Title RIZAL MODULE- FINALS.pdf ✅

RIZAL’S LIFE AND WORKS 1 | P a g e DON HONORIO VENTURA STATE UNIVERSITY Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 URL: http://dhvsu.edu.ph DHVSU - LUBAO CAMPUS “Shaping Minds, Advancing Technologies, Creating Brighter Futures” Sta Catalina, Lubao, Pampanga email: [email protected] Lesson 4: Rizal’s Higher Education and Life Abroad I. Ang Gom-Bur-Za Gomburza  Collective term for Filipino priests Mariano Gomez, Jose Burgos, and Jacinto Zamora, executed in 1872.  Symbolized martyrdom and the fight against colonial injustices. Cavite Mutiny (1872)  A short-lived revolt by Filipino workers and soldiers at Fort San Felipe in Cavite. Governor-General Rafael Izquierdo  Ordered the removal of longstanding privileges, such as: • Tax exemptions. • Exemption from forced labor. Garrote Execution  A method of capital punishment involving strangulation, used on the Gomburza priests.  A garrote is a weapon, usually a handheld length of chain, rope, scarf, wire or fishing line used to strangle a person. Terror of 1872  A wave of repression following the Cavite Mutiny, leading to imprisonment, execution, or exile of suspected Filipino participants. Impact on Rizal  Paciano Rizal, who was a close associate of Fr. Jose Burgos, personally witnessed the execution.  He shared the story with the 10-year-old Jose Rizal, leaving a lasting impression.  The event inspired Rizal to become a champion for social justice and reform, as seen in his later works and advocacy. El Filibusterismo  dedicated to Gomburza to honor their martyrdom and highlight the injustices they suffered under Spanish colonial rule. II. Ateneo Days Context and Challenges (June 1872)  Four months after the execution of Gomburza, Rizal’s mother, Doña Teodora, was imprisoned on unproven poisoning charges.  Despite family struggles, Rizal had to focus on his education and prepare for high school. College of San Juan de Letran  The first school where Jose Rizal took the entrance examination and passed all subjects. The Ateneo de Municipal  A school run by Jesuits  This school was later renamed Ateneo de Manila  Ateneo was renowned for its strict academic standards and advanced secondary education Don Francisco  Rizal’s father who initially planned for him to study at Letran but later decided to enroll him at Ateneo de Municipal.
RIZAL’S LIFE AND WORKS 2 | P a g e DON HONORIO VENTURA STATE UNIVERSITY Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 URL: http://dhvsu.edu.ph DHVSU - LUBAO CAMPUS “Shaping Minds, Advancing Technologies, Creating Brighter Futures” Sta Catalina, Lubao, Pampanga email: [email protected] Manuel Xeres Burgos  The nephew of Fr. Jose Burgos, one of the Gomburza martyrs, who intervened to secure Rizal’s admission to Ateneo. He was initially denied admission to the said school for two reasons: (1) he was already late for registration and (2) he was frail and sickly, in addition to being too small for his age (Bagolong 2018, p 28). Roman Empire vs. Carthaginian Empire in Ateneo’s Class System The class system at Ateneo de Municipal during Jose Rizal’s time divided students into two groups to promote academic competition and camaraderie:  Roman Empire (Internos) o Comprised of boarders or resident students who lived within the school premises. o Often given a more dominant role in the classroom hierarchy due to their proximity to school life.  Carthaginian Empire (Externos) o Made up of non-resident students who lived outside the school premises. o Participated equally in academic and extracurricular activities but faced challenges in integration due to living off-campus. Ranking System: Students competed for ranks within their groups, called dignitaries, which included:  Emperor (highest rank)  Tribune  Decurion  Centurion  Standard-Bearer III. UST Years Enrollment at UST  University of Santo Tomas (UST):  A Dominican school established in 1611. Doña Teodora’s Opposition  Rizal’s mother, a strong advocate for education, initially forbade him from studying at UST.  She feared his growing knowledge would lead to political danger: “If he gets to know more, they will cut off his head!” Initial Course  In April 1877, Rizal enrolled in Philosophy and Letters at UST.  He simultaneously took a surveying course at Ateneo. Shift to Medicine  After one year, Rizal shifted to Medicine to help cure his mother’s cataracts and distance himself from growing political interests. Academic Performance at UST Mixed Grades  Rizal’s academic performance at UST varied, with grades ranging from excellent to fair.  His dissatisfaction with UST contributed to this inconsistency. Reasons for Discontent: 1. Hostility from Dominican Professors: Filipino students, including Rizal, faced racial discrimination. 2. Discrimination Against Filipinos: Filipino students were often insulted

RIZAL’S LIFE AND WORKS 4 | P a g e DON HONORIO VENTURA STATE UNIVERSITY Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 URL: http://dhvsu.edu.ph DHVSU - LUBAO CAMPUS “Shaping Minds, Advancing Technologies, Creating Brighter Futures” Sta Catalina, Lubao, Pampanga email: [email protected]  Painting and Sculpture: He received lessons in these fields to expand his artistic capabilities. 3. Academia de Bellas Artes de San Fernando (Royal Academy of Fine Arts of San Fernando)  Drawing Financial Struggles of Jose Rizal in Madrid 1. Delays in Financial Support:  Rizal’s family back in the Philippines faced financial difficulties due to crop failures and rising rents.  The allowance that Rizal received from his family was often delayed or insufficient.  His brother Paciano, who was his primary source of financial support, had to manage the funds carefully. 2. Living on a Tight Budget:  Rizal lived frugally, often skipping meals to afford his educational expenses.  He prioritized spending on books, tuition, and medical instruments over basic needs.  This sometimes meant attending class on an empty stomach. Reason for not receiving his diploma He successfully completed the coursework for a doctorate in medicine at the Universidad Central de Madrid, but he did not receive his Doctor’s diploma for two reasons: 1. Lack of Thesis Submission: Rizal did not submit the required thesis, a formal prerequisite for earning the Doctorate in Medicine. 2. Inability to Pay Fees: Financial difficulties prevented Rizal from paying the necessary graduation fees, which was another hurdle to receiving the full diploma. Instead, Rizal was awarded a Licentiate in Medicine, which during his time was sufficient to legally practice as a physician. In the same year (1885), at the age of 24, Rizal also completed a Licentiate in Philosophy and Letters. Paris, France Dr. Louis de Wecker  A renowned French ophthalmologist known for innovative techniques, including the use of scissors in surgeries.  Rizal worked as his assistant, significantly improving his medical skills: 1. Learned advanced techniques for conducting eye surgeries. 2. Gained expertise in diagnosing and treating various eye ailments. Heidelberg, Germany Dr. Otto Becker  Eminent German ophthalmologist at the University Eye Hospital in Heidelberg.  Offered a practical, hands-on approach that complemented Rizal’s previous training under Dr. Louis de Wecker.  Rizal excelled as one of Dr. Becker’s best students. Ferdinand Blumentritt  Austrian scholar with an interest in Philippine history and culture.  Rizal learned of Blumentritt’s study of the Tagalog language and sent him a Tagalog arithmetic book as a gift.