Reporter 1 Module Type

Assigned Topic: Dr. Jose Rizal Education

Topic 1: First Teacher of Dr. Jose Rizal

Dr. Jose Rizal’s First Teacher

Dr. Jose Rizal’s first teacher was his mother, Doña Teodora Alonzo y Quintos, who
played the most important role in shaping his early education, character, and love for
learning during his childhood in Calamba, Laguna. She was known as an educated,
cultured, and morally upright woman who greatly influenced Rizal’s intellectual and
emotional development.

Rizal’s Early Home Education

Before entering formal schooling, Rizal’s education began at home under the
guidance of his mother. During his early childhood, Doña Teodora personally taught
him basic lessons such as prayers, reading, and storytelling, which helped build the
foundation of his knowledge and values. This early home education helped him
become an advanced learner compared to other children his age. At about three
years old, Rizal learned the alphabet and Catholic prayers while sitting on his
mother’s lap. In his memoirs, Rizal himself wrote that his mother taught him how to
read and how to say prayers, which shows how direct and personal her teaching was
during his early childhood years.

Influence of Doña Teodora as an Educated Mother and Teacher

Doña Teodora was a highly educated and cultured woman during a time when few
women had access to education. She was capable of teaching reading, Spanish,
poetry, and moral values using books and stories, which helped develop Rizal’s
communication skills and critical thinking at a young age.

Teaching Methods of Doña Teodora

Doña Teodora used storytelling and books to make learning more interesting and
meaningful for Rizal. She told many stories to stimulate his imagination and reduce
boredom while learning basic lessons like the alphabet, which helped develop his
creativity and love for literature. Through her guidance, Rizal developed strong
reading and writing skills at a very young age. He became interested in books,
poems, and storytelling, which later influenced his writing of novels, essays, and
literary works that contributed to Philippine history.
Long-Term Influence on Rizal

The lessons taught by Doña Teodora influenced Rizal’s personality, beliefs, and
goals in life. She helped open his mind to the world, which later contributed to his
development as a writer, reformist, and national hero of the Philippines. Doña
Teodora was described as patient, understanding, and conscientious. Her nurturing
teaching style helped Rizal enjoy learning and develop discipline, curiosity, and
strong moral values.

Why Doña Teodora was Important in Dr. Jose Rizal

Doña Teodora Alonzo y Quintos was important in Dr. Jose Rizal’s life because she
was his first source of knowledge and the person who introduced him to learning at a
very young age. Through her guidance, Rizal developed a deep love for learning,
reading, and writing even before entering formal schooling. She also shaped his
values, discipline, and way of thinking by teaching him moral lessons, religion, and
good behavior. Because of her strong influence, Rizal grew into an intelligent,
principled, and disciplined individual, which later contributed to his success and
greatness as a national hero of the Philippines.

Conclusion

Overall, Doña Teodora Alonzo was not only Rizal’s first teacher but also his greatest
early influence. Her guidance, teachings, and values helped shape Rizal into an
intelligent, disciplined, and socially aware individual who later became one of the
most important figures in Philippine history.

Topic 2: The Private Tutors of Rizal

Introduction

Long before José Rizal became a celebrated polymath and national hero, his
education began within the walls of his home in Calamba. During the 19th century, it
was customary for ilustrado families (the wealthy and educated class) to provide
their children with private home tuition before sending them to formal schools.

Rizal’s parents, Don Francisco Mercado and Doña Teodora Alonso, were deeply
committed to his intellectual growth. While his mother served as his very first
teacher, instilling in him a love for reading and prayer, his parents eventually
employed professional private tutors to provide a more rigorous academic
foundation. These early lessons were crucial, as they introduced Rizal to the
languages and disciplines that would later allow him to excel in Manila and Europe.
I. Maestro Celestino

Maestro Celestino was officially the first private tutor hired by the Rizal family. He
provided instruction in basic reading and writing, as well as Christian doctrine,
during Rizal’s early childhood. He was responsible for transitioning Rizal from
learning on his mother’s lap to a disciplined, one-on-one study environment.

Maestro Celestino was hired when Rizal was still very young, and he played an
important role in laying the foundation of Rizal’s early education. Although Maestro
Celestino stayed with the Rizal family for a short time, his contribution was significant
because he laid the groundwork for Rizal’s formal education and helped prepare him
mentally and emotionally for more advanced instruction.

II. Maestro Lucas Padua

Maestro Lucas Padua served as the second private tutor of José Rizal. He
continued Rizal’s home-based education by teaching reading, writing, and other
basic academic lessons. He was tasked with teaching Arithmetic.

During the 19th century, the “4 Rs” (Reading, Writing, Arithmetic, and Religion) were
the standard. Padua’s role was to ensure Jose mastered the “third R”—math—to
prepare him for the entrance exams of major schools in Manila.

Following the instruction of Maestro Celestino, Maestro Padua helped strengthen

Rizal’s foundational knowledge and further develop his academic abilities. His
guidance prepared Rizal for more advanced learning and formal schooling.

Through Maestro Padua’s instruction, Rizal developed logical thinking and

problem-solving skills, which later became evident in his studies in Manila and
abroad. His influence ensured that Rizal was not only intelligent but also
well-prepared for higher education.

III. Leon Monroy

Leon Monroy was a former classmate of Rizal’s father, Don Francisco. He lived at
the Rizal house to provide intensive instruction. Through his teaching, Rizal was
introduced to foreign languages, which significantly influenced his interest in
language learning and intellectual development.

He taught Jose the rudiments of Spanish and Latin and prepared Rizal for the
intellectual world of the Ilustrados. Unfortunately, Monroy died five months after
starting his lessons.

His death was the turning point that forced the Rizal family to realize that home
tutoring was no longer sufficient, leading them to send Jose to his first formal school
in Biñan. Beyond just teaching Latin and Spanish, Monroy provided the academic
rigor that allowed Rizal to later excel in the prestigious schools of Manila and
Europe.

The Tio Mentors

IV. Manuel Alberto

Uncle Manuel Alberto, a maternal relative of José Rizal, served as his mentor for
physical development. Concerned about Rizal’s growth and strength, he taught
Jose wrestling, fencing, and swimming to build a strong body that could support
his powerful mind.

V. José Alberto

José Alberto, one of José Rizal’s private tutors, served as his moral and aesthetic
mentor. He encouraged Rizal to appreciate and admire the beauty of nature, which
later influenced his writings and artistic expression.

Through his guidance and cultured background, José provided Rizal with moral
instruction, intellectual exposure, and an early appreciation for learning, nature, and
aesthetic beauty during his childhood.

Uncle José Alberto served as the “aesthetic” bridge for young Rizal. He was a highly
traveled and cultured man who shared his worldliness with his nephew. He taught
Rizal how to observe details and find the “hidden poetry” in the world. This influence
explains why Rizal later became a prolific sketcher and sculptor and ensured that he
valued art, beauty, and the soul of Filipino culture.

VI. Gregorio

Gregorio acted as an intellectual mentor for José Rizal. He was an academic and
moral mentor and a lover of education and books. He taught Rizal the importance of
education, critical thinking, and careful observation of his surroundings.

These lessons helped cultivate skills that became evident in Rizal’s later works. His
advice included:

“Work hard and perform every task very carefully; learn to be swift
as thorough; be independent in thinking; and make visual pictures
of everything.” - Uncle Gregorio

Uncle Gregorio sharpened Rizal’s intellectual independence. Instead of focusing

only on memorization, he encouraged Rizal to ask “Why?” and “How?”. He taught
Rizal that reading is not just about finishing a page, but about understanding ideas.
His emphasis on independent thinking later gave Rizal the courage to question
colonial authorities and write works that inspired a revolution.

Topic 3: First Formal Schooling in Biñan, Laguna (1870-1871)

Biñán’s Importance to the Rizal Family

●​ Biñán was already significant to the Rizal family before José studied there.
●​ His older brother, Paciano Rizal, studied Latin in Biñán under Maestro
Justiniano Aquino Cruz, who later became José’s teacher.
●​ His sister María Rizal married a Biñanense, Daniel Faustino Cruz.
●​ María and Daniel had several children, including Mauricio, who was said to
be Rizal’s favorite nephew.

José Rizal’s First Formal Education

●​ In June 1870, at nine years old, José was sent to Biñán for his first formal
schooling.
●​ He traveled with Paciano in a carromata (horse-drawn carriage).
●​ They passed through Cabuyao and Santa Rosa.
●​ The journey lasted about one and a half hours.
●​ They arrived in Biñán almost at night.

Residence in Biñán

●​ José stayed at the house of Tía Tomasa Mercado during his studies.
●​ He lived with several relatives:
○​ Cousins: Margarita and Gabriel
○​ Nieces: Arcadia and Florentina
○​ Nephew: Leandro

Life with Tía Tomasa

●​ Rizal described his aunt as an elderly woman.

●​ She loved to recline on the floor while reading the Tagalog Bible.
●​ On his first night, José walked around town with Leandro.
●​ He became homesick, remembering his mother and sisters in Calambá.

Near-Drowning Incident

●​ While bathing near a stone landing close to the house, Leandro pushed José
into the Biñán River as a prank.
●​ Rizal, who was afraid of deep water, nearly drowned.
●​ He was saved just in time.
●​ Leandro was severely reprimanded by their grandaunt Tomasa.
First Day of School

●​ The next morning was Rizal’s first day of school.

●​ Paciano brought him to the school of Maestro Justiniano Aquino Cruz.
●​ The school was about 30 meters from his aunt’s house.
●​ The school building was:
○​ A small nipa hut
○​ Surrounded by greenery
○​ With wooden walls and a rock foundation
○​ Roofed with palm leaves
○​ Had wide open windows suited for the tropical climate
●​ After introducing José to the teacher, Paciano returned to Calambá.

Inside the Classroom

●​ Rizal was seated immediately.

●​ He was asked if he knew Spanish and Latin.
●​ He modestly answered, “a little” to both.
●​ Some students laughed, especially Pedro, the teacher’s son.
●​ Maestro Justiniano stopped the laughter and continued the lesson.

First School Fight

●​ That same afternoon, Rizal experienced his first school fight.

●​ Pedro continued teasing him and challenged him while the teacher was
resting.
●​ Although smaller and younger, Rizal accepted the challenge.
●​ He defeated Pedro using wrestling skills taught by his uncle, Tío Manuel.
●​ This earned him the respect of his classmates.
●​ Another boy, Andrés Salandanan, later challenged him to arm wrestling.
●​ Rizal lost the arm-wrestling match.
●​ Though not quarrelsome, he defended himself when necessary.

Daily Routine in Biñán

●​ Woke up at 4:00 AM to attend Mass or study.

●​ Ate mabolo fruit.
●​ Had breakfast of boiled rice and fried sardines.
●​ Attended class until 10:00 AM.
●​ After lunch and studying, returned to school from 2:00 PM to 5:00 PM.
●​ At night: studied, prayed, ate supper, and sometimes played outside under the
moonlight.
●​ Rarely got sick during this period.
●​ Occasionally visited Calambá.
●​ Felt happy seeing their house’s tiled roof from afar.
 ●​ Felt sad when returning to Biñán.

Development of Artistic Talent

●​ Took painting lessons from Juancho Carrera, an elderly painter near the
school.
●​ Juancho was the father-in-law of Maestro Justiniano.
●​ Spent many hours in Juancho’s studio.
●​ Juancho admired Rizal’s creativity.
●​ Together with José Guevarra, became one of the favorite young painters in
class.

Academic Excellence

●​ Became known as a star student.

●​ Excelled in Spanish, Latin, and other subjects.
●​ Surpassed many of his classmates.
●​ Frequently called “filósofo”.
○​ Filósofo – Spanish term for a person who seeks wisdom and
investigates fundamental truths.
●​ Possibly earned this title because he was:
○​ Exceptionally intelligent
○​ A genius
○​ Nurtured by an educated and cultured mother

Harsh Discipline in School

●​ Despite being a good student, he was often punished.

●​ Wrote in his memoirs:
○​ “In spite of the reputation I had of being a good boy, the day was
unusual when I was not laid out on a bench and given five or six
blows.”
●​ Could not forget the first strike of the maestro’s ferule on his hand.
●​ Was caned many times despite being a top student.
●​ Some older students became jealous and falsely accused him.
●​ Admired his teacher’s knowledge but disliked the harsh discipline.
●​ Despised physical punishment, though he understood its purpose.

Leaving Biñán

●​ Eventually learned everything Maestro Justiniano could teach him.

●​ The teacher advised his parents to send him to college in Manila.
●​ In December 1871, received a letter from his sister Saturnina informing him
he would return to Calambá aboard the steamer Talim.
●​ Feeling he might never return, he:
○​ Prayed at the chapel of Nuestra Señora de la Paz y Buen Viaje
 ○​ Collected pebbles as souvenirs
○​ Said goodbye to his teacher and classmates
●​ On December 17, 1871, after one and a half years in Biñán, Rizal left the
town.
●​ Though sad, he was excited because it was his first time riding a steamer.
●​ He was accompanied by Arturo Camps, a French friend of his father.

Topic 4: After Biñan (1870-1872)

Post-Biñan Transition Key Shift: Age 9 → Calamba prep (late 1871–early 1872)
→ Manila journey (June 1872) → San Juan de Letran exam (1872).
-​ After surpassing Maestro Justiniano Aquino Cruz in Spanish and Latin at
Biñan (late 1871), Rizal returned to Calamba for self-study and family tutoring
(Rizal, n.d.; Protacio, n.d.). In June 1872, he traveled to Manila with Paciano,
using the "Rizal" surname to avoid Gomburza scrutiny, then aced the Letran
qualifying exam before redirection to Ateneo
Impact: Rural excellence → Manila elite readiness amid rising tensions. This
~6-month bridge positioned 11-year-old Rizal to compete against Spaniards and
mestizos despite indio stigma and post-Gomburza suspicion.

II. TERMS

Starting with colonial hierarchy:

●​ Indio = Indigenous Filipino.
Significance: Colonial racial label.
Example: Rizal fluent in Spanish but still called 'indio'.
-​ This was the term Spaniards used for native Filipinos. It was often used
in a negative or discriminatory way. Even though Rizal was very
intelligent and spoke Spanish fluently, he was still labeled as an indio.
This shows how unfair the system was.
●​ Peninsular Spanish = Spaniards born in Spain.
Significance: Top class.
Example: Rizal's main Ateneo rivals.
-​ These were Spaniards born in Spain. They had the highest social
status and usually got the best opportunities. Many of Rizal’s
classmates and competitors came from this group.
●​ Creoles = Spaniards born in the Philippines.
Significance: Second tier.
Example: Rizal beats them at the San Juan exam.
 -​ These were Spaniards born in the Philippines. They were still
respected but ranked lower than Peninsulares. Rizal competed
academically with them and even performed better than many of them.

Specific institutions:
●​ Qualifying Exam = Elite entry test.
Significance: Merit vs privilege.
Example: San Juan de Letran 1871.
-​ This was an entrance exam for elite schools. Passing it showed
intelligence and ability, not just social status. Rizal passed this exam
when he applied to San Juan de Letran.
●​ Jesuit School = Society of Jesus education.
Significance: Rizal's future formation.
Example: Ateneo Municipal.
-​ This school was run by Jesuit priests and focused on discipline,
academics, and character formation. Rizal later studied here, which
helped shape his thinking and leadership.
Historical context:
●​ Cavite Mutiny = 1872 rebellion.
Significance: Dangerous timing.
Example: Spaniards suspicious during Rizal's exam.
-​ This was a rebellion against Spanish rule. After this event, Spaniards
became suspicious of Filipinos. Rizal took his exams during this tense
period, which made his success even more impressive.
●​ Dominican Rivals = Dominican order.
Significance: Religious competition.
Example: San Juan tests Ateneo entry.
-​ The Dominicans were another religious group who managed schools
like San Juan de Letran. They competed with Jesuit schools like
Ateneo.
.
Rizal's breakthrough:
●​ Indio Prodigy = Native exceptional talent.
Significance: Rare Spanish praise.
Example: Rizal passes elite exam age 10½.
- This means a native Filipino with exceptional talent. Rizal earned this
reputation because he succeeded in elite education despite discrimination
and social barriers.
IV. CALAMBA PREP & MANILA JOURNEY
●​ Calamba (Late 1871–June 1872): Self-study sharpened skills; frugal living
amid Gomburza talks. Paciano warned of tensions.
●​ Journey: Calesa to Manila; surname switch evaded watchlists. Exposed
colonial divides: Spaniards/mestizos vs. indios.
●​ Family Network: Don Francisco directed Letran exam; friend/relative
redirected to Jesuit Ateneo for better fit.

V. 1872: COLEGIO DE SAN JUAN DE LETRAN QUALIFYING EXAM

Components (Age 11):
✓ Advanced Spanish
✓ Elementary Latin (deponent verbs, basic declensions)
✓ Arithmetic (long division, fractions, percentages)
✓ Oral examination (impromptu paragraph recitation)
Rizal's Performance: Passed all on first try; outscored creoles/Spaniards. Noted as
"indio prodigy" despite mutiny-era suspicion

SOCIOPOLITICAL
CAVITE MUTINY
●​ was a failed uprising by Filipino soldiers at Fort San Felipe in Cavite on
January 20, 1872.​
●​ About 200 workers and troops, led by Sgt. Fernando La Madrid
rebelled against pay cuts, taxes, and the abolition of forced labor. They
seized the arsenal, killed Spanish officers, and fired cannons,
expecting Manila's support, but were crushed by Spanish
reinforcements. It triggered Gomburza priests' execution.
●​ Spaniards are scared of ALL Filipinos, and there is extra danger when
Rizal takes the exam.

SOCIOPOLITICAL BACKDROP
Gomburza Impact:
-​ Executed Feb 17, 1872, for Cavite Mutiny ties. Spaniards tightened
quotas on indios; Rizal's success defied odds​
Topic 5: The Imprisonment of Doña Teodora

Background

●​ Her full name is Teodora Morales Alonzo Realonda de Rizal y

Quintos.
●​ Born in Meisik, Tondo, Manila. On November 9, 1827.
●​ The second child of Lorenzo Alonso and Brijida de Quintos.
●​ She was 20 years old when she married Francisco Mercado of
Biñan, Laguna in 1848. They settled in Calamba, Laguna and from
there they had their 11 children.
●​ She is Dr. Jose Rizal's mother and first teacher.

Why was she Imprisoned?

●​ She was imprisoned twice in her lifetime.

●​ Her first imprisonment was in 1872 for two and a half years. She
was accused of attempting to poison Teodora Alberto, her sister-in-law
(the wife of her half-brother, José Alberto).
○​ The reason for being accused was because she tried to mediate
between her brother Jose Alberto and his wife, Teodora Alberto.
Her brother wanted to divorce his wife, but Doña Teodora
advised against it to protect their family’s reputation. This
angered the wife, who was rumoured to be having an affair with
a Guardia Civil leader. One day, when Doña Teodora brought
food to Teodora Alberto in hopes to make amends, the wife
refused to eat it and instead gave it to her dog, which allegedly
died afterwards. Using her connection with the Guardia Civil,
Teodora Alberto had Doña Teodora arrested in front of her
family.
○​ She was punished by the Guardia Civil and made Doña
Teodora walk 50 kilometers around Laguna. Then, they
imprisoned her without trial.
○​ In the end, the court found her innocent and released her,
○​ proving that the charges against her were unjust.
●​ Her second imprisonment was in the 1880s.
○​ She was again arrested for allegedly refusing to use her
Spanish name Rizal. She preferred to go by her birth name,
Alonzo. Alonzo and Mercado were already Spanish names, but
all Filipinos were still required to adopt new Spanish names.
○​ Since the Philippines faced a significant administrative crisis
regarding personal identification and record-keeping. On
 November 21, 1849, Spanish Governor-General Narciso
Clavería y Zaldúa issued one of the most consequential
administrative decrees in Philippine colonial history, the
Claveria Decree, to reshape Filipino identity and genealogical
records for centuries to come.
○​ In accordance with the decree issued by Governor-General
Narciso Claveria, their family adopted the surname
"Realonda de Rizal". Coming from an able family, Theodora's
family was to abide by the decree. But she preferred to go by
her birth name, Alonzo thus being the reason for her second
arrest.
○​ She was punished by forcing her to walk 90 kilometers from
Manila to Santa Cruz, Laguna. They traveled through
mountains and roads under the sun’s heat despite her being 64
years old and almost blind due to the advanced stage of her
cataracts, the Spaniards didn’t mind.
○​ She endured the cruelty in silence without complaining or
protesting. When she arrived at the court in Santa Cruz four
days later, she was extremely thirsty, exhausted, and near
collapse. Upon seeing her condition, the governor of Laguna
immediately ordered her release without further question.

Her imprisonment showed how abuse of power and discrimination were common
under Spanish rule. It also deeply affected her son, José Rizal, and helped shape
his strong sense of justice and opposition to oppression, which later appeared in his
writings and reformist ideas.

Topic 6: The Death of GOMBURZA

(Ang Tatlong Paring Martir)

I. Introduction

The execution of GOMBURZA — Fr. Mariano Gómez, Fr. José Burgos, and
Fr. Jacinto Zamora — is one of the most significant events in Philippine history. Their
death on February 17, 1872, at Bagumbayan (now Rizal Park) marked a turning
point in Filipino nationalism.

Although they were accused of participating in the Cavite Mutiny of 1872,

historical records show that there was no sufficient evidence proving their
involvement. Their execution became a symbol of injustice under Spanish colonial
rule and later influenced Filipino reformists, including Dr. José Rizal.
 They are remembered as “Ang Tatlong Paring Martir” because they died for
the principles of fairness, equality, and reform.

III. Why They Are Called GOMBURZA

The name GOMBURZA is formed from the first syllables of their surnames:

●​ GOM – Gómez
●​ BUR – Burgos
●​ ZA – Zamora

They are collectively known as “Ang Tatlong Paring Martir” because they
were executed unjustly by the Spanish government.

IV. Historical Background: Church and Colonial Power

●​ During Spanish rule, the Church and the colonial government were closely
connected. Spanish friars held powerful positions in parishes across the
Philippines.
●​ There was an ongoing issue called secularization, which referred to the
transfer of parish administration from Spanish friars (regular clergy) to Filipino
priests (secular clergy).
●​ Many Filipino priests were educated and capable, but they were often
removed from their positions and replaced by Spanish friars. This created
tension and resentment.
●​ GOMBURZA supported secularization and equality within the Church.

V. The Three Priests

1. Fr. Mariano Gómez

●​ Born: August 2, 1799

●​ A senior and respected Filipino priest
●​ Advocate of the rights of Filipino clergy
●​ Considered a leader among secular priests

Because of his age and influence, he symbolized the movement for reform
within the Church.

2. Fr. José Burgos

●​ Born: February 9, 1837

●​ Young, intelligent, and highly educated
●​ Vocal supporter of equality between Filipino and Spanish priests
●​ Wrote articles defending Filipino clergy
 He was seen as the intellectual leader of the secularization movement.

3. Fr. Jacinto Zamora

●​ Born: August 14, 1835

●​ Parish priest of Marikina
●​ Less politically active compared to Burgos
●​ Believed by many historians to have been wrongly implicated

Many accounts suggest he became involved mainly because of his

association with reformist priests.

VI. The Cavite Mutiny of 1872

●​ On January 20, 1872, Filipino soldiers and workers at the Cavite Arsenal
staged a small mutiny. The cause was the removal of privileges, such as
exemption from tribute and forced labor.
●​ The uprising was quickly suppressed. However, Spanish authorities
exaggerated the event and described it as a large-scale rebellion aimed at
overthrowing Spanish rule.
●​ The mutiny became an opportunity for the colonial government to arrest
Filipino reformists, including GOMBURZA.

VII. Arrest and Trial

After the mutiny, the three priests were arrested and charged with treason
and sedition.

Historical sources indicate that:

●​ Witness testimonies were questionable.

●​ Some confessions were allegedly forced.
●​ The trial lacked fairness and due process.

The Spanish government intended to use their punishment as a warning to

Filipinos who demanded reform.

VIII. Execution by Garrote

●​ On February 17, 1872, at Bagumbayan, the three priests were executed by

garrote.
●​ The garrote was a method of execution where the victim’s neck was placed in
an iron collar attached to a wooden post. A screw mechanism was tightened
to strangle or break the neck.
●​ The execution was done publicly to instill fear among Filipinos.
 ●​ Instead of fear, however, it created anger and sympathy among the people.

IX. Connection to José Rizal

●​ At the time of their execution, José Rizal was only 11 years old.
●​ The death of GOMBURZA deeply affected him. He later dedicated his novel
El Filibusterismo to their memory.
●​ Their execution influenced Rizal’s development as a reformist and nationalist
thinker.

X. Historical Significance

The death of GOMBURZA:

●​ Exposed injustice within the colonial system

●​ Strengthened Filipino nationalism
●​ Inspired reform movements
●​ Influenced future revolutionaries

Their martyrdom marked the beginning of a more organized Filipino

consciousness seeking equality and eventually independence.

XI. Key Terms

●​ Secularization – Transfer of parish control from friars to Filipino priests

●​ Reformist clergy – Priests advocating peaceful reforms
●​ Garrote – Execution method using an iron collar
●​ Martyr – A person who dies for a cause or belief

XII. Timeline of Events

●​ 1799 – Birth of Mariano Gómez

●​ 1835 – Birth of Jacinto Zamora
●​ 1837 – Birth of José Burgos
●​ January 20, 1872 – Cavite Mutiny
●​ February 17, 1872 – Execution at Bagumbayan

XIII. Conclusion

The story of GOMBURZA is not simply about three priests who were
executed. It is about how injustice awakened a nation.

They did not fight with weapons. They fought for fairness and equality within
the system. Their execution by garrote did not silence their ideas; instead, it
strengthened the spirit of Filipino nationalism.
 Their sacrifice became one of the foundations of the struggle for
independence.

Topic 7: The Manila Experience

Jose Rizal is known as the national hero of the Philippines. When he moved to
Manila, it marked an important stage in his life because it was where he studied,
developed nationalist ideas, and later became a martyr. His experiences in Manila
shaped his views on society and freedom.

Rizal’s Education in Manila

In Manila, Rizal studied at Ateneo Municipal de Manila (Bachelor of arts or Bachiller

en Artes) (1872 -1877)

• This was secondary and predatory education (similar to senior high school+
pre-college today)

• Completed with highest honor (Sobresaliente) (top student of their class

• Subjects he took

❖​ Spanish Latin
❖​ Literature and philosophy
❖​ Mathematics and Science
❖​ Religion

and later at the University of Santo Tomas (where he took Medicine or Doctor of
medicine). (Ophthalmology)

• He chose medicine because of his mother. His mother was going blind bcs of an
eye illness - so he wants to become a doctor to cure her.

* Also took philosophy and letters while studying medicine

* He excelled academically, but he experienced discrimination because he was

Filipino. These experiences made him realize the unfair treatment of Filipinos under
Spanish rule

• He continued and finished his study in Universidad Central de Madrid

Life as a Student

While living in Manila, Rizal stayed in boarding houses and lived independently. He
saw how Spaniards were treated better than Filipinos. Because of this, he started to
think about how to help Filipinos and improve society. This is where his nationalist
ideas began.

Reform activities in Manila

After studying abroad, Rizal returned to Manila in 1892. He founded La Liga

Filipina, an organization that aimed to unite Filipinos and promote peaceful reforms
instead of revolution. However, the Spanish government considered this organization
a threat.

• The goal of La Liga Filipina was to unite Filipinos, promote education, and ask for
peaceful reforms, not revolution or violence. Rizal believed that the Philippines could
improve through peaceful change and unity. However, the Spanish government saw
this group as a threat. They thought Rizal could inspire Filipinos to rebel, so they
became afraid of his influence. Because of this, Rizal was arrested shortly after
founding La Liga Filipina.

Arrest and Imprisonment

Because of his influence, Rizal was arrested and imprisoned at Fort Santiago in
Manila. The Spanish authorities feared that his ideas would inspire rebellion. After
his imprisonment, he was exiled to Dapitan in Mindanao for four years.

Trial and Execution

During the Philippine Revolution, Rizal was brought back to Manila and accused of
rebellion. He was tried by a Spanish military court and executed by firing squad at
Bagumbayan Field. His execution shocked the Filipino people and strengthened the
revolutionary movement.

Last days and Legacy

Before his execution, Rizal wrote his farewell poem “Mi Último Adiós”, expressing
his love for the Philippines and his willingness to die for freedom. His death made
him a national symbol of patriotism and reform.

* He secretly wrote the poem in prison and hid it inside an alcohol lamp so the
Spaniards would not find it. After his death, the poem was discovered and became
one of the most famous patriotic poems in Philippine history. Because of his
sacrifice, Rizal became a national symbol of patriotism and reform.

Conclusion:

Manila shaped Rizal’s education, ideas, and activism. His experiences inspired his
reforms and writings. His martyrdom awakened Filipino nationalism.
Topic 8: Ateneo de Municipal Experience

Background

1.​ Rizal’s early life was marked by hardship:

○​ His mother, Doña Teodora, was imprisoned, deeply affecting his
emotional development.
○​ He left home before age 11 to pursue education in Manila.
2.​ School Attended: Ateneo Municipal (now Ateneo de Manila University)
○​ Managed by Spanish Jesuits
○​ Formerly Escuela Pia (1817)
○​ Rival School: College of San Juan de Letran

Admission to Ateneo

●​ Date: June 10, 1872

●​ Rizal and his brother Paciano went to Manila.
●​ San Juan de Letran: Rizal passed entrance exams, but his father chose
Ateneo instead.
●​ Registrar: Fr. Magin Ferrando
●​ Challenges:
○​ Late registration
○​ Sickly and undersized
●​ Admission: Facilitated by Manuel Xerez Burgos
●​ Name Change: From Jose Mercado to Jose Rizal
○​ Done for protection from Spanish suspicion
○​ Paciano linked to Fr. Burgos

Residence in Manila

1.​ Caraballo Street: Boarding house of Titay (reason: debt of ₱300)

2.​ Later: No. 6 Magallanes Street, Intramuros (landlady: Doña Pepay)

Ateneo’s Unique Teaching System

●​ Classes divided into two groups to encourage healthy competition:

○​ Roman Empire: Boarders (Red banner)
○​ Carthaginian Empire: Non-boarders (Blue banner)
●​ Competition System:
○​ Banners moved to show winning/losing groups
○​ Repeated defeat symbolized with a donkey
●​ Purpose: Encouraged discipline, effort, and excellence
●​ Student hierarchy (rank system):​
 ○​ Emperor
○​ Tribune
○​ Decurion
○​ Centurion
○​ Standard Bearer

I. First Year (1872–1873)

●​ José Rizal began his first year at the Ateneo Municipal de Manila under the
guidance of Fr. Jose Bech. He was assigned to the group called the
Carthaginians, where students were ranked according to performance.
Initially, Rizal started at the lowest rank but gradually rose to the position
of Emperor, the highest rank in his class. This early achievement reflected
his determination, discipline, and natural leadership skills.
●​ During this year, Rizal also won first prize for a religious painting,
demonstrating his early artistic talent, and took private Spanish lessons to
strengthen his language skills. By the end of the year, he achieved second
place overall, with all subjects graded as Excellent (Sobresaliente), a
remarkable feat for a young student adjusting to formal education.
●​ During the summer vacation of 1873, Rizal returned to his hometown of
Calamba. However, this period was marked by sadness and worry as his
mother remained imprisoned due to family conflicts. Showing his strong
sense of responsibility and emotional maturity, Rizal secretly visited his
mother in Santa Cruz to share his academic achievements without
informing his father. During this visit, he also interpreted his mother’s
dream, predicting her release within three months—a prediction that later
came true—showing early signs of his observational skills and insight.

II. Second Year (1873–1874)

●​ In his second year, Rizal studied harder and regained his leadership,
reclaiming the title of Emperor of his group. His perseverance and dedication
were recognized when he won a gold medal for his academic performance
and maintained excellent grades across all subjects.
●​ Rizal’s early prophetic abilities became notable again this year when he
successfully interpreted his mother’s dream predicting her release,
demonstrating not only intelligence but also keen observational and analytical
skills.
●​ At the same time, Rizal began developing a love for reading. Some of his
favorite books included The Count of Monte Cristo by Alexander Dumas,
Universal History by Cesar Cantu, and Travels in the Philippines by Dr.
Feodor Jagor. These readings reflect his growing intellectual curiosity and
desire to understand the world beyond his immediate surroundings.
III. Third Year (1874–1875)

●​ During his third year, Rizal continued to excel academically. He won a medal
in Latin, reflecting his proficiency in classical languages, which were highly
valued in Jesuit education. However, he lost the Spanish medal due to
accent and fluency issues, highlighting a minor area for improvement despite
his overall excellence. Nevertheless, he maintained excellent grades,
showing consistent performance across subjects.

IV. Fourth Year (1875–1876)

●​ In his fourth year, Rizal became an interno (boarder) at the Ateneo, which
meant he lived at the school. This experience allowed him to become more
independent and self-disciplined.
●​ During this year, he was under the mentorship of Fr. Francisco de Paula
Sanchez, who played a significant role in shaping Rizal’s intellectual and
creative development. Fr. Sanchez recognized Rizal’s genius, encouraged his
poetry, and guided him in refining his talents.
●​ Rizal’s hard work and talent paid off as he became top of his class, earning
five medals for excellence in various subjects. This achievement reflects not
only his brilliance but also his ability to balance academic rigor with personal
growth.

V. Fifth Year (1876–1877)

●​ By his fifth year, Rizal had earned the title of “Pride of the Jesuits”, an
acknowledgment of his extraordinary academic performance. He excelled in a
wide array of subjects, including Philosophy, Physics, Biology, Chemistry,
Languages, and Mineralogy, demonstrating both versatility and deep
understanding. He was widely recognized as the most brilliant Atenean of
his time, setting a benchmark for excellence in the school.

VI. Graduation

●​ Rizal graduated on March 23, 1877, at the young age of 16, earning a
Bachelor of Arts degree with Highest Honors. Before graduation, he spent
the night in prayer at the school chapel, consecrating his life to the Virgin
Mary, reflecting his deep spirituality and moral grounding. His achievements
combined intellectual brilliance, emotional maturity, and strong faith,
marking the completion of a remarkable academic journey.

Extra-Curricular Activities

●​ Active in religious, literary, and scientific organizations

●​ Member and secretary of Marian Congregation
 ●​ Joined Academy of Spanish Literature and Academy of Natural Sciences
●​ Developed skills in poetry, writing, painting, sculpture

Sculptural Works

●​ Carved Virgin Mary from batikuling wood using a pocket knife

●​ Created Sacred Heart of Jesus image for Father Lleonart
●​ Impressed Jesuit priests and fellow students

Anecdotes on Rizal the Atenean

1.​ Forgiveness Story (Felix M. Roxas)

○​ Rizal was hit in the face by a thrown book
○​ Remained calm, showed no resentment, exemplifying forgiveness and
self-control
2.​ Kite Rescue Story (Manuel Xeres Burgos)
○​ Rescued a kite caught on a cathedral tower
○​ Demonstrated courage, compassion, and heroism

Topic 9: The University of Santo Tomas Experience

1. Mother’s Opposition to Higher Education

●​ Before Rizal entered the university, a family council was held in Calamba.
●​ Don Francisco and Paciano supported his higher education because they
recognized his intelligence.
●​ His mother opposed the idea because she had a premonition that too much
knowledge could put his life in danger.
●​ During the Spanish period, educated Filipinos were often suspected and
persecuted by authorities.
●​ Her fear reflected the harsh colonial reality.
●​ From the beginning, Rizal’s education already involved risk.

2. Jose Rizal Enters the University of Santo Tomas (1877)

●​ In April 1877, Rizal entered the University of Santo Tomas at almost 16 years
old.
●​ He initially took the course Philosophy and Letters.
●​ He faced a strict and conservative educational system controlled by Spanish
friars.
●​ UST was very different from Ateneo.
●​ Here he first experienced intellectual restriction and lack of academic
freedom.
Freshman Studies in Philosophy and Letters

●​ Subjects studied: Cosmology, Metaphysics, Theodicy, and History of

Philosophy.
●​ These subjects developed his deep thinking about life, God, morality, and
truth.
●​ He learned to question and analyze instead of blindly accepting teachings.
●​ This became the foundation of his critical thinking and writing ability.

Rizal Shifted to the Medical Field

●​ The following school year, Rizal shifted to medicine.

●​ Main reason: he wanted to cure his mother’s worsening eye disease.
●​ His education was not only for personal success but also for family service.
●​ He began developing scientific and analytical skills.

3. Rizal Finishes the Surveying Course in Ateneo (1878)

●​ While studying in UST, he simultaneously took a surveying course at Ateneo.

●​ At age 17, he passed the final examination.
●​ He was not immediately recognized as a surveyor because he was
underaged.
●​ On November 25, 1881, he was officially recognized as an expert surveyor.
●​ Shows his diligence, discipline, and experience of being qualified but not
immediately acknowledged by the system.

4. Rizal’s Romances

●​ Rizal had romantic relationships during his student life.

●​ After losing Segunda Katigbak, he courted a woman in Calamba nicknamed
“Miss L”. (Fair with seductive and attractive eyes)
●​ He became close to Leonor Valenzuela (“Orang”) and used invisible ink in
letters to hide their relationship.
●​ Later he met Leonor Rivera, his cousin and greatest love.
●​ Leonor Rivera used the nickname “Taimis” in their correspondence.
●​ Love had to be kept secret due to the strict Spanish colonial society.

5. Rizal’s Literary Works During His UST Years

Rizal’s writing became more active and meaningful during his UST years.​

His works expressed nationalism, intellectual ability, religious faith, and personal
emotions.​

“To the Filipino Youth” (1879):

 ●​ Won first prize at the Artistic-Literary Lyceum of Manila.
●​ Emphasized the role of Filipino youth in nation-building through education.

“The Council of the Gods” (1880):

●​ A play that won a contest commemorating Miguel de Cervantes.

●​ Showed Rizal’s literary skill and intellectual equality with foreign writers.

“Beside the Pasig” (1880):

●​ A religious play performed during the feast of the Immaculate Conception.

●​ Reflected the influence of religion on his early works.

“A Filipinas” (1880):

●​ A sonnet expressing love and hope for the Philippines.​

“Al M.R.P. Pablo Ramon, Rector del Ateneo, en Sus Días” (1881):

●​ A poem expressing gratitude to Father Pablo Ramon, former rector of Ateneo.

●​ These works laid the foundation of Rizal’s future role as a writer and reformist.

6. Rizal’s Unhappy Days at UST

●​ Rizal experienced one of the most difficult periods of his student life at UST.
●​ He witnessed deep discrimination against Filipino students.
●​ Because of his intelligence and courage, he became the “champion” of
Filipino students during conflicts with Spaniards.
●​ Filipinos were insulted with derogatory terms like “Indio” and “chongo.”
●​ Spaniards were referred to as “Kastila” and “bangus,” highlighting racial
division.
●​ Rizal and two friends were likened to “The Three Musketeers,” with Rizal as
Treville, their leader.
●​ In 1880, he became the leader of a secret Filipino student organization called
Companerismo. The group aimed to strengthen unity and courage among
Filipino students. Galicano Apacible served as the secretary. They called
themselves “Companions of Jehu,” symbolizing their fight against injustice.
●​ Despite his brilliance, Rizal failed to receive the highest academic honors at
UST due to racial bias. His disappointment with UST was reflected in El
Filibusterismo, especially Chapter 13: “The Class in Physics.” The chapter
criticized rote memorization and ineffective colonial education.
●​ His unhappy days at UST awakened his nationalism and strengthened his
resolve to fight oppression.
Rizal’s Recorded Grades at UST

●​ Rizal’s grades showed strong academic performance, especially in medical

and surgical subjects.
●​ His frustration with UST was not due to lack of intelligence.
●​ It was caused by an unfair and discriminatory educational system.

7. Decision to Study Abroad

●​ After completing four years in medicine, Rizal decided to study in Spain.

●​ He did not ask permission from his parents.
●​ He did not inform Leonor Rivera or Spanish authorities.
●​ This decision symbolized his independence and personal freedom.
●​ It marked the beginning of his broader struggle for reform and national
freedom.