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RIZAL AT ATENEO AND UST.pptx
- 1. FORMATIVE YEARS IN ATENEO Historical-Critical Approach
- 2. ENROLLMENT AT ATENEO Colegio de San Juan •June 10, 1872 •exams for incoming freshman in the different colleges for boys were administered at the Colegio de San Juan de Letran. Ateneo de Municipal •At the outset, Rizal was refused entry into the institution due to the ff: •Jose was a late registrant •he was very frail and undersized for his age •Jose did not use the surname Mercado when he enrolled at Ateneo
- 3. THE ATENEAN SYSTEM OF EDUCATION •Bachiller en Artes Six year program •Christian doctrine, languages, History and Geography, Mathematics and Sciences, and the Classic disciplines •Vocational courses: agriculture, commerce, mechanics and surveying Five learning areas •To stimulate the spirit of competition for excellence in academics •Two empires competed as teams through question and answers •Hoisting and lowering of banners indicate victory and defeat Romans and Carthaginians
- 4. THE ATENEAN SYSTEM OF EDUCATION •Ratio studiorum Method of instruction •Ad majorem Dei ( For the greater glory of God) Aim
- 5. ACADEMIC PERFORMANCE AT ATENEO Bachiller en Artes with highest academic honors Racial pride Monastic discipline Seclusion of boarding school life
- 6. EXTRA-CURRICULAR ACTIVITIES AT ATENEO Religious confraternities •Sodality of Our Lady •Apostleship of Prayer Academic Societies •Academy of Spanish Literature •Academy of Natural Sciences Poetry Writing •Spanish lessons at the Convent School of Santa Isabel Physical Fitness •Gymnastics •Fencing Painting and Sculpture •Painting lessons (Agustin Saez •Sculpture lessons (Romualdo de Jesus)
- 7. EXTRA-CURRICULAR ACTIVITIES AT ATENEO Books The Count of Monte Cristo Travels in the Philippines
- 8. LITERARY WORKS AT ATENEO A poem dedicated by Rizal to his mother on her birthday
- 9. LITERARY WORKS AT ATENEO A poem dedicated to pay homage to his birthplace, Calamba.
- 10. LITERARY WORKS AT ATENEO Al Nino Jesus (To the Child Jesus) La Alianza Intima Entre Religion y La Buena Educacion ( The Intimate Alliance Between Religion and Education) Por La Educacion Recibe Lustre La Patria (Through Education The Country Receives Light)
- 11. LITERARY WORKS AT ATENEO This poem was his expression of his devotion to Catholicism
- 12. LITERARY WORKS AT ATENEO This poem revealed a lot of Rizal’s ideas on education.
- 13. LITERARY WORKS AT ATENEO This poem stressed the importance of religion to education
- 14. INFLUENCES OF SCHOOLING AT ATENEO ON RIZAL fairness justice reason
- 15. RIZAL: ON BECOMING A DOCTOR
- 16. ENROLLMENT AT THE UST •it was what his father wanted him to pursue •his failure to get the advice of Father Ramon Pablo Philosophy and Letters •He was advised by Father Roman to pursue the course •He was led to this profession because of his desire to cure the cataracts that caused his mother’s blindness. He also wanted to defuse his growing political interest Medicine
- 17. ACADEMIC PERFORMANCE AT UST hostility of Dominican professors racial discrimination against Filipino students repressive method of instruction Medicine was not his real vocation but in the arts He was dissatisfied with the system of education at UST the distractions he experienced as a youth who became attracted to women during his student days. REASON FOR UNHAPPINESS AT UST FACTORS FOR MEDIOCRE GRADES
- 18. LIBERALISM AND FILIPINO STUDENTS AT UST Filipino students came to be affected by the entry of these liberal ideas in the country. Rizal and his colleagues were aware of the developments during the 19th century. Thus they desired to reap scientific and artistic achievement. Liceo Artistico Literario de Manila, an organization of art lovers in the city, conducted regular competition in literary writing. Rizal joined the contests sponsored by this association in 1879 and 1880.
- 19. IMPORTANT LITERARY WORKS AS A UNIVERSITY STUDENT A LA JUVENTUD FILIPINA (1879) It won the grand prize It was the 1st great poem in Spanish written by a Filipino (Zaide) The first expression of nationalistic concept that the Filipinos were the fair hope of the
- 20. IMPORTANT LITERARY WORKS AS A UNIVERSITY STUDENT EL CONSEJO DE LOS DIOSES(1880) a play written by Rizal won first prize but was denied to him when the judges learned that the winner was a Filipino.
- 21. IMPORTANT LITERARY WORKS AS A UNIVERSITY STUDENT JUNTO AL PASIG a one act play written by Rizal with several interpretations.
- 22. IMPORTANT LITERARY WORKS AS A UNIVERSITY STUDENT A FILIPINAS This sonnet was written by Rizal in 1880 to praise the Philippines for its beauty and to encourage Filipino artists to glorify the country through their artworks.
- 23. STUDENT ACTIVISM AT UST Filipinos Spanish and Mestizo Rizal organized a secret society of Filipino students called Companerismo. Companions of Jehu CAUSE OF RIZAL”S ACTIVISM -Defective and outmodeled university education of his time - Unfair treatment to Filipino Students
- 24. FIRST TASTE OF SPANISH BRUTALITY
- 25. DECISION TO LEAVE THE COUNTRY
- 26. REFERENCES: R.A. 1425. https://www.official gazette.gov.ph/1956/06/12/republic-act-no-1425 Ocampo, Ambeth R. (1990). Rizal without the overcoat. Pasig, Metro Manila: Anvil Publishing Pasigui, R. & Cabalu, D. (2014). The man and the hero: chronicles, legacies and controversies. C& E publishing, Inc. Quezon City, Philippines.
Editor's Notes
- Rizal entered Ateneo Municipal when he was barely 11 years old, four months after the execution of Gomburza. His father decided not to enroll him at the Colegio de San Jose because of the unhappy experience his brother Paciano had in the said school. Moreover, the mere mention of the institution made Don Francisco remember the unjust execution of Father Burgos, Paciano’s mentor. His father wanted to send Rizal to Letran but later on decided to have him enrolled at Ateneo Municipal, formerly known as Escuela Pia. Besides, Ateneo at that time was the most prestigious college for boys owing to its great teachers. This chapter focuses on Rizal’s formal search for knowledge as a high school student at Ateneo Municipal.
- Rizal took the entrance examination at the Colegio de San Juan de Letran on June l0, 1872. Paciano accompanied Rizal, when he took the said exam, which covered reading, arithmetic, and Catholic doctrines. It is worth mentioning at this juncture that exams for incoming freshman in the different colleges for boys were administered at the Colegio de San Juan de Letran since the Dominicans exercised the power of inspection and regulation over Ateneo at that time. After passing the qualifying examination, Rizal sought admission at the Ateneo Municipal. At the outset, Rizal was refused entry into the institution for two reasons. Aside from being a late registrant, he was very frail and undersized for his age. Father Magin Fernando, the college registrar, was at first very firm in denying Rizal admission. Nonetheless, due to the intervention of Manuel Burgos, the college registrar finally admitted the young Jose. Jose did not use the surname Mercado when he enrolled at Ateneo. He registered as Jose Rizal because his original surname had rung a bell to the ears of authorities due to Paciano’s association with one of the leaders of the secularization movement, Father Burgos.
- Ateneo, at that time, offered a six-year program that entitled a student to the academic title, Bachiller en Artes. This academic program exposed students to five learning areas , namely: Christian doctrine; Languages – Spanish, Latin, Greek, and French; History and Geography and History of Spain and the Philippines; Mathematics and Science – arithmetic, geometry, trigonometry, mineralogy, chemistry, physics, botany, and zoology; and the Classic discipline poetry, rhetoric, and philosophy. Aside from the regular secondary course offered, Ateneo offered the following vocational courses: agriculture; commerce; mechanics; and surveying. Compared with the other colleges, Ateneo prided itself in offering the best secondary education for boys. This was because it trained the character of every student through rigid discipline and religious instruction. Students were required to hear masses in the morning before the start of classes. Classes were usually began and ended with prayers. To stimulate the spirit of competition among the students for excellence in academics, Atenean teachers enforced a program of dividing a class into two competing empires: the Romans and Carthaginians. These two empires competed as teams through question and answers. The hoisting and lowering of their respective banners indicate victory and defeat. Rizal understood the seriousness and severity of his studies. He made himself follow a daily timetable. At the start, he lagged behind his classmates but in a moths time, he emerged as the emperor in his class, a title given to the brightest student in the class.
- The method of instruction Rizal was subjected to at Ateneo was the ratio studiorum, a system of indoctrination under tight and constant discipline, with every incentive of compensation and reward. Atenean education at that time pursued one aim which is Ad majorem Dei gloriam. Thus, the ultimate task of Jesuit teachers was to make lifelong catholics. The climax of secondary course centered on the philosophy of man as a creature of God. Student’s life was, therefore, centered on the chapel with membership in religious confraternities as the highest level of extracurricular activities.
- Rizal studied at Ateneo from 1872 to 1877. His scholastic records reveal his commendable academic performance as a secondary student. On March 14, 1877, he passed the oral examination. He graduated with the degree, Bachiller en Artes, with the highest academic honors. Base on his records, it is evident that he excelled in his academic studies. According to Guerrero, Rizal’s academic triumph at Ateneo can be attributed to three factors, namely: racial pride; monastic discipline; and seclusion of boarding school life. Owing to racial jealousy, he exerted efforts to prove to his Spanish classmates that the Filipino student can compete with them academically. The monastic discipline of competition inside the classroom triggered in him the motivation to outdo his classmates in the daily learning activities designed to test students’ memory and understanding of their lessons in the various curriculum areas. Moreover, owing to the seclusion of his boarding school life, he was able to devote more time to his studies.
- Rizal did not only devote his time to academic excellence, he became actively involved in extra curricular activities. He became a member and official in the religious confraternities at Ateneo. These confraternities were opened only to students who demonstrated the highest degree of scholarship and leadership. He also joined the Academic societies which are elite organizations for students who excelled in literature and the sciences. In addition to membership in religious confraternities and exclusive academic societies, Rizal honed his talent in literature by taking special lessons in Spanish. Also, under the guidance of Father Francisco Paula Sanchez, he succeeded in developing his skills in poetry writing. His study of poetry resulted in the production of poems and elevated his feeling, patriotic sentiments, and exquisite sensitivity. He also learned gymnastics and fencing thru his uncle Manuel. Lastly, he sharpened his skills in painting and sculpture. Some of his early works at was the carve image of Virgin Mary and the Sacred Heart of Jesus.
- During his spare time, he also read books. Some of the books that inspired him is the count of monte cristo by Alexander Dumas which reminded him of the sufferings of his mother in prison and of his motherland. Another book is the Travels in the Philippines by Dr. Feodor Jagor, a book which criticized the Spanish regime in the Philippines.
- Owing to the perfection of his skill in literature, Rizal was able to produce a number of poems. The first poem he wrote as a students was entitled My First Inspiration. This poem was dedicated by Rizal to his mother on her birthday which according to some was allegedly written by his cousin.
- Another poem written by Rizal when he was a student at Ateneo was the poem entitled Un Recuerdo de Mi Pueblo (In Memory of My Town). A poem dedicated to pay homage to his birthplace, Calamba. From this literary piece it can be noted that Rizal never forgot the beauty and tranquility of his hometown, which in effect had inspired him to love nature and to have trust and confidence in the Almighty God.
- The immersion of Rizal into the Atenean system of education became evident in the poems on religion and education he wrote.
- The poem Al Nino Jesus was an ode written by Rizal during his student days, when he was 14 years old. This poem was his expression of his devotion to Catholicism, which his mother implanted in his heart and was strengthened by his schooling at Ateneo.
- One of the poems written by Rizal about education was entitled through education the country receives light. A close reading of this poem will reveal a lot of Rizal’s ideas on education. First, Rizal compared education to a lighthouse that can guide people in their behaviors and actions. He also believed that through education the country could have a pool of educated youth who can steer it to progress, path of virtue and rectitude. More importantly, he believed that prudent education had to focus on love for one’s country. Prudent education consists of three vital components, namely: education for truth and knowledge; education for refinement; and education for love of one’s country.
- This was another poem written by Rizal about religion and education. From the poem, it can be gleaned how the Catholic education influenced Rizal had at Ateneo. For Rizal, education not centered on God cannot be considered true education.
- Rizal was conferred the degree of Bachiller en Artes on March 23, 1877. From being a boy, Rizal was transformed into a mature individual. He was able to imbibe the Jesuit values of fairness, justice and reason which also became his lifetime work.
- Rizal’s completion of the Bachiller en Artes at Ateneo Municipal entitled him for admission to higher studies at a university. Although Dona Teodora was opposed to Rizal’s pursuit of higher education for fear of what might happen to him due to martyrdom of Gomburza, Don Francisco decided to send him to University of Santo Tomas, the Dominican University of the Philippines founded in 1611. The only university during that period. This chapter highlights Rizal’s pursuit of higher education in the country.
- Initially, Rizal was not certain as to what career to pursue. His former Jesuit mentors were suggesting he should take either priesthood or farming. Meanwhile, Rizal considered taking literature, law, or medicine. However, his brother Paciano discouraged him to pursue law, owing to his belief that Jose will not be able to practice profession due to the political conditions of the country during those times. Eventually, he decided to enroll the course Philosophy and Letters during his freshman year at University of Santo Tomas. His decision to take this course are due to the following: it was what his father wanted him to pursue and his failure to get the advice of Father Ramon Pablo, the rector of Ateneo. While enrolled in this course, he took up surveying course at Ateneo. He performed outstandingly in surveying and was conferred the title on November 25, 1881 because he was underage when he passed the final examination. After his freshman year, Rizal shifted his course from philosophy and letters to medicine due to the following factors: He was advised by Father Roman to pursue the course, he wanted to cure his mother’s eye ailment and he also wanted to defuse his growing political interest
- Rizal’s academic performance at the University of Santo Tomas was not comparable with how he fared at Ateneo. Close examination of his scholastic records from 1872 to 1882, attests to his mediocre performance then. Why did Rizal perform poorly at UST? According to Zaide, Rizal did not enjoy his schooling at this university due to the following: hostility of Dominican professors, racial discrimination against Filipino students, and repressive method of instruction. Meanwhile, his not very good performance were attributed to three factors according to Guerrero: 1. Medicine was not his real vocation but in the arts, 2. He was dissatisfied with the system of education at UST and 3. the distractions he experienced as a youth who became attracted to women during his student days.
- Liberal ideas came to be felt in Manila than in any place in the Philippines. Filipino students came to be affected by the entry of these liberal ideas in the country. According to Guerrero, Rizal and his colleagues were aware of the developments during the 19th century. Thus they desired to reap scientific and artistic achievement. Inasmuch as there were virtually no opportunity for intellectual pursuit in the field of science, the cultivation of literature and arts were taken seriously. To encourage the production of literary works in Manila, the Liceo Artistico Literario de Manila, an organization of art lovers in the city, conducted regular competition in literary writing. Rizal joined the contests sponsored by this association in 1879 and 1880. He joined the competition to prove that the Filipinos can equal and even surpass the Spaniards in literary prowess.
- In 1879 Rizal submitted a poem entitled “A La Juventud Filipina” for the poetry contest which had been organized for Filipinos by the Manila Lyceum of Art and Literature and won the grand prize with silver quill. In essence, the poem can be considered as Rizal’s first testimony of his nationalism. In this literary piece, he clearly referred to the Philippines as his motherland or Mi Patria. Rizal therefore was the 1st Filipino, considering that he was the 1st to call the country his motherland. Another important point that he stressed in the poem relates to the role of youth in nation building. He called the youth, the fair hope of motherland. For the youth to be the fair hope of motherland, he challenged the youth of his day to do three things: cultivate their talents in the arts, to develop their knowledge of the sciences and to look forward and break their chain of bondage.
- This play was Rizal’s entry in the literary contest in 1880. It was an allegory in praise of Cervantes as a co-equal of Homer and Virgil. The entry was judged the best entry in the competition that year. The jury, however, upon discovering that its author was a Filipino decided to confer the grand prize to a Spaniard. Although he was not able to receive the award, he was able to prove that Filipinos can compete with other races fairly.
- It is a one act play written by Rizal at the request of the Jesuits and was staged at Ateneo, in connection with the celebration of the Feast Day of Immaculate Concepcion. According to Guerrero, the play can be considered as a prophecy of 50 years revolution. It can also be read as a continuation of Rizal’s appeal for the Filipino youth to chide alien people causing them misery. It can also be interpreted as a purely religious allegory.
- This sonnet was written by Rizal in 1880 to not only praise the Philippines for its beauty but to encourage Filipino artists to glorify the country through their artworks.
- Rizal displayed his leadership in student activism when he was a student at UST. He espoused the cause of the brown-skinned Filipino students against the Spanish and mestizo students. As both the Spanish and mestizo students labeled the Filipinos indio or Chongo, Rizal and his peers retaliated by calling them kastila or bangus. Bitter hostility existed between these two groups of students at UST. This hostility, motivated by racial animosity, often erupted in student rumbles in the university campus and even in the streets of Manila. In order to show their Spanish detractors that Filipinos were united, Rizal organized a secret society of Filipino students called Companerismo. Members called themselves companions of Jehu, the patriot general of the Jews. Rizal was the president with Galiciano Apacible as secretary. Rizal’s activism was also expressed in his bold criticism of the defective and outmoded university education of his time. He criticized the humiliating treatment of brown Filipino students and he also condemned the archaic method of instruction at UST.
- Rizal had his first taste of Spanish brutality during his first summer vacation at Calamba after his freshman year at UST. He had an unfortunate encounter with a lieutenant of the Guardia Civil. After the incident, he sent a letter of complaint but nothing positive came out of it. This incident left a deep impression on Rizal. He found that as an Indio, he was not accorded equality with a Spaniard before the bar of justice.
- After completing his fourth year in the medical course, Rizal decided to leave the country for Europe, This was due partly by his disappointment with his schooling at the University of Santo Tomas. While, it seems he decided to leave the country to complete his medical course in Spain, this was not the real reason. There were hidden purposes for his voyage to a new world. It can be inferred from Paciano’s letter to Rizal that his purpose are: to make a name for himself in the field of journalism, to observe and study European society, and to prepare himself for the task of liberating the Filipinos from Spanish tyranny.