CHAPTER 1

Rizal Law

Introduction:
Cemented in history as a potent symbol of the nation, Rizal’s heroism was sponsored by the nation
through the Republic Act 1425 (Rizal Law) of June 12, 1956, with the younger generations, the
“Millenials,” receiving much importance. This lesson analyzes the Rizal Law to stress the significance
of Dr. Jose P. Rizal, a national hero and foremost exemplar of Filipino heroism, in fostering a sense
of nationalism, especially to the fair hopes of the nation-the youth.

The Birth of the Rizal Law

Amidst the destruction of building infrastructures, roads, and bridges brought by World War II, the
people saw the need to rebuild the Filipino identity which was equally affected by the war. Nationalist
policy-makers did not waste any time and painstakingly redirected the nation to the essence of History
as a foundation of national hope and pride. Education became the primary weapon of reorientation
while prioritizing the youth as the bearers of the country’s future.
Jose Rizal was an ideal person for freedom and nationalism hero. He was an obvious platform from a
start since his name dominates the pantheon of heroes. On April 3, 1956, Senate Bill No. 428 (AN ACT
TO MAKE NOLI ME TAGERE AND EL FILIBUSTERISMO COMPULSORY READING MATTER IN ALL
PUBLIC AND PRIVATE COLLEGES AND UNIVERSITIES AND FOR OTHER PURPOSES) was
submitted to the Senate Committee on Education.
Senator Jose P. Laurel, the Chairman of the Committee, sponsored and presented the bill to the
members of the Upper House on April 17, 1956. The main purpose of the bill according to Senator
Laurel was to disseminate the ideas and ideals of Jose Rizal through the reading of his works, notably
his novels Noli Me Tangere and El Filibusterismo.
He stated that:
Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for
 in their pages we see ourselves as in a mirror, our defects as well as our strength, our virtues s well
as our vices. Only then would we become conscious as a people, and so learn to prepare ourselves
for painful sacrifices that ultimately lead to self-reliance, self-respect, and freedom. -(Laurel, Jr., 131).

Debates for the bill in aid of legislation ensued next, albeit not smooth sailing. Opponents, mostly rabid
Catholic senators, contended that the proposal that the proposed bill was too controversial. Their
arguments were as follows:
1. The bill was an attempt to discredit the Catholic religion.
2. Inimical to the tenets of the faith to which 170 lines in Noli Me Tangere and 50 lines in El
Filibusterismo were offensive to the Church doctrine.
3. The bill might divide the nation.
4. The compulsion to read something against one’s faith impaired freedom of speech and
religious freedom.
The heated exchange continued as part of the democratic process. Opposition to the bill Senator
Francisco “Soc” Rodrigo stood up and delivered his speech. Senator Claro M. Recto exclaimed that the
novels have no intention of discrediting the church. More so, he said that the bill only aims to
contextualize Rizal’s heroism in the face of Spanish tyranny.
Meanwhile, a similar bill (House Bill No, 5561) was filed by Congressman Jacobo Z. Gonzales in the
House of Representatives. As expected, the bill was welcomed by dissenting opinions. Different face
but same stance, the bill was attacked based on its constitutionality and religiosity. With this setback
both in the Upper House and the Lower House, it seemed hopeless for the bill to pass into law in the
latter part of April 1956.
The trial of the Rizal Law in Congress (Senate and House of Representatives) is a triumph of
democracy. On one hand, the role of the opponents should not be overlooked because their dissenting
opinions broadened the scope of democratic processes. On the other hand, the proponents had
perfected their bill because of the criticism they received. On June 12, 1956, President Ramon
Magsaysay signed the bill to make it a law, thus giving birth to Republic Act No. 1425 also known as
the Rizal Law.
Republic Act No. 1425, otherwise known as the Rizal Law, was promulgated on June 12, 1956, by
Senator Claro M. Recto. It requires the curricula of private and public schools, colleges, and university
courses to include the life, works, and writings of our national hero, Dr. Jose P. Rizal, particularly his
novels, Noli Me Tangere and El Filibusterismo. Jose P. Laurel was responsible for passing the bill. The
law was approved on June 12, 1956, and took effect immediately.
The law requires that “there is a need for rededication to the ideals of freedom and nationalism for
which our hero lived and died.” It also stresses particularly the two novels of Jose Rizal as basic texts
from among the writings of our national hero. The framers of the law regarded the books as a “constant
and inspiring source of patriotism with which the minds of the youth especially during their formative
and decisive years in school suffused.”
• Republic Act No. 1425 or the Rizal Law of 1956 by Sen. Claro M. Recto and company was the legal
basis on why the subject Rizal became a mandatory course at the tertiary level. To adapt to the times,
the law has undergone revisions in the past 50 years.
– House Bill No. 5561
– Senate Bill No. 438
A. Pro–Rizal Law (nationalism, moral character, duties of citizenship)

1. Sen. Claro M. Recto

Claro Mayo Recto Jr. (born Claro Recto y Mayo; February 8, 1890 –
October 2, 1960) was a Filipino statesman, jurist, poet and one of
the foremost statesmen of his generation. He is remembered for his
nationalism, for "the impact of his patriotic convictions on modern
political thought", and has been seen in the same class as Dr. Jose
Rizal, Sen. Jose W. Diokno, and Sen. Lorenzo Tañada.

2. Sen. Jose Laurel Jr.

José Bayani "Pepito" Laurel Jr. y Hidalgo (August 27, 1912 –
March 11, 1998), also known as José B. Laurel Jr., was a Filipino
politician who was elected twice as Speaker of the House of
Representatives of the Philippines. A stalwart of the Nacionalista
Party, he was the party's candidate for Vice President of the
Philippines in the 1957 elections.

3. Sen. Roseller Lim

Roseller Tarroza Lim (February 9, 1915 – July 5, 1976) was a
Filipino politician who served as a member of the Senate and
House of Representatives from 1949 to 1963. He also served as
Court of Appeals Justice from his appointment in 1973 until his
death. Lim was known as the "Great Filibuster," after he
filibustered for more than 18 hours in an attempt to prevent the
election of Ferdinand Marcos as President of the Senate.
 4. Sen. Emmanuel Pelaez
Emmanuel Neri Pelaez (November 30, 1915 – July 27, 2003) was a
public servant and Vice-President of the Philippines from 1961 to
1965. Pelaez was born in Medina, Misamis (now Misamis Oriental) to
Gregorio Pelaez, Sr. and Felipa Neri (second wife). He was fourth
among eight children between Gregorio and Felipa: Rosario,
Concepcion, Gregorio Jr., Emmanuel, Jose Ma., Lourdes, Antonio,
and Carmen.[1] He studied in Cagayan de Misamis (former name of
Cagayan de Oro) Elementary School where he got the highest honors.
He then went to the Ateneo de Manila High School and got his
Associate in Arts at the Cebu UP Junior College.

B. Anti-Rizal Law

1. Sen. Soc Rodrigo

Francisco "Soc" Aldana Rodrigo (January 29, 1914 – January 4, 1998)
was a Filipino playwright, lawyer, broadcaster, and a Senator of the
Third Congress (1955–1957), Fourth Congress (1958–1961), Fifth
Congress (1962–1965), and Sixth Congress (1966–1969) of the
Republic of the Philippines.

2. Rep. Miguel Cuenco

Miguel Diosomito Cuenco (December 15, 1904 – June 30, 1990) was
a Filipino Visayan lawyer, journalist, and legislator from Cebu,
Philippines. Except the years from 1946 to 1949, he had served as
member of the Lower House of Congress representing the 5th
legislative district of Cebu from 1935 until 1965.

The curricular aims of the subject Rizal, including the study of his two novels Noli and Fili, are:
1. Ideals of freedom and nationalism for which our heroes lived and died
2. Development of moral character
3. Development of personal discipline
4. Development of civic conscience
5. Instruction of the duties of citizenship
 Chapter 2
Biography of Jose P. Rizal
Introduction:
This module will discuss the life of Dr. Jose P. Rizal from his birth to death, and also the ancestors of
Rizal from Paternity and Maternity side.

Jose Protacio Rizal Mercado y Alonzo Realonda was born on June 19, 1861, near midnight at
Calamba, Laguna after painful and difficult labor on the part of his mother, to use his own words, “into
the valley tears.” He was the 7th child in a family of 11 children- two boys and nine girls.
He was baptized, three days after his birth in the Catholic Church of Calamba by rev. Rufino Collantes
with Rev. Pedro Casanas as his sponsor. He was named “Jose”. (his nickname was Pepe) by his
mother in honor of the Christian saint, San Jose (Saint Joseph).
His father, Francisco Mercado Rizal. Was the youngest of 13 offsprings of Juan and Cirila Mercado. He
was born in Biñan, Laguna on May 11, 1818, he was ab educated farmer having studied Latin and
Philosophy at the College of San Jose in Manila. He was a quiet, serious, frugal man, taller than the
average Filipino, with a prominent forehead and dark eyes. Jose Rizal affectionately called him “a
model of fathers.” He died in Manila on January 5, 1898.
His mother, Teodora Alonzo Realonda, was the second child of Lorenzo Alonzo and Brigida de
Quintos. She studied at the Colegio de Santa Rosa, a business-minded and well-read woman. She was
courteous, religious, and hardworking. She was born in Santa Cruz, Manila on November 8, 1826, and
died in Manila on August 16, 1911.
  Francisco Mercado Rizal
Francisco Engracio Rizal Mercado y Alejandro (11 May 1818 – 5
January 1898) was the father of the Philippines' national hero Jose Rizal.
He was born in Biñan, Laguna. He has a wife named Teodora Realonda
y Quintos and had 11 children altogether, with the national hero being
one of them.

 Teodora Alonzo
Teodora Alonso Realonda y Quintos (8 November 1826 – 16 August
1911) was a wealthy woman in the Spanish colonial Philippines. She
was best known as the mother of the Philippines’ national hero Jose
Rizal. Realonda was born in Santa Cruz, Manila. She was also known for
being a disciplinarian and hard-working mother. Her medical condition
inspired Rizal to take up medicine

The Mercado-Rizal was blessed with 11 children, namely:

1. Saturnina (1850-1913)- she was the eldest child; and she married Manuel Timoteo Hidalgo of
Tanauan, Batangas.
2. Paciano (1851-1930)- he was the only brother of Jose, he studied at San Jose College in Manila,
became a farmer, and later a general of the Philippine Revolution. He had two children by his mistress
(Severina Decena).
3. Narcisa (1852-1939)- she married Antonio Lopez of Morong, a teacher, and a musician.
4. Olympia (1855-1887)- she married Silvestre Ubaldo’ she died in 1887 from childbirth.
5. Lucia (1857-1945)- she married Mariano Herbosa of Calamba.
6. Maria (1859-1945)- she married Daniel Faustino Cruz of Biñan, Laguna.
7. Jose (1862-1896)- the greatest Filipino hero and peerless genius. He lived with Josephine Bracken,
a pretty Irish from Hong Kong during his exile in Dapitan. He had a son by her, but this baby-boy died a
few hours after birth. Rizal named him “Francisco” after his father and buried him in Dapitan.
8. Concepcion (1865-1865)- she died at the age of 3.
9. Josefa (1865-1951)- she was an epileptic and died an old maid.
10. Trinidad (1868-1951)- she died as a spinster and the last of the family to die.
11. Soledad (1870-1929)- she married Pantaleon Quintero of Calamba.
The family was highly esteemed and respected in the community because of wealth, culture,
hospitality, sincerity, and warmth. They participated in almost all social and religious activities in
Calamba for a noble cause.
Jose Rizal was of mixed racial origin. In his veins flowed the drops of blood of both East and West
(Chinese, Japanese, Malay, and Spanish.)
Rizal’s paternal great-great-grandfather was Domingo Lamco, a Chinese merchant, who married Inez
dela Rosa, a Chinese mestiza. Lamco’s son, Francisco, Rizal’s great grandfather, was appointed
Municipal Captain of Biñan, Laguna in 1783. Francisco Mercado and his wife Bernarda Monicha had
two children: Juan and Clemente. Juan married Cirila Alejandra, a Chinese mestiza. They bore 14
children, one of whom was Francisco, Jose Rizal’s father. The family adopted the surname Mercado,
complying with the Claveria Decree, which mandated that all Filipinos used Spanish surnames.
Rizal’s maternal ancestor was Lakandula, past Malayan king of Tondo. His maternal great-great-
grandfather was Eugenio Ursua, who was of Japanese blood and ancestry. Jose’s mother Teodora
belonged to a clan of gifted men. Her brothers Gregorio, Manuel, and Jose were men of unusual
talents. Her father, Lorenzo Alberto Alonzo, was an engineer who was awarded by Spain with the
coveted decoration of “knight of the grand order of Isabela the Catholic”. Her maternal grandfather was
Manuel de Quintos, a prominent manila lawyer. Her paternal grandfather, Cipriano Alonzo, was a
Captain of Biñan. The family adopted the surname Realonda to conform with the Claveria Decree.

CHAPTER 3
The World and the Philippines in Rizal’s
Time

Introduction:
This module will explain to us, what are the things and events that happened in the Philippines
during the time of Dr. Jose P. Rizal, and also talks about the political, education, social and also the
economic system of the Philippines. It will discuss some of the important events that has an impact
on the life of Jose P. Rizal.

To understand and appreciate the life of Dr. Jose P. Rizal, it is necessary to learn about the historical
conditions of the world and the Philippines during his time. After all, heroes are said to be the products
of their particular settings and the conditions of their times.
Rizal was born and raised in the 19 th century, a period of massive changes in Europe, Spain, and the
Philippines. During this era, the glory and power of Spain had waned both in her colonies and in the
world. Conversely, one cannot fully understand Rizal’s thoughts without understanding the social and
political context of the 19th century. Social scientists marked the19th century as the birth of modern life
as well as the birth of many nation-states around the world. The birth of modernity was precipitated by
three great revolutions around the world: the industrial revolution in England, the French Revolution in
France, and the American revolution.
Aside from the three great revolutions, the birth of social sciences such as sociology, history, and
anthropology also had a significant influence on the intellectual movement called “the Enlightenment”.
The Age of Enlightenment is a term used to describe a time in Western philosophy and cultural life
centered upon the 18 th century in which reason was advocacy sociated as the primary source and
legitimacy for authority.
The Philippines during Rizal’s time
These are the relevant events and conditions of the Philippines before, during, and after Rizal’s time
which contributed to the development of Filipino nationalism.
 Social System
Before the Spanish conquest in 1565, Filipinos had their
own indigenous culture, their government, and also their
religion. The Spanish colonizers forced them to accept
the foreign culture and Catholicism that they never
completely understood. They lost their ancestral lands to
the colonial masters by way of the encomienda system.
The Spaniards brought with them their doctrine of
“Limpieza de Sangre” (purity of blood) into the
Philippines, thereby creating a social ranking among
various groups, namely: Spanish peninsulares, insulares,
Spanish mestizos, the town ruling class: the native elites, the Chinese mestizos, and the Indios
referring to the natives. Encomienda System was a labor system instituted by the Spanish
crown in the American colonies. In this system, a Spanish encomendero was granted several
native laborers who would pay tributes to him in exchange for his protection.

 Political System
Spain governed the Philippines through the
Ministry of the Colonies (Ministro de Ultramar)
based in Madrid. The ministry helped the
Spanish king manage the affairs of the colonies
and administer the Philippines through a
central government in Manila.
The Governor-general headed the central
government who was appointed by the King of
Spain. He was the King’s representative in
governmental matters and was the Vice Royal
Patron over religious affairs. Next to the central
government was the Alcaldia or Provincial
 government who was headed by an alcalde mayor. The Pueblo, composed of the barangays
was the local government unit. The Gobernadorcillo was the chief executive and chief judge.
The smallest political unit was the barangay (barrio) headed by the Cabeza de barangay. The
Guardia civil was a corps of native police led by the Spanish officers. It was the most feared
instrument of summary arrest at any time of the day or night of persons denounced by the friars
as filibusteros. The Royal Audencia was the highest court headed the judicial system.

 Educational System
The first schools established were Parochial Schools
with the Spanish missionaries as teacher.
Fear of God was emphasized and obedience to the
friars was instilled in the minds of the people. The Indios
were constantly reminded that they had inferior
intelligence and that they were fit only for manual work.
The friars decided what to teach to the children. Teacher
discrimination against Filipinos was present in the higher
levels of learning.
The majority of the friars assigned to implement the
Educational Decree of 1863 were against the teaching of Spanish in the colony. They believed
that knowledge of the language would develop social and political awareness among the
natives and they might be inspired by the liberal ideas about freedom and independence.

 Frailrocracia
The principle of the union of church and state that was
practiced by almost absolute monarchial states spawned in
the colony an invincible government called “frailocracia”
meaning the rule of the friars. From 1849 to 1898, 45
governors-general had been assigned to the colony and
each one of them sought the counsel of the friars who had
been permanently residing in the country. They became
very influential and so powerful that the Spanish civil
authorities, including the governor-general, feared them.

 Opening of the Philippines to the World Commerce

In 1834, Spain, following the economic policy of other
European countries, officially opened Manila to world
commerce. From 1834 to 1873, more ports were opened
to foreign trading like Sual, Iloilo, Zamboanga, Cebu, and
Legaspi. This stimulated vigorous economic activity in the
colony that brought prosperity to some Filipinos, mostly
Spanish and Chinese mestizos. As a result, there
emerged a new class: the Filipino middle class. They did
not only acquire material wealth but also improve their social standing and influence.
Consequently, with the newly found prosperity and growing influence, the middle-class Filipinos
clamored and agitated for social and political equality, and from their children emerged the
initial propagators of the reform movement.
 Opening of the Suez Canal
Suez Canal was opened to
international shipping on November
17, 1860. This canal, 103 miles
long, connects the Mediterranean
to the Gulf of Suez and also to the
Red Sea and the Indian
Ocean. With the opening of this
canal. The distance of travel
between Europe and the
Philippines was significantly
shortened bringing the country closer to Spain. In previous years, a steamer from Barcelona
had to sail around the Cape of Good Hope and reached manila after a hazardous voyage of
more than three months. With this canal, the trip was reduced to only 32 days.
The opening of the Suez Canal facilitated the importation of books, magazines, and
newspapers with liberal ideas from Europe and America which eventually influenced the minds
of Jose Rizal and other Filipino reformists. The shortened route also encouraged the illustrados
led by Rizal to pursue higher studies abroad and learn liberal and scientific ideas in the
universities of Europe. Their social interaction with liberals and scientific ideas in foreign lands
influenced their thinking on politics and nationhood.

 The Secularization Movement

Since 1565, the religious orders took possession of
the parishes for the conversion of the natives to
Catholicism. This was a violation of the decision of
the Council of Trent (1545-1563) that parishes
were to be administered by secular priests. But
there were few available secular priests since many
of them were earlier sent to other Spanish colonies
in the Americas. By the 19th century, many Filipinos
had become secular priests, nut the regular priests
called friar curates did not want to relinquish their
parishes to the seculars. The movement gradually
became a racial and national conflict with the friar
curates on one side and the Filipino clergy on the
other.

 The Democratic Rule of Gov. General Dela Torre

The first-hand experience of what it is to be liberal
came from the role modeling of the first liberal
governor-general in the Philippines- Governor-
General Carlos Maria Dela Torre. The political
instability in Spain resulted in frequent changes of
Spanish officials in the Philippines which caused
 further confusion and increased social and political discontent in the country. But when the
liberals deposed Queen Isabela II in the 1868 mutiny, a provisional government was set up and
the new government extended to the colonies the reforms they adopted in Spain. These
reforms included the grant of universal suffrage and the recognition of freedom and
conscience, the press, association, and public assembly. General Dela Torre was appointed by
the provisional government in Spain as Governor-General of the Philippines in 1869. The rule
of the first liberal governor-general became significant in the birth of national consciousness in
the 19 th century. His pro-people governance gave Rizal and other Filipinos a foretaste of a
democratic rule and way of life. He put into practice his liberal and democratic ways by avoiding
luxury and living a simple life. He recognized the freedom of speech and of the press which are
guaranteed by the Spanish Constitution. His greatest achievement was a peaceful solution to
the land problem in the province of Cavite.

 The Cavite Mutiny and the Martyrdom of GOMBURZA

Two historical events in the late 19 th century that
hastened the growth of nationalism in the minds of Rizal,
the reformists, and the Filipino people were the Cavite
mutiny and the martyrdom of Fathers Gomez, Burgos, and
Zamora, popularly known as GOMBURZA. The Cavite
mutiny was a failed uprising against the Spaniards due to
miscommunication between Sgt. Lamadrid and the Filipino
soldiers in Manila on January 20, 1872. Many Spanish
officers were killed by the Filipino soldiers and, as revenge,
many mutineers were killed, including Lamadrid. The
survivors were subdued taken prisoners and brought to
Manila.
This unfortunate incident in Cavite became an opportunity,
however, for the Spaniards to implicate the three Filipino
priests who had been campaigning for Filipino rights,
particularly the rights of Filipino priests to become parish
priests-the “Filipinization” of the parishes in the country. They magnified the event and made it
appear as a “revolt” against the government. The three priests were arrested and charged
falsely with treason and mutiny under a military court. With a farcical trial, a biased court, and a
weak defense from their government=hired lawyer, the three priests were convicted of a crime
they did not commit, Governor Rafae Izquierdo approved their death sentence and at sunrise of
February 17, 1872. Fathers Gomez, Burgos, and Zamora were escorted under heavy guard to
Luneta and were executed by garrote before a vast crowd of Filipinos and foreigners.
The execution of GOMBURZA hastened not only the downfall of the Spanish government but
also the growth of Filipino nationalism. The Filipino people resented the execution of the three
priests. They knew that they were innocent and were executed because they championed
Filipino rights. Among those in the crowd who resented the execution was paciano, the older
brother of Rizal, who inspired the national hero the cause of the three priests. Rizal dedicated
his novel “El Filibusterismo” to GOMBURZA to show his appreciation of the latter’s courage,
dedication to Filipino rights, and a sense of nationalism.
 CHAPTER 4
EDUCATION AND ACHIEVEMENTS (Childhood Years in
Calamba and Biñan)

The town of Calamba (formerly kalamba), now a city, is known as the “cradle of a genius”. It is situated
on a verdant plain by the side of Laguna de Bay. The happiest period in Rizal’s early life was spent in
this town. Rizal’s mind and character were deeply nurtured in this place. He loved this place very much
so that when he was 15 years old and a student of Ateneo, he wrote a poem UN RECUERBO A MI
PUEBLO” (in memory of my town) he was very much impressed of his beloved town because of its
panoramic view, it’s evergreen meadows of innumerable fruit-bearing trees
and bananas, it’s singing birds and its lovely sunrise.

Rizal’s Childhood Years:

Happiest Days of Rizal in Calamba could be summarized as follows:

1) He loved to climb the fruit trees in their backyard where he spent

his leisure time.
2) From his nipa cottage built by his father, he loved to watch the
fowls, birds, and the plants in the garden.
3) From his Azotea, he watched the moon in the sky after the
nightly rosary.
4) At nightfall, he joined his sisters and parents to pray the daily Angelus.
5) He used to take a walk during moonlight night in the town plaza by the river and lakes
accompanied by his aya (maid) Ina Munda.
6) He loved to listen to his aya telling stories about fairies, imaginary tales, legends, and folklore.
7) At the age of three, he goes with his mother to the church to take part in novena and join the
religious procession.
 Education at Calamba:

 He learned at the age of three the alphabet, and prayers from his patient, conscientious and
understanding mother.

 He learned how to read and write from his first tutor, Maestro Celestino, and second tutor
Maestro Lucas Padua. The third tutor was Leon Monroy, an old man who was a classmate of
Rizal’s father. Monroy lived at the Rizal’s house and taught Rizal Spanish and Latin but died
five months later.

 Rizal used to visit father Leoncio Lopez, the town parish priest, to listen to the stimulating
opinions of the priest on current events and sound philosophy of life.

 Of the many stories told by his mother Doña Teodora to Jose, the tragic fate of the young moth
left a deep impression/impact on Rizal’s mind that to sacrifice one’s life is worthwhile.

 Rizal’s three uncles played a great part in the early education of Rizal. Gregorio, who was a
lover of books, taught Rizal the love for books, to work hard, to think for him, and to observe life
keenly.

Sorrows and Tragedies in Rizal’s life:

1) The untimely death of her younger sister Concepcion at the age of three was Rizal’s first
sorrow.
2) The malicious charge that caused a tremendous impact in the life of Rizal.
3) The Cavite uprising in 1872.
4) The harsh treatment Rizal’s townmates had to endure at the
hands of the Spanish Guardia civil.
5) The rude treatment to children and women.

Rizal’s life and education in Biñan:

 Rizal left Calamba for biñan in June 1869 on a Sunday afternoon, accompanied by his brother
Paciano. They rode in a carromata for a one and half drive to the house of their aunt where
Rizal had to lodge.

 On that same night. Jose and his cousin Leandro went sightseeing in the town but Jose did not
enjoy well because of homesickness.
  The next morning (Monday), he was brought by Paciano to
maestro Justiniano Aquino Cruz, the former teacher of
Paciano. Maestro Cruz was tall, thin, long-necked, with a
sharp nose, he used to wear a sinamay shirt, but was a
disciplinarian and a tough teacher.

 Rizal learned Spanish, Latin, and other subjects from Maestro Cruz.

 At Biñan, Rizal was involved in several fights.

First, Rizal and Pedro, the son of Maestro
Cruz who was much bigger than Rizal. They
wrestled furiously in the classroom. Rizal,
though smaller and with a fragile body,
defeated Pedro because Rizal learned the art
of wrestling from his uncle Manuel. The
second brawl was with Andres Salandaan
who challenged Rizal t an arm-wrestling
match or the bunong-braso. Rizal lost
because he had a weaker arm.

 Rizal also learned drawing and painting from Juancho, maestro Cruz’s father in law.

 In academic studies, Rizal beat all Biñan boys in Spanish, Latin, and other subjects.

 Rizal left Biñan for Calamba on a Saturday afternoon on December 17, 1870, after one and
half-year of schooling. He boarded the steamer Talim with a Frenchman Arturo Camps, a
friend of his father.

REFERENCES

Mariano M. Ariola (2013). Life, Works, and Writings of Dr. Jose P. Rizal, 61 Ground floor, Herald
Building, Muralla St. Intramuros, Manila: Purely books trading and publishing corp.

CHAPTER 5
RIZAL'S YEARS AT THE ATENEO MUNICIPAL COLLEGE
DE MANILA

In 1872, after the martyrdom of GOMBURZA. Jose went to the Ateneo Municipal de Manila, a college
that was managed by the Jesuit in Manila. The Jesuits' ideas and ideals of education attracted the sons
of prominent Filipino families. He studied there for five years until he obtained a
Bachelor of Arts degree with the highest honors that entitled him to yenroll in any
university.

Don Francisco, who first wanted Rizal to study at Letran changed his mind and
decided to send him to Ateneo instead. His supposed entrance to Ateneo Municipal
(which became Ateneo de Manila later) was first rejected by Father Magin Fernando, the college
registrar because Rizal was late for registration and was sickly and undersized for his age 11 years.
However, his brother Paciano, a former aid of martyred father Jose Burgos,
pleaded to Manuel Xerex Burgos to intercede. At last Jose Rizal (his registered
name at Ateneo) was admitted to the school but was assigned to sit at the last row
of the class.

Rizal boarded a house on Catholic Street which was owned by a spinster Titay.
Rizal boarded her house to collect a part of the P300 debt of Titay.

Students at the Ateneo were divided into two groups, the Roman Empire consisting of the internos
(boarders) and the Carthaginians Empire composed of the externos (non-boarders). The students wore
a school uniform consisted of hemp-fabric trouser and striped cotton coat.

Rizal’s first professor at Ateneo was father Jose Bech. At first, Rizal was an externo, a Carthaginians
occupying the end of the line but after a month, he became the emperor, the brightest pupil in the class,
and was awarded a religious picture as a prize- the first prize he ever won at the Ateneo.

During the second term at Ateneo, he only placed second in rank because he resented some of the
remarks of his professor- although all his grades were still marked “excellent’.

Rizal returned to Calamba in March 1873 for summer vacation. But he did not enjoy the vacation
because his mother was in prison. To cheer his sadness, neneng (saturnina), his sister brought him to
Tanauan. At the end of the summer vacation in 1873, Rizal returned to Manila to enroll in a second-
year term. This time he boarded inside Intramuros at No. 6, Magallanes street at the house owned by
Doña Pepang an old widow. His schooling ended in 1877 when he graduated with the highest honors in
all his subjects.

After his graduation, Rizal who was then sixteen years old experienced his first romance - that painful
experience which comes to nearly all adolescents”. The girl was Segunda Katigbak, a pretty fourteen
years old Batanguena from lipa. But it was hopeless since the very beginning because Segunda was
already engaged to be married to her townmate, Manuel Luz, Rizal, for all his artistic and intellectual
prowess, was a shy and timid lover. Segunda had manifested, by insinuation and deeds. Her affection
to him, but he timidly failed to purpose.

Among his remarkable achievements at the Ateneo Municipal College de Manila were the following:
 1) He produced two sculptural pieces carved in “batikulin”. One was the figure of “our
lady” and the other was the image of the “sacred heart”. These works of art are still
preserved aim in the Ateneo library.
2) The importance of education was the primary theme of his early poems while he was a
student at the Ateneo municipal college de manila. These were “por la education
recibe lustre la patria” (through education, the country receives light) and “Alianza
intima entre la religion y la Buena education” (the intimate alliance between and good
education).
3) His literary and academic excellence qualified him for membership in two prestigious
societies at the Ateneo municipal college de manila; the academy of Spanish literature
and the academy of natural sciences. These academies were exclusive societies,
which welcomed as members-only Athenians who were gifted in literature and
sciences. He later became prefect of the academy of Spanish.

REFERENCES

Mariano M. Ariola (2013). Life, Works, and Writings of Dr. Jose P. Rizal, 61 Ground floor,
Herald Building, Muralla St. Intramuros, Manila: Purely books trading and publishing corp.
Lomibao, Somera, Camus-Rivera, and Dulos, © 2011, Rizal’s life, works and writings, IPM
Publishing, Culiat, Tandang Sora, Quezon City.