Rizal's High School and College Life in the Philippines
RIZAL'S HIGH SCHOOL AND COLLEGE LIFE IN THE PHILIPPINES
I. Ang Gom-Bur-Za
Understanding Gomburza's 1872 Death
Significance: Had a crucial impact on the independence movement and on José Rizal's life.
II. Cavite Mutiny
Date: January 20, 1872
Event Overview:
Filipino workers at Fort San Felipe in Cavite faced wage reductions due to privilege removals.
Long-standing privileges (tax exemption and freedom from forced labor) were eliminated by Governor-General Izquierdo.
Resulted in an uprising, known as the Cavite Mutiny, which lasted approximately two days.
Aftermath:
This incident initiated the Terror of 1872, during which Filipinos faced imprisonment, execution, or exile.
The garrote execution of three priests (don Francisco Gomez, don Jose Burgos, don Jacinto Zamora) occurred; they were falsely accused of orchestrating the revolt.
Their executions triggered widespread anger among Filipinos.
III. Impact on José Rizal
Family Connection:
Paciano, Rizal's brother and housemate of Fr. Jose Burgos, witnessed the execution.
Paciano recounted the event to a 10-year-old Rizal, significantly influencing his thoughts on justice.
Direct Influence on Rizal's Life:
Rizal expressed the importance of the events of 1872 in his writings and correspondence.
He credits this event as pivotal, stating, “Without 1872, there would now be neither Plaridel nor Sanciano, nor the valiant and generous expatriates in Europe.”
He regarded his calling to advocate for social justice as a direct response to the order’s injustices, stating, “I swore to dedicate myself to avenge one day so many victims.”
Literary Dedication:
Dedicated his second novel, El Filibusterismo, to the martyrs executed in 1872.
IV. Ateneo Days
Context:
In June 1872, four months after the priest executions, Rizal's mother Donya Teodora was imprisoned under false charges.
Rizal began focusing on his educational future.
High School Journey:
June 10, 1872: Rizal and Paciano traveled to Manila; Rizal took and passed an entrance exam for the College of San Juan de Letran.
However, Don Kiko (Rizal’s father) shifted plans for Rizal to attend Ateneo instead, known for its high educational standards.
Ateneo's Reputation:
The Jesuit-run institution maintained rigorous academic standards similar to college-level courses.
Admission Challenges:
Despite his late registration and physical appearance (pale and undersized), aided by Manuel Burgos, Rizal was accepted and registered as Jose Rizal (not Mercado due to familial connections).
Ateneo Curriculum
Enrolled in a six-year Bachiller en Artes program covering:
Christian Doctrine
Languages: Spanish, Latin, Greek, and French
History and Geography: including World History, History of Spain, and the Philippines
Mathematics and Sciences: Details include Geometry, Trigonometry, Mineralogy, Chemistry, Physics, Botany, and Zoology.
Classic Disciplines: Poetry, Rhetoric, and Philosophy.
Unique Teaching Method:
Classes divided into two competitive groups:
Roman Empire: Boarders (interns)
Carthaginian Empire: Non-boarders (externs)
Concept of Education:
Rizal observed education's power, comparing it to a lighthouse guiding behavior and actions, essential for individual and societal progress.
Influence on Future:
His achievements as a writer and advocate were built upon the education and skills acquired at Ateneo, emphasizing the institution's foundational role.
V. UST Years (University of Santo Tomas)
Transition to UST:
After Ateneo, Rizal enrolled in UST in April 1887, despite maternal opposition based on fears of further danger due to knowledge acquisition.
Courses Taken:
Initially enrolled in Philosophy and Letters as advised by his father, aiming for a background in law.
Simultaneously pursuing surveying at Ateneo to gain practical skills.
Shift in Focus:
After a year, Rizal switched to a course in Medicine, motivated to help cure his mother's blindness.
Academic Journey:
Earned a surveying title in Ateneo but had to wait due to underage restrictions.
Experienced comparatively lower academic performance at UST, attributed to unhappiness in that environment.
Challenges Faced:
Historian Gregorio Zaide noted three reasons for Rizal's dissatisfaction:
Hostility from Dominican professors.
Discrimination against Filipino students.
Outdated teaching methods at UST.
Historian Leon Ma. Guerrero mentioned factors affecting performance:
Dissatisfaction with the educational system.
Distractions typical for a young man in his youth.
Medicine was not his primary interest.
Literary Achievements:
Despite academic struggles, Rizal earned recognition in literary contests, such as winning with works like A la Juventud Filipina, promoting national identity.
Engaged in activism, responding to discrimination experienced at UST, founding Compañerismo, a society supporting Filipino students.
Critique of Educational System:
Rizal criticized the oppressive education system, the treatment by Dominican mentors, and the lack of practical laboratory experience in sciences.
VI. Reflections on UST Experience
Controversy Over Rizal's UST Life:
Evident polarization in accounts concerning the trials faced by Rizal, leading to divided opinions over the narrative of discrimination versus privilege.
Revisiting Historical Narratives:
The book by Dr. Fidel Villaroel posits that Rizal, while faced with challenges, managed above-average performance, countering commonly held negative perceptions, suggesting more nuanced historical perspectives.
Conclusion on Rizal's USTYears:
Undoubtedly, Rizal's experiences at UST were layered with complexities; whether met with discrimination or opportunity, the broader implications on his future advocacy and identity remain significant.