CHAPTER

4
RIZAL’S LIFE:
HIGHER EDUCATION AND LIFE ABROAD
OBJECTIVES
At the end of the chapter, the student should be able to:

• Explain the life of Dr. Jose P. Rizal in Ateneo and in University of Santo Tomas (UST);
• Differentiate the system of education during Rizal’s time and the present educational
system in the Philippines;
• Imitate Rizal’s diligence in studying towards excellence & ideals of nationalism;
• Distinguish the inspiration of Rizal & the importance of his writings for a cause;
• Trace the relevance of Dr. Jose P. Rizal’s higher education and accomplishments to
his desire for freedom;
• Discuss critically the importance of the literary works of Dr. Jose P. Rizal; and
• Locate the places in the world map the places visited by Dr. Jose P. Rizal.
 CHAPTER 4
RIZAL’S LIFE: HIGHER ACADEMIC EDUCATION

EDUCATION AT BIÑAN, LAGUNA

In June of 1869, Paciano, Rizal’s brother accompanied him to Biñan to continue his
studies. They proceeded to their aunt’s home where Jose will stay.

The next day (Monday) Paciano brought Rizal to the school of Maestro Justiniano
Aquino Cruz, his older brother’s former teacher. The school, which was made of Nipa, doubled
as the house of the Maestro. At once, Jose Rizal was assigned a seat and was asked and replied
at once: “Do you know Spanish? “A little Sir” Do you know Latin? “A little Sir” The boys in
the class, especially Pedro, the teacher’s son laughed at Jose’s answers. The teacher sharply
stopped all noises and begun the lessons of the day.

Maestro Justiniano Aquino Cruz was a disciplinarian. He was a tall man, lean and long-
necked, with a sharp nose and a body slightly bent forward. He used to wear a sinamay shirt
woven by the deft hands of Batangas women.

In the afternoon of his day in school, when the teacher was having his siesta, Jose met
the bully, Pedro. He was angry for making fun of him during his conversation with the teacher
in the morning.

Jose challenged Pedro to a fight. The latter readily accepted, thinking that he could
easily beat the Calamba boy who was smaller and younger.
The two boys wrestled furiously in the classroom, much to the glee of their classmates.
Jose, having learned the art of wrestling from his athletic Tio Manuel, defeated the bigger boy.
Because of this, he became popular among his classmates.

After the class in the afternoon, a classmate named Andres Salandanan challenged him
to an arm-wrestling match. They went to a sidewalk of a house and wrestled with their arms.
Jose, having the weaker arm, lost and nearly cracked his head on the sidewalk.
 In succeeding days, he had other fights with the boys of Biñan. He was notquarrelsome
by nature, but he never ran away from a fight.

Jose spent his leisure hours with teacher Justiniano’s father-in-law, a master painter
named Juancho. He took the opportunity to become an apprentice together with his classmate
Jose Guevarra. Sooner they became the class’s best painters.

Jose Rizal led a frugal and methodical life in Biñan. His time was well budgeted from
4 o’clock in the morning such as hearing mass, eating time, studies and leisure time at times he
played in the street with friends and other boys when there was the moon. He concentrated on
his studies diligently and he excelled in Spanish, Latin and all subjects.

Having finished his studies in Biñan, Rizal returned to Calamba on board the motorboat
“Talim”. His parents planned to transfer him to Manila to continue his studies.

EDUCATION AT THE ATENEO

On June 10, 1872, Paciano accompanied Rizal to take the entrance examination at College of
San Juan de Letran and passed it. They returned to Calamba to stay for few days with the
family and to attend the town fiesta. Don Francisco changed his mind and decided to send Rizal
to Ateneo Municipal (later on became the Ateneo de Manila).

Paciano accompanied Rizal to Manila to enroll at the Ateneo Municipal. Father Magin
Fernando, the school registrar, refused to admit him for these reasons: he was late for
registration and he was sickly and small for his age. With the intercession of Perez Burgos, a
nephew of Father Burgos, he was admitted to the Ateneo that was located in Intramuros within
the walls of Manila. Rizal was just quiet and observant of the different activities in class.
The Jesuits’ system of education was more advanced. Its discipline was rigid and the
methods are varied. It promoted physical culture, humanities and scientific studies. It also
establishes vocational courses in agriculture, commerce and mechanics as a religious institute,
its principal purpose was to mold the character and the will of the boys, to comply
more easily with the precepts of the church. The students hear mass before the beginning of the
class, which was opened and closed with prayers.

Rizal’s first professor in Ateneo was Fr. Jose Bech. Being a newcomer and with little
knowledge of Spanish, and an externo (non-boarders), he was placed in the Carthaginian
Empire. The other group was the “Roman Empire” consisting of the internos (boarders). Each
group had its ranks, the best in rank is the “emperor”, the 2nd best-tribune; the 3rd is the

decurion, 4th the centurion; the 5th is the standard-bearer. Within the empire, the students
aspired for the position by answering the questions for the day’s lesson. If a student made three
(3) mistakes he could lose his position. Any student might be at the end of the line, but if he
studies hard and was brilliant, he could become an “emperor”. The two groups “Roman
Empire” and “Carthaginian Empire” were in constant competition for supremacy in the class.

Jose Rizal progressed well in his studies that after a month he became the “emperor”
and was considered the brightest pupil of the class. He was awarded a prize, namely, “a
religious picture” which he was so proud of because it was the 1st prize he ever received at
Ateneo.

He spent his leisure hours by taking private lessons to improve his Spanish at Sta.
Isabel College. He paid three pesos for the Spanish lessons.

At the end of the school year in March 1873, he returned to Calamba for the summer
vacation. He did not enjoy his vacation because his mother was in prison at Sta. Cruz. Doña
Teodora was arrested on a malicious charge that she and her brother, Jose Alberto tried to
poison the latter’s wife. After her arrest, Doña Teodora was forced to walk from Calamba all
the way to Sta. Cruz, a distance of 50 kilometers. She was imprisoned for two and a half years.
In his second year in Ateneo (1873-74), nothing unusual happened to Rizal. Once again,
he received excellent grades in all subjects and a gold medal as a diligent student and voracious
reader. Rizal kept reading fiction, non-fiction and novel like the Count of Monte Cristo by
Alexander Dumas. His imagination was stirred by the sufferings of Edmond Dantes
(the hero), his escape from the dungeon of Chateau d ‘If, and his finding a buried treasure on
the rocky island of Monte Cristo and his revenge on his enemies who had offended him.

Rizal also read Travels in the Philippines written by Dr. Feodor Jagor, a German
scientist-traveler who visited the Philippines in 1859-1860. The book consisted of the keen
observations of the defects of Spanish colonization and the prophecy that someday Spain would
lose the Philippines and that America would come to succeed her as a colonizer. Through his
readings, he discovered the wisdom of books and its influences on his search for knowledge.

Another book that his father bought was the Universal History by Cesar Cantus which
was a rich source of historical facts about the world. He used to read this while studying in
Ateneo.

On his fourth year in Ateneo, Jose Rizal was inspired to study hard and to write poetry
by one of his professors, Father Francisco de Paula Sanchez, a great educator and scholar. Rizal
had the highest affection and respect for Father Sanchez, whom he considered his best professor
in Ateneo.

Rizal’s formal lessons at the Ateneo gradually gained him proficiency both in the art
of rhetoric and in the art of independent thinking. He expressed his ideas on the value of
education in his poem “Through Education the Country Receives Light” (Por la Education
Recibe Lustre la Patria). He stressed that responsible education instills in the youth, noble ideas
and sublime virtues. Learning infuses truth, and discipline brings peace, glory and tranquility
to the nation.

Por la Education Recibe Lustre la Patria (Through Education the Motherland Receives
Light, April 1, 1876). This poem shows Rizal’s high regard for education. He strongly believed
in the important role which education plays in the development and progress of a nation.
 Rizal wrote the poem in 1876 at the age of 15, while the Philippines was under rule by
the Spanish government at the Ateneo de Municipal. This was a time of great political unrest
in the Philippines, when national pride was low, and the masses often turned to violence in
opposition to perceived oppression. Rival spurned tendency toward violence, and instead
embraced the more pragmatic ideology that education provides the answer to the problems of
the nation.

In "Through Education Our Motherland Receives Light," education is portrayed as a torch

lighting the darkness or the morning sun casting out the shadows over a land. This is to suggest that
those who seek a well-rounded education, who seek the light of education, are illuminated and
empowered, illuminating and empowering all those who seek her light. In a time where many felt
oppressed, Rival offered that the power or light of education is endless, that it cannot be taken away.

Education is offered as an answer to unite the people, instill pride in the people and
provide the tools needed to make positive changes in the nation. Rival explains that all science and
art are born of education, that education is capable of bringing security and peace to lands. His
words encourage readers that through knowledge, even barbarous savages can rise to heroism. He
recounts the demand for sacrifices to obtain an education, and the rewards-a pleasure in living, the
avenue to truth, the goodness and honors. It showed the importance of religion in education
encouraging his people to acquire virtue and enlightenment. He resolutely opposed the pathway of
violence and clung to education not only in theory but by his example.

Rizal stressed the noble benefits of an enlightened citizenry: an aura of peace, youthful
usefulness, the antidote to crime and vice, determination in government humanized men the focus
of the poem is “education”. He indicated how he values education. That out of his fervent love for
out motherland, education seems for him a for us to extend our deep and warm gratitude to every
wonder that we receive from her everyday. The poem tells us how education important to every
human, because without education we cannot reach our goal in life. Aside from that, it is also one
of the most effective ways to make our country proud and no one can steal it to us. Education is the
most precious gift and treasure the Motherland can give to us. “Education is the key to success”.
 A nation where educated people outnumber uncivilized ones, excavates treasure more
cherished than any stones of the earth. The weight of our desire to stand firm on the ground where
our beloved country lies, marks the turning point that leads our hope for a brighter east. Education
is one that trains people how to become productive and civilized citizen to our motherland.

This poem proved that he valued education so much that may give the power of the
country to survive from any forces in the struggles of societal freedom. Through education, it
creates the virtue of power to human race. This gives security and peace to the motherland as the
Filipinos would learn the sciences and arts as the basis to calm down the life of the society.

“THROUGH EDUCATION THE MOTHERLAND RECEIVES LIGHT”

(Translation from Spanish to English was by Dr. Frank C. Laucbach)
The vital breath of prudent Education
Instills a virtue of enchanting power;
She lifts the motherland to highest station
And endless dazzling glories on her shower.

And as the zephyr's gentle exhalation

Revives the matrix of the fragrant flower,
So education multiplies her gifts of grace;
With prudent hand imparts them to the human race.

For her a mortal-man will gladly part

With all he has; will give his calm repose;
For her are born all science and all art,
That brows of men with laurel fair enclose.
As from the towering mountain's lofty heart
The purest current of the streamlet flows,
So education without stint or measure gives
Security and peace to lands in which she lives.

Where Education reigns on lofty seat

Youth blossoms forth with vigor and agility;
He error subjugates with solid feet,
And is exalted by conceptions of nobility.
She breaks the neck of vice and its deceit;
Black crime turns pale at Her hostility;
The barbarous nations She knows how to tame,
From savages creates heroic fame.

And as the spring doth sustenance bestow

On all the plants, on bushes in the mead,
Its placid plenty goes to overflow
And endlessly with lavish love to feed
 The banks by which it wanders, gliding slow,
Supplying beauteous nature's every need;
So he who prudent Education doth procure
The towering heights of honor will secure.
From out his lips the water, crystal pure,
Of perfect virtue shall not cease to go.
With careful doctrines of his faith made sure,
The powers of evil he will overthrow,
Like foaming waves that never long endure,
But perish on the shore at every blow;
And from his good example other men shall learn
Their upward steps toward the heavenly paths to turn.

Within the breast of wretched humankind

She lights the living flame of goodness bright;
The hands of fiercest criminal doth bind;
And in those breasts will surely pour delight
Which seek her mystic benefits to find,
Those souls She sets aflame with love of right.
It is a noble fully-rounded Education
That gives to life its surest consolation.

And as the mighty rock aloft may tower

Above the center of the stormy deep
In scorn of storm, or fierce Sou'wester's power,
Or fury of the waves that raging seep,
Until, their first mad hatred spent, they cower,
And, tired at last, subside and fall asleep, --
So he that takes wise Education by the hand,
Invincible shall guide the reigns of motherland.

On sapphires shall his service be engraved,

A thousand honors to him by his land be granted:
For in their bosoms will his noble sons have saved
Luxuriant flowers his virtue had transplanted:
And by the love of goodness ever lived,
The lords and governors will see implanted
To endless days, the Christian Education,
Within their noble, faith-enrapture nation.

And as in early morning we behold

The ruby sun pour forth resplendent rays;
And lovely dawn her scarlet and her gold,
Her brilliant colors all about her sprays;
So skillful noble Teaching doth unfold
To living minds the joy of virtuous ways.
She offers our dear motherland the light
That leads us to immortal glory's height.
 KARUNUNGAN AT BAYAN

Ang dunong ay isang mabisang biyaya,

Buhay ng pag-asa na kahanga-hanga;
Siyang nagtatampok sa sariling Lupa
Nang kasilaw-silaw

Sa tuktok ng walang hanggang pagdakila;

Sa halik-amihan
Ang mga bulaklak ay nananariwa;
Sa halik ng dunong nama’y nagdiriwa
Ang patay mang loob at isip mulala.
Sa hangad matuto ng Sangkatauhan
Buhay man at palad ay napupuhunan;
Sari-saring ganda at kababalaghang
Pambunyi sa tao’y
Sa dunong na lahat ay ibinibigay;
Katulad ng daloy
Ng salaming tubig kung sa bundok mukal,
Ang dunong ay siyang batis na dalisay
Ng pagkatahimik ng alin mang bayan.

Sa bayang ang dunong ay iniuunlak

Ang kabinataa’y malusog, mabulas;
Sa tulong ng mga marangal na balak
Yaong wastong matwid
Ang sa kamalia’y haring yumuyurak;
Ang masamang hilig
At ang kabuhungan sa kanya ay sindak;
Mga bansang ganid ay nangaaamak
At napagigiting kahit lahing hamak.

Tulad sa biyaya ng saganang batis

Na sa halamana’t pananim sa bukid
Mabining nanalong at nakadidilig
Saka walang sawa
Sa kinaaagos sa pampang at gilid,
Anupa’t sa lupa
Ay wala muntik mang ipinagkakait:
Ganyan din ang dunong at ningning ng isip,
Nunukal sa labi’y tubig na busilak,
Bulalakaw mandin na sa langit buhat,
Ang matatalinong aral at panulat
Na dulot ng dunong
Sa buhay ng sama’y siyang umuutas,
Kagaya ng along
Sa mga pampangi’y nawawala’t sukat,
At ang taong diya’y nakapagmamalas
May natututuhang matuwid na landas.
 Sa dibdib ng ating imbing katauhan
Ang dunong ay alab ng kadakilaan;
Ang kamay ng pusong ay tinatalian

At tapat na aliw
Ang sa mga puso ay inilululan,
Lahat na ng lihim
Na asal-dakila ay iniaalay;
Kaya nga’t ang dunong na ganap sa dangal
Ay masamyong dagta ng dakilang buhay.
Katulad ng isang burol na mataas
Na kahit iluwa ng along malakas,
At kung salakayin ng bagyong habagat
Pinapalibhasa
Pati ng daluyong at poot ng dagat
Hanggang sa magsawang
Ito ang umurong, sumuko’t maglubag:
Ganyan din ang dunong, sa wastong maghawak,
Timbulan ng bayang napapawakawak.
Sa kinang at ningning ng mga nangyari
Dapat na sa dunong ang baya’y magpuri,
Sa dibdib ng kanyang anak na marami

Dunong ang may hasik

Ng magandang asal, at siyang may-iwi
Ng manang pag-ibig,
Sa gawang magaling sukdang maruhagi:
Diyan makikita ng nangag-aapi
Ang binyagang bayan at liping bayani.
Tulad sa umaga na gintong liwayway
Ang isinasabog ng masayang araw,
Mula sa bundukin ng Kasilangana’y
Masanghayang ngiti
Ang sa Sansinukob ay kanyang patanaw;
Ganyan din ang laging
Biyaya ng dunong sa Sangkatauhan,
Biyayang maaanong maging puri’t buhay
Sa habang panahon nitong aking Bayan.
 There were other poems written by Jose Rizal while in Ateneo as inspired by Father
Sanchez: “to make full use of his God-given talents in poetry and to open his mind to the rich
influence of the world’s literature”.

In 1874, Rizal wrote literary pieces. They were as follows:

1. Mi Primera Inspiracion (My First Inspiration). It was a poem dedicated to his
mother on her birthday. He was 14 years old when he wrote the poem. He felt over-
joyed, at that time, because his mother was released from prison. Hence, it can be
seen in the poem below that he used a lot of words related to nature.

2. Al Nino Jesus (To the Child Jesus). “To the Child Jesus” was written in
Spanish by Jose Rizal in 1875 at the age of 14, the poem is a short poem with eight verses
only. This poem begins with Rizal addressing the child Jesus and asking him why he had
chosen a lowly manger as the place through which he would enter the world of humanity.
He further enriches this question by asking whether Fortune - in this case it could mean
wealth or power or prestige or all of the above - had decided to stay far away from the
Lord the moment he decided to become a man. "Alas" is a word expressing concern, grief,
sorrow or pity and is commonly used in traditional poetry. When Rizal adds this
expression to the second half of his poem, he signifies that he,
 Rizal, as a man and having the perspective of a mere human being, finds a part of himself
that grieves over how much the divine has given up in the process of his incarnation. He
then ends the poem with a rather rhetorical question: Wouldn't you rather be Lord above
the earth than be a mere shepherd of simple sheep like the rest of us? It was easy for his
young mind to connect the life and suffering of Jesus, God incarnate, to the present
struggles of the nation against oppression, as Rizal believed in non-violence and clearly
found a firm ally in the person of Christ.

3. A La Virgen Maria (To the Virgin Mary). Jose Rizal composed this poem on
December 3, 1876 while he was studying at the Ateneo Municipal de Manila and he was only
15 years old during that time. It is like a prayer-poem made by him and he wrote it as a
contemplation of the Virgin Mary, who endured suffering as a human being, but who, while
seated in heaven as the Mother of Jesus, is able to listen to, understand and respond to prayers
from human beings who are in pain.
In 1875, Rizal wrote literary pieces. They were as follows:
1. Felicitacion (Felicitation). The poem Felicitation was written by our national hero in
1875 during his schooling in the Ateneo de Municipal. The 14-year old Rizal wrote this
poem to congratulate his brother-in-law, Antonio Lopez, husband of his sister Narcisa.
2. El Embarque: Himno A la Flota de Magallanes (The Departure: Hymn to
Magellan’s Fleet). El Embarque: Himno a la flota de Magallanes was one of the
historical poems Jose Rizal wrote during his academic years in Ateneo Municipal de
Manila. It was written on 5 December 1875 and was first printed in La Patria on 30
December 1899. It was believed to have been his first poem that had the honor of being
read in a public program held at that school. “Hymn to Magellan’s Fleet” talked about
the departure of Ferdinand Magellan, the first man to colonize the Philippines.
3. Y Es Espanol: Elcano, Primiero en dar la Vuelta (And He is Spanish: Elcano,
the First to Circumnavigate the World). This poem was written on December
1875. It is about Juan Sebastian Elcano, a Spanish Basque, Ferdinand Magellan’s
second in command, who upon Magellan’s death on the shores of Mactan in the
Philippines, took over and completed the first circumnavigation of the world.
4. El Combate: Urbiztondo, Terror de Jolo (The Battle: Urbiztondo, Terror of
Jolo). The poem “The Battle: Urbiztondo, Terror of Jolo” is a reflection of Rizal’s liking
for history. It was written in December 1875 to hail Urbiztondo for the successful battle
against the Muslims. In the poem, the hero narrated how the great warrior defeated the
Moros under Sultan Mahumat of Jolo.
Rizal's Sculpture in Ateneo

In 1875, the Sacred Heart of Jesus is a beautiful 9-inch statuette which he carved out of
batikuling wood using a pen knife when he was 14 years old. It is currently with the Ateneo de
Manila University.
The statuette stayed in the Ateneo de Municipal until December 1896 when the Jesuit
fathers visited Rizal in Fort Santiago. There, the statuette kept Rizal company until he was led to
his execution. It is said that before leaving his cell on December 30, he gave the statuette one last
kiss. After which he handed it to the Jesuits who accompanied him on his last day.
The theological interpretation of the statuette is that a man whose left hand is hanging by
his side with palm facing away from him. His right hand is bent at the elbow with his fist high
against his left chest where his heart was. Held in that fist is a heart. The heart is surmounted by
flames, and a crown of thorns encircles it. In the middle of the chest is an ugly jagged hole.

Jesus is offering his heart which he has torn from his chest. In offering his heart he tells us,
in deeds and not in words, that he loves us to the extent of giving his life for us. This is the message
of the crucified Jesus. This is the message of the Heart of Jesus. On the cross, blood and water
flowed out. By this he died. By giving us his heart, he dies. His not a giver until gift is acceopted.
Jesus did not redeem the world by his suffering and crucifixion until the Father accepted it, when
he raised him from the dead.

In 1876, Rizal wrote poems on various topics – religion, education, childhood memories, and war.
They were as follows:
1. La Tragedia de San Eustaquio (The Tragedy of St. Eustace). This poem recounts the tragic story
of St. Eustace.

2. Un Recuerdo A Mi Pueblo (In Memory of My Town) - A tender poem in honor of Calamba,

the hero’s natal town. Rizal loved his hometown Calamba in Laguna. He fondly remembered his
memories of the said town. In this nostalgic poem, Jose Rizal remembers his childhood days in
Calamba, Laguna. Rizal had the happiest and most beautiful memories of the place, the hospitality
and friendliness as well as the industry of the people of Calamba. He fondly reminisced about his
hometown and its natural surroundings including the
 lagoons, the white lilies, the lakes, the rivers and woodlands he explored as a child. He equates a
happy childhood with the town and its environment and ends with the wish that God would keep
its innocence safe forever. Those memories were influential in molding his character and his
values. It was a poem written to express his love and appreciation for the place where he grew up.

3. Alianza Intima Entre la Religion y la Buena Education (Intimate Alliance Between Religion and
Good Education). This poem shows the importance of religion in education. For Rizal, education
without God is not education at all.
4. Por la Education Recibe Lustre la patria (Through Education the Country Receives Light). It was
poem which reflects his highest regard for education. Education had a
 significant role which plays in the molding of a nation, the attainment of its progress and
welfare.
5. Ed Cautiverio y el Triunjo: Batalla de Lucena y Prison de Boabdil (The Captivity
and the Triumph: Battle of Lucena and the Imprisonment of Boabdil). This martial poem
described the defeat and capture of Boabdil, the last Moorish sultan of Granada.
6. La Entrada Triunfal de los Reyes Catolices en Granada (The Triumphal Entry of the Catholic
Monarchs into Granada). This poem relates the victorious entry of King Ferdinand and Queen
Isabel into Granada, last Moorish stronghold in Spain.

A year later, in 1877, he wrote more poems. It was his last year in Ateneo. Among the poems written
that year were:

1. El Heroismo de Colon (The Heroism of Columbus) – This poem praises Columbus, the
discoverer of America.
2. Colon y Juan II (Columbus and John II) – This poem related how King John II of Portugal missed
fame and riches by his failure to finance the projected expedition of Columbus to the New World.
3. Gran Consuelo en la Mayor Desdicha (Great Solace in Great Misfortune) – This is a legend in
verse of the tragic life of Columbus.
4. Un Dialogo Alusivo a la Despedida de los Colegiales ( A Farewell Dialogue of the Students) – This
was the last poem written by Rizal in Ateneo; it is a poignant poem of farewell to his classmates, the joy, pain
and memories they shared together in the institution.

RIZAL’S STUDIES AT ATENEO (1872-1877)

He excelled in all subjects and won five medals at the end of the school term. He proudly offered all
his excellent ratings and medals to his parents, a way to repay them for their sacrifices and love. He was
considered, the most brilliant Atenean of his time, he was truly the “Pride of the Jesuits”.

During his stay at the Ateneo, Rizal’s grades were all Excellent (Sobresaliente). On March 23, 1877,
he received his degree of Bachelor of Art with honors. His scholastic records at the Ateneo from 1872 to
1877 were as follows:
 SCHOLASTIC RECORDS AT THE ATENEO
BACHELOR OF ARTS: 1872-1877

1872 – 1873

SUBJECTS RATINGS
Arithmetic Excellent (Sobresaliente)
Greek I Excellent (Sobresaliente)
Latin I Excellent (Sobresaliente)
Spanish I Excellent (Sobresaliente)

1873 – 1874
Greek 2 Excellent (Sobresaliente)
Latin 2 Excellent (Sobresaliente)
Spanish 2 Excellent (Sobresaliente)
Universal Geography Excellent (Sobresaliente)

1874 – 1875
Arithmetic and Algebra Excellent (Sobresaliente)
Greek 3 Excellent (Sobresaliente)
Latin 3 Excellent (Sobresaliente)
Spanish 3 Excellent (Sobresaliente)
History of Spain
Excellent (Sobresaliente)
and the Philippines
Universal History Excellent (Sobresaliente)
 (continuation)

SCHOLASTIC RECORDS AT THE ATENEO

BACHELOR OF ARTS: 1872-1877

1875 – 1876

SUBJECTS RATINGS
French I Excellent (Sobresaliente)
Geometry and
Excellent (Sobresaliente)
Trigonemetry
Rhetoric and Poetry Excellent (Sobresaliente)

1876 – 1877

Botany and Zoology Excellent (Sobresaliente)

Mineralogy and
Excellent (Sobresaliente)
Chemistry
Philosophy I Excellent (Sobresaliente)
Philosophy I Excellent (Sobresaliente)
Physics Excellent (Sobresaliente)

The academic excellence of Rizal and his literary skills qualified him for membership in two exclusive
organizations at the Ateneo, namely, “The Academy of Spanish Literature and the Academy of Natural
Science” where he became the “prefect”.
He also joined the Marian Congregations; (Sodality of our Lady and Apostleship of Prayer) where he
became the secretary of the Marian Congregations.

RIZAL’S STUDIES AT THE UNIVERSITY OF SANTO TOMAS (UST) 1877 – 1882

For higher studies, after graduation from Ateneo, he pursued his studies at the University of Sto.
Tomas. The Bachelor of Arts course during the Spanish times was equivalent only to the high school and
Junior College Courses today.
 His mother Doña Teodora was opposed to his son’s pursuing higher education in Manila because she
was reminded of the fate of intelligent Filipinos like the priests GOMBURZA.

Don Francisco believed of the great future that awaited his son whose intelligence was among the
“best” during that time.
During his first year at UST he studied simultaneously at Ateneo taking up vocational course leading
to the title of “perito agrimensor” (expert surveyor) with grades of “Excellent” but was not given the title
because he was still 17 years old.
He finally decided to take up medicine with the advice of Fr. Pablo Ramon, the Director of Ateneo de

Manila with the intention and desire to cure Doña Teodora’s failing eyesight .

EXPERIENCE OF SPANISH BRUTALITY

Rizal experienced his first taste of Spanish brutality when he was in Calamba spending summer
vacation after a long tedious study as medical student of UST.

One night while he was walking alone a dark street, Rizal failed to recognize the
Spanish civil guard, passing by his side, thus, he did not bow, salute or greet the man. At a
striking distance, the civil guard (Guardia Civil) whipped Rizal mercilessly at the back with
a stingray tail (buntot pagi). He suffered from the wounds inflicted on his back that lasted for
two weeks before it was completely healed. He could not accept such brutal treatment. When
the incident was reported to the Captain General Primo de Rivera, he was even reprimanded
and even told Rizal that he should be thankful for being still alive and spared by the civil
guard.
RIZAL’S ARTISTIC WORKS

While at UST, Jose Rizal showed his literary prowess. In the year 1879, the Artistic-literary Lyceum
of Manila (Liceo Artistico-Literario) a society whose members were the artists in literature held a contest in
poetry writing and composition.
The contest is open to natives or mestizos. Rizal joined the contest and submitted his poem “To the
Filipino Youth” (Sa Kabataang Pilipino /A La Juventud Filipina). It is an inspiring poem of very significant
form. Rizal pleaded to the Filipino youth to rise from their complacency and show their talens and skills.

SA KABATAANG PILIPINO
(To the Filipino Youth / A La Juventad Filipina)
Itaas ang iyong noong aliwalas
ngayon, Kabataan ng aking pangarap!
ang aking talino na tanging liwanag
ay pagitawin mo, Pag-asa ng Bukas!

Ikaw ay lumitaw, O Katalinuhan

magitang na diwang puno sa isipan
mga puso nami'y sa iyo'y naghihintay
at dalhin mo roon sa kaitaasan.

Bumaba kang taglay ang kagiliw-giliw

na mga silahis ng agham at sining
mga Kabataan, hayo na't lagutin
ang gapos ng iyong diwa at damdamin.

Masdan ang putong na lubhang makinang

sa gitna ng dilim ay matitigan
maalam na kamay, may dakilang alay
sa nagdurusa mong bayang minamahal.

Ikaw na may bagwis ng pakpak na nais

kagyat na lumipad sa tuktok ng langit
paghanapin mo ang malambing na tinig
doon sa Olimpo'y pawang nagsisikap.

Ikaw na ang himig ay lalong mairog

Tulad ni Pilomel na sa luha'y gamot
at mabisang lunas sa dusa't himuntok
ng puso at diwang sakbibi ng lungkot
Ikaw, na ang diwa'y makapangyarihan
matigas na bato'y mabibigyang-buhay
mapagbabago mo alaalang taglay
sa iyo'y nagiging walang kamatayan.

Ikaw, na may diwang inibig ni Apeles

sa wika inamo ni Pebong kay rikit
sa isang kaputol na lonang maliit
ginuhit ang ganda at kulay ng langit.

Humayo ka ngayon, papagningasin mo

ang alab ng iyong isip at talino
maganda mong ngala'y ikalat sa mundo
at ipagsigawan ang dangal ng tao.

Araw na dakila ng ligaya't galak

magsaya ka ngayon, mutyang Pilipinas
purihin ang bayang sa iyo'y lumingap
at siyang nag-akay sa mabuting palad.
 TO THE FILIPINO YOUTH
(Sa Kabataang Pilipino/ A La Juventad Filipina)

Hold high the brow serene,

O youth, where now you stand;
Let the bright sheen
Of your grace be seen,
Fair hope of my fatherland!

Come now, thou genius grand,

And bring down inspiration;
With thy mighty hand,
Swifter than the wind's violation,
Raise the eager mind to higher station.

Come down with pleasing light

Of art and science to the fight,
O youth, and there untie
The chains that heavy lie,
Your spirit free to bright.

See how in flaming zone

Amid the shadows thrown,
The Spaniard'a holy hand
A crown's resplendent band
Proffers to this Indian land.

Thou, who now wouldst rise

On wings of rich emprise,
Seeking from Olympian skies
Songs of sweetest strain,
Softer than ambrosial rain.

Thou, whose voice divine

Rivals Philomel's refrain
And with varied line
Through the night benign
Frees mortality from pain.

Thou, who by sharp strife

Wakest thy mind to life;
And the memory bright
Of thy genius' light
Makest immortal in its strength.

And thou, in accents clear

Of Phoebus, to Apelles dear;
Or by the brush's magic art
 Takest from nature's store a part,
To fig it on the simple canvas' length.

Go forth, and then the sacred fire

Of thy genius to the laurel may aspire;
To spread around the fame,
And in victory acclaim,
Through wider spheres the human name.

Day, O happy day,

Fair Filipinas, for thy land!
So bless the Power to-day
That places in thy way
This favor and this fortune grand.

After the expert reading and scrutiny, discussion of all the entries, the Board of Judges had chosen
Rizal’s poem as superior and had won the first prize and recognition. The prize consisted of a feather shaped
silver pen decorated with a gold ribbon.

The following year, the Liceo again sponsored another competition celebrating the centenary of the
death of Miguel de Cervantes, the national poet of Spain. Again, he joined and won the first prize for his play;
The Council of the Gods (El Consejo de los Dioses).

This presented a discussion among the Olympian gods and goddesses as to who the greatest poet
was between Homer, Virgil, or Cervantes. Jupiter was the final judge. The evaluation showed that the works
of the three poets were of equal value. Critics and readers praised the work lavishly. They awarded the first
prize to Rizal’s work due to its superiority and quality. The second was awarded to a Spanish writer. The two
prize winning works proved that an “Indio” could write as well as a Spaniard, or even better.

The allegory gave a parallel among Homer, Virgil and Cervantes. The gods discussed the merits of
the great writers. The decision was to give the trumpet to Homer, the lyre to Virgil, and the laurel to Cervantes.
At the end, the naiads, nymphs, satyrs, and other mythological characters dancing and gathering laurels for
Cervantes.
 Another literary piece that Rizal penned was the zarzuela; JUNTO al PASIG (Beside the Pasig)
which was staged by the Ateneans on December 8, 1880 on the occasion of the annual celebration of the
Feast Day of the Immaculate Conception, patroness of the Ateneo.

LITERARY WORKS OF RIZAL IN UNIVERSITY OF SANTO TOMAS (UST)

The following are the literary pieces Rizal wrote during his UST days:

Year 1879
1. A La Juventad Filipina (To the Filipino Youth). It was Rizal’s winning masterpiece which
he submitted in the literary contest held by Liceo-Artistico-Literario of Manila. He received a silver pen,
feathered shape and decorated with golden ribbon. This poem was dedicated to the Filipino Youth and
directed them to give their best to contribute to the betterment of our nation, to use their God-given gifts to
become great singers, poets, artists, painters and thank Almigthy God for everything they had. Finally, it
was in this poem he had mentioned his infamous quote: “The Youth is the fair hope of our Fatherland”.

Year 1880
1. El Consejo De Los Dioses (The Council of Gods). It was another contest of Liceo-Artistico-
Literario to commemorate the death of Miguel Cervantes, the author of Don Quixote. It was an allegory that
depicts the equality of Cervantes, Homer and Virgil. The prize was a gold ring bearing the engraved bus of
Cervantes. Rizal won the first prize but the certificate conferred to him showed that he was the second placer.
The jury, consisting of Spaniards, upon learning that the author was a Filipino decided to give the first prize
to a Spaniard.

Both the winning poem of Rizal bore a great impact. Aliterary masterpiece can be made by a native,
proving the fallacy of Spanish superiority over Filipinos and deserved to be recognized. There was an imprint
of natonalism in A La Juventad Filipina and the concept of equality and fairness in El Consejo De Dioses.
Other works

1. Abd-el-Azis Y Mahoma. A poem composed by Rizal for Manuel Fernandez and which
declaimed by the latter on the night of December 7, 1879.
2. Junto Al Pasig (Beside the Pasig). A drama played by Ateneans on the occasion of Feast of
Immaculate Concepcion on December 8, 1880. It was a religious satire where the main character,
Leonido, together with a choir of angels successfully driven out Satan and his devils.
3. A Filipinas (To the Philippines). A sonnet written in 1880 to praise the Philippines for its beauty
and to encourage Filipino artists to glorify the Philippines through their art works.
 4. Al M.R.P. Pablo Ramon, Recto del Ateneo, en Sus Dias. A poem wrote by Rizal for Father
Pablo Ramon who had been so kind and helpful to Rizal.

The study of Rizal at University of Sto. Tomas (UST) was not meaningful and fruitful just like when
he was at Ateneo. He found the atmosphere at UST suffocating to his sensitive spirit. He was unhappy at the
Dominican institution of higher learning. The professors were hostile to him, the method of teaching was far
from the brilliant method at Ateneo and prejudice and racial discrimination was prevalent.

Because of this situation, Rizal failed to win high scholastic honors. Although his grades in the first
year of the Philosophy course were all “excellent” they were not impressive in the four years of his medical
courses. His scholastic records were as follows:
 SCHOLASTIC RECORDS OF RIZAL AT THE
UNIVERSITY OF SANTO TOMAS (UST) 1877-1882
SUBJECTS RATINGS
• PREPARATORY COURSE OF THEOLOGY AND LAW: 1877-1878
Cosmology Sobresaliente (Excellent: 1.0)
Metaphysics Sobresaliente (Excellent: 1.0)
History of Philosophy Sobresaliente (Excellent: 1.0)
Theodicy Sobresaliente (Excellent: 1.0)

• PREPARATORY COURSE OF MEDICINE: 1878-1879

Advanced Physics Aprovechado (Very Good: 1.5)
Advanced Chemistry Sobresaliente (Excellent: 1.0)

Advanced Natural History Aprovechado (Very Good: 1.5)

• FIRST YEAR OF MEDICINE:

Descriptive Anatomy I Bueno (Good: 2.0)
Exercises of Osteology and Dissection Bueno (Good: 2.0)
General Anatomy and Histology I Bueno (Good: 2.0)

• SECOND YEAR OF MEDICINE: 1879-1880

Descriptive Anatomy II Bueno (Good: 2.0)
Exercises of Dissection Bueno (Good: 2.0)
General Anatomy and Histology II Bueno (Good: 2.0)
Physiology, Private and Public Hygiene Bueno (Good: 2.0)

• THIRD YEAR OF MEDICINE: 1880-1881

General Pathology, Its Clinic, and
Aprobado (Passed: 3.0)
Pathologic Histology
Surgical Anatomy, Operations, External Bueno (Good: 2.0)
Medical Applications and Bandages
Therapeutics, Medical Matter and Art of Sobresaliente (Excellent: 1.0)
Prescribing
• FOURTH YEAR OF MEDICINE: 1881-1882
Medical Pathology Notable (Very Good: 1.5)
Obstetrics, Sicknesses of Women and
Children Notable (Very Good: 1.5)

Surgical Pathology Notable (Very Good: 1.5)

Siphilography Notable (Very Good: 1.5)
 Rizal, after completing his four years in medical school decided to leave the country for Europe. He
was no longer happy at the school. He can no longer contain the hatred, discrimination and discontentment
he had towards the Spanish students and teachers. He heard that teachings abroad were much better and far
more advance. The family, friends and acquaintances believed that he was going to Europe to finish his
medical schooling. But it is more than that. From the letter Paciano sent to Rizal, the real purpose of Rizal’s
journey to Europe was to make a name for him in the realm of journalism and to observe and study European
way of life.