Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

NISU – Victorino Salcedo Sara Campus, Brgy. Anoring, Sara, Iloilo

Reg. No. 97Q19783

Course Code : GE 12
Descriptive Title : Life and Works of Rizal
Term and Academic Year : 1st Semester, AY 2024-2025
Department and Year Level : BSCRIM III
Professor : PROF. ANA MIE B. SOREVEGA

Module 5, Lesson 1
Rizal’s Academic Success and Challenges

I. Introduction
In this module, we shall be oriented how Rizal spent much of his time in self-improvement via self-education.
Not only he was busy academically, but he also learned sculpture, painting, different languages including German, and
kept up with the latest conversations globally in philosophy and science.

Time Frame: 6 hours Date of Submission

II. Learning Outcomes: At the end of the lesson you must have :
1. inspired by the early educational triumphs of Rizal;
2. introduced to the student, the difference of Spanish colonial system of education with that of the present;
3. discovered the good qualities of Rizal;
4. appreciated the academic achievement of Rizal in Ateneo Municipal and Santo Tomas;
5. perceived the factors that led to Rizal’s decision to study abroad; and
6. explained Rizal’s life abroad.

III. Learning Content

Rizal’s Early Education
All of us learn the basic of life from our first teachers – our parents. In most Filipino families, the mother is
always the child’s first teacher. Mothers normally take charge of the children’s formal education. In the case of Rizal,
Dona Teodora was her first teacher. Rizal’s first lessons consisted of reading and writing. Dona Teodora also taught
Rizal Spanish and Tagalog. But despite her efforts, the young Rizal found Spanish lessons uninteresting. The guidebook
used by Dona Teodora in teaching Rizal Spanish was “The Children’s Friend” (El Amigo de los Ninos). This Spanish
reader was an old and rare book. 9Guerrero, 1963). It taught children the value of creativity, resourcefulness, and
thriftiness.
Although Rizal was a child of exceptional intellect, he sometimes showed reluctance in listening to Spanish
lessons, specifically reading because he had difficulties understanding them. Thus, he paid little attention to his lessons
in Spanish, and instead, busied himself watching moths circling around the oil lamp. When Dona Teodora noticed that
Rizal was not listening to her, she stopped reading and told Rizal that she would read him a story. Upon hearing the
word story, Rizal became excited. The story from Dona Teodora’s old book was called “The Story of the Moth.” It was
about an old moth and a young moth. Dona Teodora told this story to Rizal because it mirrored their situation; the old
moth (the mother) and the young moth (Rizal). The old moth kept on warning the young moth not to fly near the flame
but the young moth, fascinated with lamp’s brightness, continued to fly closer and closer to the flame until its wings
were burned. But for Rizal, although the young moth was disobedient, it died as a victim of its own illusion
( Palma,1949 in Maranan,2015).

Colonial System of Education

During the 19th century, education has been perceived by Filipinos as a way to alter or change their deplorable
social and economic conditions. In those times, although public education was not compulsory, Filipino parents tried
their best to enroll their children in public schools. Spanish-owned academies and colleges, on the other hand,
accepted students who can afford to pay the tuition. The lessons usually taught to children in public schools included
basic reading, writing, arithmetic, and religion. Part of the reading and writing lessons was basic Spanish and Latin. For
advanced lessons in Spanish and Latin, parents sent their children to private schools. Schumacher (1997) noted that
there were a number of Latin schools under private auspices which were of mediocre quality.

Rizal’s Early Education

During Rizal’s time, it was a common practice for middle class families to hire private tutors for their children.
These private tutorial lessons consisted of advanced Spanish and Latin grammar. Rizal’s first tutors were Maestro
Celestino and Maestro Lucas Padua. They were hired to give Rizal preparatory lessons for his primera ensenanza
(primary level). Rizal’s last private tutor was maestro Leon Monroy – a former classmate of his father. Monroy lived in
Rizal’s home for the duration of the tutorial period because he was a sickly old man. After five months, Monroy died of
an old age.
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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU – Victorino Salcedo Sara Campus, Brgy. Anoring, Sara, Iloilo

Reg. No. 97Q19783

In 1869, Rizal went to Binan for his formal schooling (primera esenanza). He attended the private school of
maestro Justiniano Aquino Cruz, a former teacher of Paciano. On his first day, Rizal had an embarrassing moment.
During that time, Rizal only knew a smattering of Spanish and Latin. So when asked by Maestro Cruz, he was only able
to give awkward replies. This prompted Pedro, one of Rizal;s classmates and son of Maestro Cruz, to make fun of him.
Wanting to avenge his wounded pride, Rizal challenged Pedro to a fight after class. Rizal won the fight but lost a
succeeding match (arm-wrestling) against another classmate named Andres Calunan (Palma, 1949).

Before Entering Ateneo

Rizal obtained his primary education in Calamba and Binan. The primera ensenanza system only required
children to attend three years of schooling. Primera ensenanza is composed of three levels: (1) clase infima (lowest
class); (2) clase media (middle class); and (3) clase superior (highest class) (Bernad, 1986).
The primary education system during the Spanish regime was defective since it only focused on memorization
of conversational lines in Spanish. Despite the inadequacies in the educational system, Rizal acquired the necessary
preparatory knowledge needed for the secondary level.

Triumph in Ateneo
The leading schools for boys during the Spanish period were Colegio de San Juan de Letran and the Ateneo
Municipal. Both schools were located in Intramuros. Letran was Don Francisco’s first choice for Rizal. Rizal’s entrance
exam in Letran consisted of questions on reading, Christian doctrine, and arithmetic. After taking the exam, Rizal and
paciano returned to Calamba to attend the annual town fiesta. After the celebration, Don Francsico changed his mind
and instead sent Rizal to Ateneo Municipal. Established by the city government in 1817 as a school for less fortunate
boys, Ateneo was formerly known as Escuela Pia. Upon the jesuits’ return to Manila in 1859 after their expulsion in
1768. Escuela Pia was turned over to them and they changed its name to Ateneo Municipal. Years later, its name was
changed to Ateneo Municipal de Manila (Bernad, 1986).

Registration of Rizal in Ateneo

Paciano, who acted as second parent to Rizal, accompanied him to Ateneo for his enrollment on June 10, 1872.
Unfortunately, Fr. Magin Ferrando, then college registrar of the university, denied Rizal admission for two reasons: (1)
Rizal came in very late and (2) he was too small and sickly-lloking for his age. The nephew of Fr. Burgos, Manuel Xerez
Burgos, helped Rizal to get admitted in Ateneo.
“Rizal”was the surnamed used by Jose for his registration in Ateneo. In one of their correspondences, he told
Blumentritt that he was the only one in their family to do such a thing. For this reason, he felt that he was an
illegitimate Mercado (Bernad, 1986). The family decided that Rizal would not use Mercado in his official papers since
Paciano was already identified with the surname by the Spanish authorities for malicious charges. Because of his
friendship with Fr. Burgos, Paciano was accused by the Spanish authorities as a participant in the Cavite Mutiny
(Villarueol, 1984).
The methods of instruction in Ateneo were fairly advanced compared with those of other schools in the
country. Aside from memorization, the students were trained in physical fitness, humanities, science, agriculture,
commerce, mechanics, and surveying. Religious instruction was also emphasized.
As a way of organizing the class (Guerrero, 1950), Ateneo adopted the division of students used in ancient
Greece. Students in a class were grouped into two empires: The Roman and the Carthaginian. The Roman Empire was
composed of students staying inside Ateneo (internos) while the Carthaginian Empire consisted of students staying
outside the campus (externos). Since Rizal lived outside the campus, Rizal was assigned to the Carthaginian Empire. At
the end of his firs year, he transferred to No. 6 Calle Magallanes in Intramuros.
The highest ranks a student could attain in each empire were as follows: Emperor; the best student; Tribune,
the second best; Decurion, the third best; Centurion, the fourth best; and Standard Bearer; the fift best. For the whole
school year, the two empires were competing for intellectual supremacy. Each empire had a corresponding bannere to
identify which empire was superior and inferior. The Roman Empire used the red banner while the Carthaginian Empire
used the blue one. At the beginning of each school year; the banners of both empires were displayed in the classroom
on an equal footing. Their positions would only change as the school year’s grading period progressed( Palma,1950 in
Maranan , 2015).
1. Upon the first defeat, the banner of the losing party was transferred to the left side of the room.
2. Upon the second defeat, the banner was placed in an inferior position on the right side of the classroom.
3. Upon the third defeat, the flag was placed on the left, returned to the right side.
4. Upon the fifth defeat, the reversed flag was placed on the left.
5. Upon the sixth defeat, the banner was scribbled with a figure of a donkey.

Rizal as an Atenean
Rizal was happy studying in Ateneo. He only became sad because of the indifferent treatment of some Spanish
professors to Filipino students and the imprisonment of Dona Teodora. This lonely feeling was assuaged somewhat
upon the release of his mother from jail and when he received excellent marks in all of his subjects. On his first day in
Ateneo, he occupied the last seat and a motivation for him to study harder. After a month of rigorous study, Rizal was
able to occupy the Emperor seat of the Carthaginian empire. However, he was again insulted and disparaged by the
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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU – Victorino Salcedo Sara Campus, Brgy. Anoring, Sara, Iloilo

Reg. No. 97Q19783

snide remarks of his professors. At the end of the school year, he did not receive any gold medal, but all his subjects
were marked “excellent.” During Rizal’s second year, he received “excellent” marks in all of his subjects with several
gold lmedals to boot. In his third year, all of his subjects were also marked excellent with one medal in Latin. He did
not get a medal for Spanish because a Spanish student beat him to it. In his fourth year, he received five medals and
excellent marks in all of his subjects. Rizal maintained his sterling academic performance until his last year in Ateneo.
He earned his Bachelor of Arts (Ab) with highest honors on March 27, 1877. He was 16 years old at that time. During
the Spanish period, a Bachelor of Arts is equivalent to a preparatory course for advanced degrees in medicine or law.
Rizal’s favorite teacher in Ateneo was Fr. Francisco de Paula Sanchez. He was the one who inspired Rizal to
write poems and to study harder. While in Ateneo, Rizal read a lot. He read the Universal History by Cesar Cantus and
Travels in the Philippines by Dr. Feodor Jagor. During his free time, he attended private lessons at Sta. Isabel College –
painting tutorials with Agustin Saez, and sculpting sessions with Romualdo de Jesus, a popular Filipino sculptor – and
wrote some poems.

Studies at the University of Santo Tomas

After graduating from the Ateneo, he went to the University of Santo Tomas toembark on another academic
journey. This time, he lived in Casa Tomasina at No. 6 Calle Santo Tomas, Intramuros. During that time, UST was the
only university in Manila offering higher education exclusive for boys. Rizal entered the University of Santo Thomas in
April 1877 without his mother’s consent. Dona Teodora feared that Jose might face the same fate as GOMBURZA for
like the three priests, Rizal was too intelligent for his own good.

Course of Rizal in UST

When Rizal entered the University of Santo Tomas, he was undecided on the course he wanted to take up. For
his first term, he sought Fr. Pablo Ramon, Rector of Ateneo Municipal, for advice. Unfortunately, Fr. Ramon was in
Mindanao during that time, so Rizal was not able to get his opinion. In the meantime, Rizal enrolled in Pre-Law courses.
These courses focused on philosophy and the humanities (Villarroel, 1984). Rizal took these courses for two reasons:
(1) Don Francsico wanted him to take up philosophy, and (2) he, himself, was still undecided on what career to pursue.
Rizal also took up a surveying course in Ateneo during the same term. It was a vocational course towards becoming a
perito agreimensor (expert surveyor). In his second term at the university, Rizal changed his course from philosophy to
medicine because he wanted to cure the failing eyesight of Dona Teodora.

Rizal as Thomasian
Rizal also performed well at the University of Santo Tomas. His grades, however, suffered, when he became
involved in campus politics. Despite his academic success, Rizal felt unhappy because of the following: (1) the
unfriendly attitude of the Spanish students; (2) the hostility of the Domican professors towards Filipino students; (3) the
traditional approach in teaching; (4) repressive academic policies; and (5) the rampant bigotry in the university. In his
book, Jose Rizal and the University of Santo Tomas, Fr. Villarroel refuted Rizal’s allegations against UST.
Instead of being discouraged, Rizal exerted extra efforts to prove to the Dominican professors and Spanish
students that Filipinos could be excellent students as well. This sentiment led him to champion the cause of the Filipino
students.
In one of the chapters of El Filibusterismo, Rizal described the traditional method of teaching at UST. As
mentioned in the said chapter, Physics was taught without laboratory experiments and equipment. Other apparatuses
like the microscope experiments were only displayed for the visitors to see. The students were not allowed to touch
them. The unfriendly atmosphere in the university made Rizal loyal to his alma mater, Ateneo Municipal. In fact, he
was active in a literary organization in Ateneo during his medical studies. He kept in touch with this former professors
in Ateneo, especially Fr. Sanchez, He also participatedin the religious celebrations of the university. And whenever he
got lonely or frustrated, Rizal took to reading and writing. Rizal also met his first flame in UST, Segunda Katigbak.
Through their relationship never led to something serious, Rizal always remembered Segunda as his first love. Though
Rizal performed well in UST, he failed to get a sobresaliente or excellent mark in any of his subjects because of the
discriminatory attitude of the Dominican professors towards Filipino students (Guerrero, 1963).

Rizal’s Studies in Spain

Wanting to escape the hostile environment and rampant discrimination at the University of Santo Tomas, Rizal
decided to pursue his medical studies in Spain. He was also disgusted with the backward pedagogical methods of the
Dominican Professors (Palma, 1949). In the Spanish universities, the professors were liberal and academic freedom was
guaranteed. Rizal also saw studying abroad as an opportunity to be exposed to European culture. Moreover, Rizal also
felt that he would be able to better serve the cause of the country studying the government systems in Europe. Rizal
was in his fourth year in medicine when he left the country. Although he was almost done with his studies, he was also
determined to finish his philosophy classes. Despite his busy schedule at the Central University of Madrid, Rizal never
lost time for his nationalistic advocacies (Villarroel, 1984).

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU – Victorino Salcedo Sara Campus, Brgy. Anoring, Sara, Iloilo

Reg. No. 97Q19783

Preparation for Spain

Determined to leave the Philippines for Europe, Paciano and Saturnina approved of Rizal’s plan to continue his
studies in Madrid. Rizal’s departure was kept secret to avoid detection by the Spanish authorities, to mislead the friars,
and to hide his plan from his parents. For these reasons, Rizal used the name of his cousin from Binan, Jose Mercado, in
his departure for Spain included Antonio Rivera, father of Leonora Rivera, the Valenzuela family, close friends, and the
Jesuits priests who gave him recommendation or introductory letters to their respective societies in Barcelona (Palma,
1949). They also helped Rizal prepare the needed documents for his departure.

From Manila to Barcelona

The trip of Rizal to Spain had a series of stopovers. Rizal left Manila on May 3, 1882 aboard the Spanish
steamer Salvadora. Singapore was Rizal’s first stopover. From Singapore, he boarded the French steamer Djemnah to
Colombo. After a short stay in Colombo, he traveled to Naples. Rizal’s last stopover was in maarseilles, France. From
there, he took the train to Barcelona. He arrived in Barcelona on June 16, 1882. In Barcelona, Rizal stayed in Hotel
Espana. He was impressed with the beauty of Barcelona. Spain’s second largest city. In his first day in Barcelona, Rizal
visited his former schoolmates in Ateneo. They welcomed Rizal and hosted a party for him at Plaza Cataluna, the
favorite café of the Filipinos in Spain. At the party, they engaged in interesting conversation. The Filipino hosts
discussed the customs of Spaniards while Rizal relayed to them news about the Philippines. Rizal stayed in Barcelona
for almost six months before proceeding to Madrid. While in Barcelona, he wrote an essay entitled Amor Patrio. He
followed it up with two essays: Los Viajes and Revista de Madrid. While in Spain, Rizal learned from Paciano the
cholera outbreak in Calamba and nearby provinces. Another letter sent to him had Paciano urging Rizal to finish his
medical course in Madrid (Palma, 1949). Following the advice of his brother Paciano, Rizal proceeded to Madrid. On
November 3, 1882, he took up medicine at the Faculty of Medicine of the Central University of Madrid. He also enrolled
in the Philosophy and Letters programs of the university.

Rizal’s Life in Madrid

To live from his loved ones was not easy for Rizal. During his stay in Spain, he suffered bouts of loneliness and
depression. All of these, though, were seen by Rizal as inevitable for he was destined to serve his fatherland. In
Madrid, Rizal managed his spare time well. He found time to improve his knowledge in painting at the academy of Fine
Art of San Fernando. He also attended private lessons in English, French, and German languages; practice fencing and
shooting in the hall of Arms of Sanz y Carbonel; enriched his cultural knowledge by visiting museums and galleries; and
availed of the opportunity to equip himself well in the service of his fatherland (Crag, 1913).
Rizal joined the Freemasonry to gain protection and opportunities for himself in Spain. In march 1883, he
officially became a member of Acasia masonic Lodge. It was clear to him that by being a member of masonic lodges, he
could employ the organization’s aid in his crusade against the friars in the Philippines like other Filipinos in Madrid, Rizal
lived in scarcity. Despite this, he became triumphant in other matters. He read a lot and collected volumes of books.
To save money, he put up a small library which consisted mostly of second-hand books. He also bought lottery tickets in
Madrid and socialized with other Filipinos. He also attended the reunions of Filipino students usually held in clubs and
restaurants. If one sat there (Brillantes, 2004) long enough to finish a glass of vino tinto, one might still hear the last
dying echo of a young Filipino speaking in impassioned Spanish of the people’s struggle for truth, justice, and freedom.

Completion of His Medical Studies

Rizal finally completed his medical studies at the central University of Madrid. For this, he was awarded a
Licentiate in Medicine which made him a qualified practitioner of medicine.
Rizal earned a Licentiate in Medicine with the rating of Fair. After the conferment of the degree, Rizal pursued
a doctorate in Medicine. He passed all the subjects but was not awarded a diploma because he failed to submit a
graduate thesis and pay the corresponding fess (Palma, 1949).

Licentiate in Philosophy
While taking up medicine in Madrid, Rizal was concurrently enrolled in the Philosophy and Letters program of
the university. Enrolling in the program was a continuation of the course that he left unfinished at UST. He obtained his
Licentiate in Philosophy and Letters on June 19, 1885 (his 24 th birthday) with a rating of sobresaliente (excellent). Being
a holder of a Licentiate in Philosophy qualified him to teach humanities and philosophy subjects in the university.
During that time, however, colored professors were not allowed to teach in universities run by Spanish friars. Rizal
mentioned in his letter published in Epistolario Rizalino that this is the reason why he was not interested to earn a
doctorate in Philosophy.

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 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU – Victorino Salcedo Sara Campus, Brgy. Anoring, Sara, Iloilo

Reg. No. 97Q19783

IV. Learning Assessment

In not less than 100 words, answer the following questions.
1. Were you inspired by the early educational triumphs of Rizal? Why?
2. How would you compare the education of the youth during the colonial period with that of the present?
3. What are the good qualities of Rizal?
4. What are the factors that greatly influenced Rizal to study abroad?

Scoring Guide:
Each answer shall be evaluated using these criteria:
Content 15 pts.
Organization 10 pts.
Subject Knowledge 10 pts
______
Total score: 35 pts

V. Enrichment Activities/Outputs

In not less than 150 words make an essay on the ff:

1. Rizal’s activity at Ateneo Municipal and Santo Tomas.
2. Rizal’s life abroad.

Scoring Guide:
Each answer shall be evaluated using these criteria:
Content 15 pts.
Organization 10 pts.
Subject Knowledge 10 pts
______
Total score: 35 pts

References

Maranan, R. (2015). Jose Rizal first global Filipino hero. Quezon City. C & E Publishing, Inc.

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