Tiêu đề RIZAL MODULE- FINALS.pdf ✅

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 3 | 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] and called derogatory names like “indio” or “chongo.” 3. Obsolete Instruction Methods: The teaching style lacked innovation, relying on outdated practices. Other Factors (Leon Ma. Guerrero): 1. Dissatisfaction with UST’s educational system. 2. Distractions from youth and social activities. 3. Medicine was not Rizal’s true passion. Compañerismo  A secret society of Filipino students to fight against discrimination and promote solidarity among Filipino students. Criticism of UST’s Education System Flawed Educational Practices: 1. Physics Instruction:  Taught without laboratory experiments.  Equipment was displayed in cabinets but not used by students. 2. Favoritism:  Grades were often based on skin color and favoritism rather than merit. IV. The Scholar's Journey Rizal’s Departure from the Philippines Secret Departure  Left the Philippines on May 3, 1882  Only Paciano, two sisters, and a few close friends knew of his departure.  His parents were devastated, particularly his father. Goals for Departure  Education: To complete his studies abroad.  Secret Mission: Study European culture, laws, and governance to prepare for Philippine reforms. Barcelona  Acquaintances: Reconnected with former Ateneo classmates. Madrid, Spain Laong Laan  Used the pen name Laong Laan (meaning “Ever Prepared”) for his writings.  This pseudonym symbolized his readiness to serve his country through his intellectual work. El Amor Patrio (The Love of Country)  Published on August 20, 1882, in Diariong Tagalog.  His first nationalistic essay, written in Spanish and later translated into Tagalog. Themes in El Amor Patrio  Celebrates love for one’s homeland as the most noble and selfless form of love. Schools Rizal Attended in Madrid and His Courses 1. Universidad Central de Madrid (Central University of Madrid)  Medicine: Rizal initially enrolled in medicine, focusing on eye surgery, as part of his goal to cure his mother’s cataracts.  Philosophy and Letters: In addition to medicine, Rizal also pursued philosophy and letters to broaden his intellectual foundation. 2. Academia de San Carlos (Academy of San Carlos)
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.