in power. The Filipinos in the 19th century had suffered from feudalistic and master slave relationship by the Spaniards. Their social structure is ranked into three groups: 1. Highest class – the people that belong in this class include the Spaniards, peninsulares and the friars. They have the power and authority to rule over the Filipinos. They enjoyed their positions and do what they want. - The Peninsulares (Spaniards who were born in Spain). They held the most important government jobs, and made up the smallest number of the population. - The friars are members of any of certain religious orders of men, especially the four mendicant orders (Augustinians, Carmelites, Dominicans, and Franciscans) 2. Insulares – Spanish born in the Philippines and lived in the Phil. 3. Middle Class – the people that belongs into this class includes the natives, mestizos and the Creoles. - The Mestizos are the Filipinos of mixed indigenous Filipino or European or Chinese ancestry. a. Illustrado -Well educated Filipino b. Principalia – landowners 4. Lowest class – this class includes the Filipinos only.  - The Indios are the poor people having pure blood Filipino which are ruled by the Spaniards. The Political Situation and Structure There was an appointment of officials with inferior qualifications, without dedication of duty and moral strength to resist corruption for material advancement. Through the power and authority, the Spaniards possess, they collected and wasted the money of the Filipinos. There were too complicated functions to the unions of the church and the state. Through the power that the Spaniards possess, they had the right to appoint the different positions. The appointment of positions is obtained by the highest bidder which is the Governor-general of the country. Term of office or term in office is the length of time a person (usually a politician) serves in a particular office is dependent on the desire of the King of the country. Distance of the colony: The Spanish officials traveled to various places and the needs of the Philippines were ignored. They did not put too much attention to the needs of the other people. There were inadequate administrative supervisions, they were unable to face and solve the problems regarding to the Philippines. There were also overlapping of powers and privileges of officials which made them competitive. Personal interest over the welfare of the State They were corrupt during the 19th century and the Alcaldias/Alcalde is considered as the most corrupt over the other corrupts. The Alcaldias/Alcalde includes the administrators, judges and military commandants. They usually have P25/mo liberal allowances and privileges to take a certain percentage of money from the total amount of taxes. There were also monopoly trades or business practices known as indulto para comerciar. Economic Condition and Development There was the shifting from Mercantilism to laissez faire or free market economy. Opening of the Philippines to International Trade and the Rise of the Middle Class: Manila was opened to foreign trade which brought prosperity to the Filipinos and Chinese mestizo resulting to the existence of middle class. During the 19th century, the Philippines’ economic condition gave rise to Haciendas or the “cash-crop economy”. Where large parts of lands would be used for crops considered as cash-crop. Some cash-crops are: Sugar, Tobacco, Abaka, and Coffee. Being open to world trade and having these products abundant in the Philippines, the Philippines became a major exporter for these products and became well-known in other parts of the world. By these events, there was a shift from barter system to moneyed economy Opening of the Suez Canal on November 17, 1869: - Connects Mediterranean and red sea; shortened distance between Europe and Orient - Philippines became closer to Europe and Spain - Encouraged European travelers to come to our country - Exodus of liberal ideas from Europe to the Philippines - More educated and young Filipinos were able to study abroad Some notable approaches and perspective about the Life of Dr. Jose Rizal José Rizal is a central figure in Philippine history, and various historians and scholars have interpreted his life and contributions through different lenses, reflecting the socio-political context of the 19th century. Here are some prominent historical perspectives on Rizal and the 19th-century Philippines: 1. Rizal as a Reformist Leader Perspective: Leon Ma. Guerrero and Austin Coates view Rizal primarily as a reformist leader. They emphasize his intellectual contributions and advocacy for gradual reform rather than outright revolution. Context: 19th Century Spain: During this period, Rizal's reformist stance was a response to the abuses of the Spanish colonial government and the Catholic Church. His works, such as Noli Me Tangere and El Filibusterismo, called for social reforms, education, and greater representation for Filipinos. Reform Movement: Rizal was part of the Propaganda Movement, which aimed to achieve reforms through peaceful means, such as petitioning the Spanish authorities and raising awareness through literature. Key Points: Rizal's vision was of a reformed Philippine society under Spanish rule, with improved conditions for Filipinos. His writings were intended to awaken national consciousness and promote political and social change. 2. Rizal as a Nationalist Hero Perspective: Gregorio Zaide and Teodoro A. Agoncillo present Rizal as a nationalist hero and martyr. They focus on his role in inspiring the Philippine Revolution and his ultimate sacrifice. Context: Rise of Nationalism: The late 19th century saw the rise of Filipino nationalism, driven by discontent with Spanish rule and the influence of revolutionary ideas from other parts of the world.  Execution: Rizal's execution in 1896 by the Spanish authorities made him a martyr for the cause of independence and solidified his status as a symbol of resistance. Key Points: Rizal's life and death galvanized the nationalist movement and contributed to the eventual struggle for Philippine independence. His image as a hero was used to inspire subsequent generations and legitimize the revolutionary cause. 3. Rizal as a Complex Intellectual and Critic Perspective: Ambeth Ocampo and Renato Constantino offer a more nuanced view of Rizal, highlighting his complexity as an intellectual and his critical stance on various issues. Context: Intellectual Context: Rizal was well-versed in European Enlightenment thought and was critical of both the Spanish colonial system and the Filipino elite. His writings also reflected his personal struggles and evolving views on religion and politics. Critical View: Constantino, in particular, argues that Rizal's idealized image has overshadowed other revolutionary figures and movements that were more radical in their approach. Key Points: Rizal’s critiques of the colonial government and the Church were sharp and insightful, but his vision for reform was often seen as moderate compared to other revolutionaries. His personal correspondence and reflections reveal the complexity of his views and the challenges he faced in advocating for change. 4. Rizal within a Global Context Perspective: Benedict Anderson and Vicente L. Rafael place Rizal within a broader global context, linking his ideas to international anti-colonial movements and the global discourse on nationalism. Context: Global Influences: Rizal’s ideas were influenced by the global revolutionary movements of the time, including the struggles in Latin America and Europe. Transnational Impact: Anderson’s work highlights how Rizal’s thought was part of a larger network of anti-colonial and nationalist ideas, and how his works contributed to a global discourse on colonialism and identity. Key Points: Rizal’s intellectual and political activities were part of a global context of resistance against colonial powers. His influence extended beyond the Philippines, contributing to a wider understanding of anti-colonial struggle and nationalism. 5. Rizal and Popular Religion Perspective: Reynaldo Ileto explores the relationship between Rizal’s ideas and popular religious movements in the Philippines, such as the Pasyon. Context: Popular Religion: The Pasyon and other religious traditions played a significant role in shaping Filipino revolutionary consciousness. Ileto argues that these religious practices influenced the way Filipinos understood and responded to colonial oppression. Rizal’s Influence: Rizal’s works resonated with the broader religious and cultural sentiments of the time, contributing to the revolutionary fervor. Key Points: Rizal’s ideas were not only a product of elite discourse but also engaged with popular religious and cultural practices. Understanding this interaction helps to appreciate the broader impact of Rizal’s thought on Filipino society. Summary Comparison Reformist Leader: Focuses on gradual reform and peaceful advocacy within the colonial system. Nationalist Hero: Emphasizes Rizal’s role in inspiring the push for independence and his martyrdom. Complex Intellectual: Highlights Rizal’s evolving views and critical stance on both the colonizers and the local elite. Global Context: Places Rizal’s ideas within a broader international context of anti- colonial struggle.  Popular Religion: Examines how Rizal’s ideas interacted with popular religious and cultural practices. Each perspective provides a different lens through which to understand José Rizal’s contributions and his impact on Philippine history. These views highlight the complexity of his role and the various ways he is interpreted within the context of the 19th century. FAMILY, CHILDHOOD AND EARLY EDUCATION OF RIZAL Introduction: Jose Rizal just like ordinary Filipino boys had many beautiful memories during childhood, but unlike other kids at his age, his childhood is characterized by his desire to learn and do some religious routines. He lives with a happy family, filled with parental affection, impregnated with family joys and sanctified by prayers. The topics discuss here does not only provide a comprehensive understanding of Rizal's early years but also set the stage for discussing how these formative experiences influenced his later life, writings, and role as a national hero. Course Outcomes 2: Evaluate the differing sources of narratives and interpretations of Jose Rizal’s Life and Works. Specific Learning Objectives: At the end of the topic the learners are expected to, 4. Evaluate the differing sources of narratives and interpretations of Jose Rizal’s Life and Works. 5. Differentiate the varied historical narratives and interpretations of the Life and Heroism of Jose Rizal. 6. Assess the different authorial narratives for their value, credibility, and reliability. The Birth of the Hero - Our hero was born on the moonlit Wednesday June 19, 1861 in Calamba Laguna - During the delivery his mother almost died because of her 7th child big head and also the superstition of some “omens” during the day of the delivery. - Three days after the delivery he was baptized in the same place by Father Rufino Collantes with his Godfather Rev. father Pedro Casanas The Rizal Family - The Rizal Family is composed of 13 members, the father, the mother nine girls and two boys ✓ Francisco Mercado (1818-1898) - Father of Jose Rizal who was the youngest of 13 offspring of Juan and Cirila Mercado. Born in Biñan, Laguna on April 18, 1818; studied in San Jose College,  Manila; and died in Manila. He was one of the tenants of Dominican lands in Calamba. ✓ Teodora Alonzo Realonda (1827-1913) – The mother of Rizal and served as his first teacher. Born in Santa Cruz Manila and studied at the Colegio De Santa Rosa. ✓ Saturnina Rizal (1850-1913) the eldest child of the Rizal family and married to Manuel Hidalgo. ✓ Paciano Rizal (1851-1930) Only brother of our hero and second child. Studies at San Jose College in Manila. ✓ Narcisa Rizal (1852-1939) – The third child of the family who became a teacher and musician. She married to Antonio Lopez. ✓ Olympia Rizal (1855-1887) – The fourth child who married Silvestre Ubaldo. She died when Jose Rizal was in Europe. ✓ Lucia Rizal (1857-1919) – The fifth child who married Mariano Herbosa. ✓ Maria Rizal (1859-1945) – The sixth child who married to Daniel Faustino ✓ Jose Rizal (1861-1896) – The second son and the seventh child. He died as a martyr by Spanish firing squad on December 30, 1896. ✓ Conception Rizal (1862-1865) - The eight-child died at the age of 3. ✓ Josefa Rizal (1865-1945) – is the ninth child of the family who died as spinster. ✓ Trinidad Rizal (1868-1951) – The tenth child who also died a spinster in her hometown at the age of 83. ✓ Soledad Rizal (1870-1929)- the youngest in the Rizal Family. Rizal Lineage - The Jose Rizal’s family paternal ascendant was Domingo Lam-co, a full - blooded Chinese who lived in Amoy, China and arrived in the Philippines in the closing years of the 17th century, Domingo Lam-co was married to a Chinese Half- breed named Ines Dela Rosa. - The mother of our hero had Spanish and Japanese ancestors. The father of his mother Lorenzo Alberto Alonzo was a half Spanish engineer. - The Mercado-Rizal Family has also Japanese, Spanish, Malay and Negrito Aside from their Chinese Blood. Influences to the young Jose Rizal - Uncle Gregorio was a book lover, he instilled into the minds of his nephew a great love for books. He taught him to work hard, to think for himself and work hard keenly. - Uncle Jose who had been educated at Calcutta; India was the youngest brother of Dona Teodora. He encouraged his nephew to sketch, paint and sculpture. - Uncle Manuel was a big, strong and husky man. He looked after the Physical training of his sickly and weak nephew. He encouraged Rizal to  learn swimming, fencing, wrestling and other sports, so that in later years Rizal’s frail body acquired agility endurance and strength. Rizal’s life and education during childhood - Dr. Jose Rizal’s frail and sickly body during his young age got much of the attention and pampering from his parents and siblings. - Jose Rizal first teacher was his mother that when he barely 3 years old he learned the alphabet from her and begun to take part in the family prayers. - When he was four years old, his sister Conception died at the age of three. It was on this time that Rizal remembered having shed real tears for the first time. - From 1865-1867 his mother taught him how to read and write and sometime of the day 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 the age of 5 Jose was also interested in magic. He read many books on magic. He learned different tricks such as making a coin disappear and making a handkerchief vanish in thin air. - Jose Rizal, at age five started to make pencil sketches and mold in clay and wax objects which attracted his fancy. When he was about six years old, his sisters once laughed at him for spending much time making clay and wax images. - At the age of 7 he with his father 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 - Before reaching the age of eight years old he wrote a Tagalog Drama, this drama was staged in Calamba in connection with the town fiesta. - 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.” - After Rizal’s tutor Leon Monroy Died, his parents decided to transfer Pepe to a private school in Binan. He was accompanied by his older brother Paciano who acted as his second father during his school days in Binan. The school was supervised by maestro Jutiniano Aquino Cruz. Scholarly views on the early childhood of José Rizal vary, reflecting different interpretations of the influence his formative years had on his later life and achievements. Here are some key perspectives from different scholars: 1. Austin Craig: The Nurtured Genius  Perspective: Austin Craig, one of Rizal's early biographers, emphasizes the nurturing environment provided by Rizal’s parents, particularly his mother, Teodora Alonso. Craig portrays Rizal as child prodigy whose intellectual and artistic talents were recognized and encouraged from a very young age. He credits Rizal's early education at home and his mother’s guidance as critical to his development as a thinker and patriot. Significance: Craig’s view underscores the importance of a supportive and intellectually stimulating environment in shaping Rizal’s future as a national hero. He suggests that Rizal's early exposure to literature, languages, and the arts laid the groundwork for his later accomplishments. 2. León María Guerrero: The Influences of Injustice and Environment Perspective: León María Guerrero, another prominent biographer of Rizal, focuses on how Rizal’s early experiences with social injustice and the environment in which he grew up influenced his later activism. Guerrero argues that witnessing the harsh realities of Spanish colonial rule, even as a child, sowed the seeds of discontent and a desire for reform in Rizal. Significance: This perspective highlights how Rizal’s childhood was not only shaped by positive influences but also by the social and political environment of the time. Guerrero’s interpretation suggests that Rizal’s awareness of the injustices faced by Filipinos began in his youth and was a driving force behind his later revolutionary ideas. 3. Ambeth Ocampo: The Myth vs. The Reality Perspective: Historian Ambeth Ocampo provides a more critical and nuanced view, questioning the idealized accounts of Rizal’s childhood. Ocampo examines the myths and legends that have grown around Rizal’s early life, often propagated by later generations to create a more heroic image. He emphasizes the importance of distinguishing between the mythologized Rizal and the real, more human figure who had a complex and multifaceted childhood. Significance: Ocampo’s approach encourages a more critical examination of Rizal’s early years, suggesting that while he was undoubtedly talented and precocious, the narratives around his childhood may have been exaggerated or romanticized to serve nationalistic purposes. 4. Benedicto Cabrera (Bencab): The Role of Family Dynamics Perspective: Bencab, a noted Filipino artist and cultural historian, explores the role of family dynamics in shaping Rizal’s personality and outlook. He emphasizes the influence of Rizal’s father, Francisco Mercado, as a figure of authority and discipline, and how Rizal’s relationship with his siblings, particularly Paciano, contributed to his early understanding of solidarity and loyalty.  Significance: This view provides insight into the familial relationships that influenced Rizal’s development, suggesting that his strong sense of family loyalty and his later commitment to his country were rooted in the close-knit dynamics of his family. 5. Floro Quibuyen: The Political Awakening Perspective: Floro Quibuyen, a scholar of Philippine studies, argues that Rizal’s early exposure to political ideas, particularly through his brother Paciano, was a crucial aspect of his childhood. Quibuyen suggests that Rizal’s early encounters with the ideas of freedom, justice, and nationalism were pivotal in shaping his later revolutionary consciousness. Significance: Quibuyen’s perspective places Rizal’s political awakening at a much earlier stage than many other scholars do, emphasizing the role of family and early exposure to political thought in his development as a national leader. 6. Nick Joaquin: The Cultural and Social Influences Perspective: Nick Joaquin, a renowned Filipino writer and historian, explores the cultural and social environment of Calamba and its impact on Rizal’s childhood. Joaquin delves into how the local customs, folklore, and the physical landscape of Laguna played a significant role in shaping Rizal’s imagination and cultural identity. Significance: This view highlights the importance of cultural and environmental factors in Rizal’s early development, suggesting that his deep connection to his homeland was fostered from childhood and later reflected in his literary and artistic works. These different scholarly views provide a multifaceted understanding of Rizal's early childhood, each contributing to a deeper appreciation of how his formative years influenced his later life, works, and legacy as a national hero. TOPIC 4 RIZAL’s LIFE: Academic Journey and Literary Works Introduction: Although Rizal was naturally gifted with intelligence, his thirst for knowledge endures as he relentlessly pursues his higher education abroad. His mother who discovers his potentials and extraordinary talents during childhood unexpectedly rejects the idea of enrolling her son to a higher education because of the potential danger. As a student our hero is not just good in academics but also in extra-curricular activities where he became member of various organizations here and abroad. Learning Objectives: at the end of the lesson the students are expected to; 1. Appreciate the scholastic triumph of Dr. Jose Rizal. 2. Evaluate the scholastic achievements and literary works of Dr. Jose Rizal in the Philippines and abroad. Early Education In Rizal’s memoirs, he wrote about the significant role of his mother in his early education. He claimed that his mother served as his first teacher who discovers his potentials. However, in coaching Pepe’s familiarity on language like Latin and Spanish, the father of Jose hired private tutors like Maestro Celestino who was succeeded by Maestro Lucas Pauda and later Leon Monroy until he died. Life in Binan After the death of Maestro Leon Monroy, the father of Dr. Rizal decided to sent him to a private school in Binan, this is considered his first experienced of having education away from his family home. On June 1869 Jose was accompanied by his brother to Binan for registration, they used carromata as the mode of transportation and lodged in his aunt house. During the first day of school, Jose was introduced to his teacher Maestro Justiniano Aquino Cruz and the school was in Maestro’s house with 30 pupils. Rizal also experienced being bullied at school by the teacher’s son Pedro and another kid named Andres Salandanan which resulted to his first recorded brawl. The daily life of Rizal in Binan is never wasted with idle moments, in his free time he engaged in painting lessons, church visit and other prolific activities. As expected, Jose Rizal surpassed his classmates in Latin, Spanish and other subjects. This domination of Rizal led to the jealousy of his older classmates who then squealed to the teacher false stories so that Jose will be punish with his palm whip with a stick by his teacher. After his academic domination in Binan, Jose Rizal left the school boarding the steamer “Talim” on December 17, 1870. Though Rizal shows intellectual superiority in Binan school but he promised to himself that he will never come back to the place again because of his bad experiences there. The Martyrdom of GOMBURZA On January 20, 1872 the military personnel at the Spanish Cavite arsenal stage an uprising because of the removal of their tax exemption which was later called the Cavite mutiny. The uprising was used then by the Spanish colonial government to implicate fathers Mariano Gomez, Jose Burgos and Jacinto Zamora as the head of the mutiny. The three martyred priests were also charge as the leaders of the church secularization movement and that on February 17, 1872 the three priests was implicated and executed through a garrote upon the order of Governor General Rafael de Izquierdo.  The death of GOMBURZA awakened the strong feeling of anger and resentment among the Filipinos. The incident sparks the desire of our to fight the evils of Spanish Tyranny where eventually dedicates his second novel to the three martyred priests. The Injustice to the Hero’s Mother On the same year after the death of GOMBUZA another terrible event happened. Dona Teodora was arrested by a malicious charge that she aided his brother Jose Alberto in trying to poison his wife. Jose Alberto’s wife connived with the Spanish Lieutenant of the Guardia Civil and filed a case against Rizal’s mother. The Governadorcillo of Calamba helped the Lieutenant arrest Dona Teodora. The mother was force to walk from Calamba to the provincial prison in Santa Cruz Laguna which was roughly 50 kilometers. Rizal in Ateneo Municipal While his mother was still in Prison, the father of Dr. Jose Rizal decided to enroll his son in Ateneo Municipal De Manila, but the original plan was supposed to enroll Jose at San Juan De Letran whom he took examination and pass it all. At first the registration of Rizal in Ateneo was rejected because of two reasons he was frail and small at his age during that time and he was a late registrant, but with the help of Manuel Xeres Burgos he was eventually accepted in Ateneo. Jose was the 1st of his family to adopt the surname “RIZAL”. He registered under this name at Ateneo because their first family name “MERCADO” had come under the suspicion of the Spanish authorities. System of Education in Ateneo The system of education given by the Jesuits in Ateneo is more advance than the other colleges during that period. It was described as a system which train the character of the students by rigid discipline and religious instruction as well as promotes physical culture, fine arts and scientific studies. The students in Ateneo were divided into two groups, the Roman Empire comprised of the internos (Boarders) and the Carthaginian Empire consisting of the Externos (Non-Boarders). Every empire is rank as its best. - Emperor – Best Student - Tribune – Second Best - Decurion – Third Best - Centurion – Fourth Best - Standard-bearer – Fifth Best Life and Education in Ateneo First Year in Ateneo (1872-1973) Father Jose Bech – Rizal’s first professor in Ateneo who he described as ―tall thin man, with a body slightly end forward, a harried walk, an ascetic face, severe and inspired, smell deep-sunken eyes, a sharp nose that was almost Greek, and thin lips forming an arc whose fell toward the chin‖. A Religious picture – a Rizal ‘s first prize for being brightest pupil in the whole class. - To improve his Spanish, he took private lessons in Santa Isabel College during noon recesses. He paid three pesos for those extra Spanish lessons. At the end of the school year in March, 1873, he returned to Calamba for summer vacation. When the summer vacation ended, Rizal returned to Manila for his second-year term in Ateneo. This time he boarded inside Intramuros at No. 6 Magallanes Street. His landlady was an old widow name Doña Pepay. Second Year in Ateneo (1873-1874) At the end of the school year, Rizal received excellent grades in all subjects and a gold medal. The Count of Monte Cristo – (Alexander Dumas) the first favorite novel of Rizal which made a deep impression on him. Universal History (Cesar Cantu) – Rizal persuaded his father to buy him this set of historical work that was a great aid in his studies. Dr. Feodor Jagor – a German scientist-traveler who visited the Philippines on 1859-1860 who wrote Travels in the Philippines. Rizal was impressed in this book because; 1) Jagor’s keen observation of the defects of Spanish colonization, and, 2) his prophecy that someday Spain would lose the Philippines and that America would come to succeed her as colonizer Third and Fourth Year in Ateneo (1874- 1876) Rizal's grades remained excellent in all subjects but he won only one medal in Latin. At the end of the school year, Rizal’s returned to Calamba for the vacation. He himself was not impressed by his scholastic work. June 16, 1875 – Rizal became an interno of the Ateneo. Padre 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 described this Jesuit professor as ―model of uprightness, earnestness, and love for the advancement of his pupils. It was Doña Teodora who was first discovered the poetic genius of her son, and it also she who first encourage him to write poems. However, it was Father Sanchez who inspired Rizal to take full of his God-given gift in poetry. Mi Primera Inspiracion (My First Inspiration), 1874, the Rizal probably wrote during days in Ateneo which was dedicated to his mother on her birthday; Rizal wrote he was 14 years old. 1875 (inspired by Father Sanchez)  Rizal‘s topped all his classmates and his subjects he got all five medals at the end of the school term. Last Year in Ateneo (1876-1877) Rizal‘s studies continued to fare well. As a matter-of-fact, the excelled in all subjects. The most brilliant Atenean of his time, he was truly the pride of the Jesuits. March 23, 1877 – Commencement Day, Rizal who was 15 years old, received from his Alma Mater; the Degree of Bachelor of Arts, with highest honor. Marian Congregation – a religious society wherein Rizal was an active member and later became the secretary. Rizal cultivated his literary talent under the guidance of Father Sanchez. Father Jose Vilaclara – advised Rizal to stop communing with the muse and pay mote attention to more practical studies. Rizal studies painting under the famous Spanish painter, Agusti Saez, and sculpture under Romualdo de Jesus; a noted Filipino sculptor. Rizal carved an image of the Virgin Mary on a piece of batikuling with his pocket-knife. Father Lieonart – impressed by Rizal‘s sculptural talent, requested him to carve for him an image of Sacred Heart of Jesus. Life in the University of Santo Tomas (1877-1882) After finishing the first year of a course in Philosophy and Letters (1877-1878). He transferred to the medical course. April 1877 – he enrolled in the UST taking Philosophy and Letters because; 1) his father like it, 2) he was“still uncertain as to what career to pursue”. Father Pablo Ramon – Rector of Ateneo, who had been good to him his students’ days in that college, asking for advice on the choice of a career but unfortunately, he was in Mindanao. During Rizal’s first school term in the UST, Rizal also studied in Ateneo. He took the vocational course leading to the title of perito agrimensor (expect surveyor). Rizal excelled in all subjects in the surveying course in Ateneo, obtaining gold medals in agriculture and topography. He passed all the subject but the title was no issued to him because he was only 17 years- old, underage. The title was issued to him on November 25, 1881- the title was issued to Rizal for passing the final examination in the surveying course. Liceo Artistico-Literario (Artistic-Literary Lyceum of Manila) – society of literary men and artists held a literary contest in the year 1879. He also served as the President of the Spanish Literature in Ateneo. A La Juventud (To the Filipino Youth) – at 18, submitted this poem, it is inspiring poem of flawless form. This poem won as a classic Filipino literature for two reasons: a) it was a great poem in Spanish written by the Filipino, whose merit was recognized by Spanish literary authorities, 2) expressed for the first time the nationalistic concept that the Filipino, and not the foreigners, were the  “fair hope of the Fatherland”. The Board of Judges, composed of Spaniards was impressed by Rizal‘s poem and gave it the first prize which consisted of a silver pen, feather-shaped and decorated with a gold Rizal studied in UST from 1878-1882. his grade in Medicine consists of 2 excellent, 3 very good, 8 good, and 2 fair (physics and general pathology). His grades in UST College of Medicine were not as impressive as what he got at Ateneo Philosophy and Letters due to the hostility of the Dominican professors. Accordingly, laboratory equipment's are just for display and racial discrimination against the Filipino students. Unhappy Days in UST Rizal found the atmosphere at the UST suffocating to his sensitive spirit. He was unhappy at this Dominican institution of higher learning because; - the Dominican professors were hostile to him - the Filipino students were racially discriminated by the Spaniards - the method of instruction was obsolete and repressive. In Rizal novel, El Filibusterismo, he described how the Filipino students were humiliated and insulted by their Dominican professors and how backward the method of instruction was, especially in the teaching of the natural sciences. He related in Chapter XIII (The Class in Physics).