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NAME: ______________________________________________ SECTION: _______

Time/ day: __________________________________________ SUBJECT: ________

“LIFE, WORKS AND WRITINGS OF DR. JOSE P. RIZAL”

PRELIM

CHAPTER 1. INTRODUCTION TO THE STUDY OF RIZAL’S LIFE, WORKS AND WRITINGS.

Rizal law and the teaching of Rizal course.

Republic Act. 1425 –

 Other known as the Rizal Law, mandates the teaching of life, works and writing of Rizal in all schools in the
country.

Jose P. Laurel –

 Who sponsored the law of Rizal, since Rizal was the founder of Filipino nationality and the architect of the Filipino
nation.
 Believed that by reading and studying Rizal’s life, teachings and writings, the Filipino youth will be able to gain
incorruptible confidence, direction, courage and the determination to move forward in our people’s journey
towards an abundant life.

Rizal law objectives:

 To rededicate the lives of youth to the ideals of freedom and nationalism, for which our heroes lived and died.
 To pay tribute to our national hero for devoting his life and works in shaping the Filipino character; and
 To gain an inspiring source of patriotism thru the study of Rizal’s life , works, and writings.

Goals set by the Board on National Education.

 To recognize the relevance of Rizal’s ideals , thoughts, teachings, and life values to present conditions in the
community;
 To apply Rizal’s ideas in the solution of day-by-day situations and problems in contemporary life.
 To develop an understanding and appreciation of the qualities, and behavior and character of Rizal; and
 To foster the development of moral character, personal discipline, citizenship and vocational efficiency among the
Filipino youth.

Renato Constantino ( 1969)

 Claimed that it was the Americans who were responsible for endorsing him as the Philippine national hero.
 He cited the efforts of the Taft Commission in1901 to choose Rizal from a group of heroes, which included Emilio
Aguinaldo, Andres and Mabini.

Teodoro Agoncillio (1986)

 Wrote that Rizal was acceptable as a national hero to the Americans because he was the symbol of assimilation,
which was their policy then in the Philippines.

Factors according to Constantino:

 Rizal was already dead at the time the Americans began their aggression in the Philippines.
 No embarrassing anti- American quotations could ever be attributed to Rizal.
 Rizal’s dramatic martyrdom had already made him the symbol of Spanish oppression.

Emilio Aguinaldo

 Issued a decree on Dec. 20, 1898 ordering that Dec. 30, the anniversary of Rizal’s execution at Bagumbayan, be
commemorated as” a day of mourning of Rizal and other victims of Philippine revolution.”
 This decree became the basis of the yearly celebration of Rizal Day.
 Later , the Philippine commission se aside Dec. 30 as a day of observance, by virtue of act. No 345.

Morga

 Which refers to the book “ Sucesos en las Islas Filipinas” annotated by Rizal in1890 to correct Spanish
misinterpretations in the book written by Antonio Morga during 17th century.
 The monument at Daet antedated the better known monument at Luneta in Manila, which was erected in 1911.

Act. No. 137

 One province, Rizal Province formerly part of the province of Manila, was named in his honor by virtue of act.no
137 of the Philippine Commission.
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In making Rizal as our Filipino national hero, a number of conclusions can be drawn ( Guerrero 1998).

 Since the Filipinos love peace, they have chosen to magnify a man of peace above men of war.
 Because Filipinos are lovers of freedom and justice, they have given their worship to a man who gave up all
comforts and pleasures of peace for their sake
 Filipinos prize virtue more than victory and sacrifice above success.

Guerrero

 Rizal was the first Filipino

 Rizal who first called the Philippine his fatherland.
 It was he who taught his countrymen that they could be something else.

De Ocampo

 Called Rizal was the first exponent of Asia nationalism since he was the source of inspiration for the outbreak of
the Philippine Revolution of 1896.

Fisher( 1962)

 Called Rizal the Pioneer Exponent of Liberal Democracy in Asia.

Ideas include the following:

 The worth and dignity of the individual

 The inviolability of human rights
 The innate equality of all men and races
 The necessity for constitutional government;
 Due process of law
 Popular sovereignty as the basis of all political authority
 Faith in human reason and enlightenment
 The rights of the masses to public education and
 Belief in social progress through freedom.

Major Periods in the Life of Rizal

First period ( 1861- 1872)

 The period when the young Rizal learned how to read, write and listened to stories that triggered imaginative and
critical thinking on his part.

Second period ( 1872- 1882)

 This was the first turning point in the life of Rizal. He was 11 yrs old and was enrolled at Ateneo Municipal, despite
the objection of his mother.

Other significant development in his life during this period include the ff.

 Strengthening of his religious foundation

 Cultivation of the drive toward excellence
 Conception of the Philippines as his fatherland
 Envisioning the Philippine receiving light thru education and
 Perception of the intimate alliance between religion and education

Third period ( 1882- 1892)

 The year 1882 was the second major turning point in the life of Rizal.
 It was this time that Rizal decided to leave the Philippines to escape persecution.
 He went to Europe and everywhere he went.

Fourth period ( 1892- 1896)

 The last turning point of Rizal’s life.

 Rizal was exiled in Dapitan

CHAPTER 2. THE 19TH CENTURY WORLD OF JOSE RIZAL

Growth and development of nationalism

Nationalism

 It is a sense of loyalty or psychological attachment that members of a nation share, based on a common language
, history, culture, and desire for independence.
 The growth of nationalism can be attributed to two major revolutions of the earlier century. The American
revolution of 1776 and the French revolution of 1789.
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 The American revolution gave birth to the United States of America.

 The French revolution led to the overthrowing of the absolute rule of the Bourbon Dynasty and the abolition of the
feudal system.

The ideology of the French Revolution

 Liberty, fraternity, and equality. – had influenced subject peoples to cast off the yoke of colonialism by means of
armed uprising.
 Italy became a kingdom under king Victor Emmanuel II.

Nationalism

 One of the radical ideas in the years after 1815, which influenced the modern world tremendously.

3 points that stand out in this complex ideology.

 First, nationalism has evolved from a real imagined cultural unity, manifesting itself in a common language,
history, and territory.
 Second nationalists have usually sought to turn this cultural unity into political reality so that territory of each
people coincides with its state boundaries
 Third, nationalists believed that every nation has the right to exist in freedom and develop its character and spirit.

Rise and gradual spread of liberalism and democracy

Black (1999)

 He said that the rise and spread of Liberalism and Democracy was actually a consequence of the growth and
development of nationalism.

The principal ideas of liberalism

 Liberty and equality- were first realized successfully in the American revolution and then achieved in part in the
French revolution
 The liberalism demanded representative government as opposed to autocratic monarchy, equality before the law
as opposed to legally separate classes.
 The idea of liberty also meant specific individual freedoms; freedom of the press; freedom of speech; freedom of
assembly’ and freedom from arbitrary arrest.

Democracy

 Became a way of life in many European countries.

 Was gradually established thru the following means.
 Promulgation of laws that advance democracy, Undertaking of reforms thru legislation; abolition of slavery;
adoption of a liberal constitution, providing the citizens the opportunity to propose law, adoption of manhood
suffrage, and granting of political, economic and social rights to the people.

The industrial Revolution

 According to Steams one of the most crucial development in the 19th century.
 The industrial revolution refers to the transformation of manufacturing brought about by the invention and use of
machines.
 This development started in England and later on spread into Belgium, France, Germany and even the United
States.

The invention of machines and their use in manufacturing brought about significant changes in people’s live.
Some of the positive effects brought about by this development include the following.

 The rise of the factor system.

 Mass production of essential and non –essential goods.
 Improvement of people’s standard living.
 Greater urbanization of society.
 Beginnings of specialization or division of labor.
 Invention of labor-saving devices.
 The beginning of industrial capitalism
 Fostering of liberalism and nationalism
 Encouragement of people’s mobility.

Negative effects of the industrial revolution to people. Some of the evils associated with the industrial revolution
are as follows.

 Widening of the gap between the rich and the poor

 Unending economic warfare between labor and capital
 Pollution and other environment problems.
 Beginning of a child and women labor
 Intensification of imperialistic rivalry between and among industrialized countries.
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Doreen

 To solve the evils created by the industrial system, different measures were proposed by concerned sectors of
world society .

Liberals

 Laissez- faire policy or government ‘s non- interference in the conduct of trade and business has to be sustained
for the continuous expansion of the economy.

Socialists

 Assert that the government has to control vital industries and resources. This is necessary in promoting equality
of opportunity and people’s welfare in society.

Communists

 Suggest that all factors of production be owned and controlled by the government. Equality in society can be
achieved if social classes are destroyed and dictatorship of the proletariat is established.

Catholic Church

 Calls for humane treatment of workers, respect; for workers’ rights, and social justice for the poor. It also enjoined
the government to regulate the use of private property and provide humane and favorable working conditions for
the proletariat

ADVANCEMENT OF SCIENCE

Hunt

 The rapid expansion of scientific knowledge profoundly influenced Western thought in the 19th century.
 The 19th century was time for expansion of scientific knowledge. This means that search for knowledge and truth
could be explain by a enlightenment during 18th century, when blind belief and dogma reason.

OPTIMISM AND CONFIDENCE IN PROGRESS

Chodorow et al

 Optimism or faith in society and man’s ability to progress was brought about by the advancement of science, the
coming of steam-powered industry, and the spread of liberalism and socialism.

Marquis De Condorcet

 Saw that “the strongest reason for believing that nature has set on limit to realization of our hopes” and foresaw
“the abolition of inequality between nations, the progress of equality within nations and the true perfection of
humanity. Progress was now independent of any power that might wish to halt it and will never be reversed.

Achievements

 Extension of human rights to many people.

 Promotion of higher education for men and women.
 Education for nationalism and schools
 Investments in science to serve mankind
 Improvement of public health thru the establishment of numerous hospitals.
 Emergence of realistic literature, depicting the life of the time
.CHAPTER 3: SPAIN AND THE PHILIPPINES IN THE 19TH CENTURY

SPAIN IN 19TH CENTURY

Zaide, 1994

 The 19th century was a turbulent century of politics in Spanish history.

 Frequent rise and fall of ministries and constitution.
 Force to abandon the policy of mercantilism and adopted the laissez-faire policy.

Maguigad et al, 200

 To save the country from political disunity, the Spanish crown worked out the canovite system or rotativism.

Canovite System or Rotativism

 The liberals and conservatives in Spain took turns in administering the affairs of the country.

Mercantilism
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 An economic doctrine based on the idea that a country’s wealth and power can be measured in terms of its stock
of gold and silver.

Romero et al, 1978

 Spain was forced to abandon this policy on account of her felt need to follow the trend of economic development
in Europe and at the same time speed up the growth of her commerce and trade.

Capino, 1977

 Spain’s adoption of laissez-faire policy affected the Philippines in several ways.

 Spain ended the Galleo trade or the Manila- Acapulco trade in 1873
 This directly opened the Philippines to the world commerce
 Ended the economic isolation of the Philippines from the rest of the world
 Created a middle class imbued with civic courage and personal independence which started the questioning the
abuses of the Spanish Regime.

The Philippines during Rizal’s time

Consequences of the Spanish Conquest

 The Filipinos lost their ancestral lands on account of Spain’s institution of the encomienda system
 Forced to accept Spanish culture and religion
 This change was evident in the administrative organization f the country, social structure and educational system
of the Philippines and economic situation in the 19th century.

Administrative Organization

Ministry of Colonies

 Thru this, the Spanish crown was able to govern the Philippines.

Governor General

 Appointed by the Spanish monarch

 The head of the Spanish colonial government in the country.
 Represented the Crown in all governmental matters.
 Vice Royal Patron over religious affairs meaning he could nominate priest for ecclesiastical administration of the
parishes.
 Commander in chief of the colonial army.
 Chief Executive of the colonial government, he was an ex-officio president of the Royal Audiencia, the Supreme
Court in the Philippines during those time.
 Had legislative powers.
 Had the power of cumplase or the power to decide which law or loyal decree shoud be implemented or
disregarded in the colony.

Actos Acordados

 Laws enacted by the governor-general.

Alcaldias

 The provinces during the Spanish Regime.

 Divided into towns or pueblos.

Alcalde Mayor or Provincial Mayor

 Each one headed a province who exercised executive and judicial functions.

Indulto de Commercio

 The provincial government was the most corrupt until in local government then, owing to the previlge to engage in
monopolize.

Gobernadorcillo or Town

 each one headed at pueblo

 at first, he was elected by all married males
 then, he was voted by 13 electors, chaired by the out going gobernadorcillio.
 His principal responsibility was tax collection
 To ensure collection and remittance of these taxes, he was required to mortgage his properties to the government
at the beginning of his term.

Romero at. Al, 1978

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 Each town was divided into barrios and barangays

Cabeza de barangay

 Headed a barangay, the smalles unit of the government.

 His function was to maintenance of peace and order and collection of taxes and tributes in the barangay.

Ayuntamiento

 City Government during Spanish regime.

 Governed by a cabildo or city council composed of a city mayor ( alcalde enordinario), councilor (regidores), chief
constable (aguacil mayor) and a secretary (escribano).

Spanish friar

 A key figure in the local administrative set-up (Schumancher, 1997)

 Because of the unon of the church and state in the Philippines, a principle upon which the Spanish colonial
government in the country was founded.
 Supervising representative of the Spanish government for all local affairs.
 Practically the ruler of the town as he was the local school, health, prison, inspector and inspector of of accounts
of the gobernadorcillios and cabeza de barangay.
 His approval was required in census lists, tax lists, lists of army conscripts, and register of births, deaths and
marriages.

Frailocracia

 Friars became more powerful and influential that even civil authorities feared them.
 Termed by Lopez Jaena

Guardia Civil

 Organized in 1867, as a corps of native police under the leadership of Spanish officers for the purpose of dealing
with outlaws and renegades ( maguigad et. Al 200)

Filibusteros

 Enemies of the government

Erehes

 Enemies of the Catholic church

Audiencia Real

 Vested the judicial power of the government

 The Supreme court during those times and the lower courts ( De Leon, 200)
 Highest court in the Philippines.
 Also served as a forum for settling important issues on governance and an auditing agency of the finances of
Spanish colonial administration in the country.

Residencia

 The trial of an outgoing governor-general to account for his acts during his tenure of office.

Visitador

 Investigation officer to probe on complaints against the governor-general, he was not able to resist corruption for
his personal advantage.

Capino, 1997

 Another source of weakness and abuse of Spanish government was the widespread selling of lower position to
highest bidders.

THE SOCIAL STRUCTURE OF FILIPINO SOCIETY

ROMERO ET AL 1978

 Philippine society the was feudalistic as a consequence of the encomienda system imposed by the colonizers.

Polo y servicio

 Forced labor to the government and the Catholic Chruch

Limpieza de sangre
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 Purity of blood
 The social structure implemented by Spain was pyramidal due to the colonizer’s adherence to the doctrine

Social pyramid:

Peninsulares

 Spaniards born in Spain

Insulares

 Spaniards born in the Philippine

Spanish and Chinese Mestizo

Principalia

 Ruling class of native elites

Indios

 Masses

Educational System

Weakness of the Educational system

 Over-emphasis on religion
 Limited and irrelevant curriculum
 Obsolete classroom facilities
 Inadequate instructional materials
 Absence of academic freedom
 Racial prejudice against the Filipinos in school

CHAPTER 4: THE DAWN OF FILIPINO NATIONALISM

Unification of the Philippines under Spanish Era
Reduccion Plan

 Implemented by Fr. Juan de Plasencia

 Required the natives to live in the area near the church

Results of the Reduccion Plan

 Spanish encomenderos found it easier to collect taxes.

 Transformed the Filipinos into law-abidding citizens.
 The independence of the barangays was lost because of the relocation of the natives under the influence of the
church.

EARLY RESISTANCE TO SPANISH RULE

Revolts cause by the desire to regain their lost freedon

 Revolt of Raha Sulayman and Lakan Dula (1574)

 Tondo Conspiracy (1587-1588)
 Revolt of Malong (1680-1661)
 Dagohoy’s Revolt (1744-1829)
 Revolt of Diego Silang (1762-1763)
 Rev0lt of Palaris (1762-1764)

Revolts cause by resistance to Spanish imposed institutions

 Provinces of Batangas, Laguna, Cavite, Pampanga and Bulacan.

Revolts caused by the desire to revert to their native religion

 Igorot Revolt (1601)

 Tamblot Revolt (1621-1622)
 Tapar Revolt (1663)
 Revolt of Francisco Rivera (1718)
 Revolt of Hermano Apolinario dela Cruz (1840-1841)
 Revolt of the Muslims in Southern Philippines

Divide et Impera Policy

 Factor for the failure of the revolts

 They failed to realize that their common enemy was the Spanish
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THE EMERGENCE OF THE FILIPINO SENSE OF NATIONHOOD

Cause of the development of Nationalism

 Opening of the Philippines to world commerce

 Rise of clase media
 Liberal regime of Carlos Ma. Dela Torre
 Racial Discrimination
 Secularization controversy
 Cavite Mutiny of 1872

THE OPENING OF THE PHILIPPINES TO WORLD COMMERCE

John Locke’s Theory of Revolution

 People can overthrow a government that is not working for the good of governed.

THE RISE OF CLASE MEDIA

Clase Media or New Middle Class

 Can be trace to the prosperity of a relatively small class of mestizos and the principalia or ruling elite who
benefited from the opening of the country to foreign commerce and trade.

LIBERAL REGIME OF CARLOS MA. DELA TORRE

Carlos Ma. Dela Torre

 Was appointed governor-general after the fall of Queen Isabella and the triumph of liberalism in Spain.
 Encourage the aspirations of the reformist and abolished the censorship of the press.
 Durinteg his term, freedom of speech and of the press as guaranteed by the Spanish Constitution were
recognized.

Rafeal de Izquierdo

 Replaced Carlos Ma. Dela Torre

 Boasted that he carries to the Philippines with a cross in one hand and a sword on the other.

RACIAL DISCRIMINATION

Indios

 What the Spanish called the Filipinos

 Means inferior race

Fray Miguel de Bustamante

 Portrayed the Filipino as an individual with low mental ability, incapable of acquiring European education and
fitted only to work in the field and tend a carabao in his pamphlet called Si Tandang Basyong Macunat.

SECULARIZATION CONTROVERSY

Secularization of Parishes

 the transfer of the monitories established by regular Spanish clergy to Filipino seculars.

Fr. Pedro Palaez

 an insulares, who rose to the position of vicar capitular of Manila in 1861.

 Led the fight against royal decrees turning secular parishes over to the friars.
 Appealed to the Queen Isabella II for ecclesiastical equantity between the Spanish regulars and Filipino secular.

Fr, Burgos

 Continued the struggle later after the death of Fr. Pelaez.

 He exerted all efforts to defend the Filipino clergy from all the attacks by the Spanish regulars.
 Appealed to the Spanish queen that the Filipino priests the chance to prove that they can CAVITE MUTINY OF
1872

Sgt. La Madrid

 Lead a mutiny with Filipino soldiers in the arsenal of Cavite on the night of January 20,1872 brought about by
Izquierdo’s abolition of their exemption from tributes and forced labor.
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RIZAL AND THE CAVITE MUTINY OF 1872

Execution of Gomburza

 When Rizal heard of the martyrdom of Gomburza when he was 11 years old, he changed his mind of becoming a
priest and become a Jesuit father and dedicated his life to avenge the victims of the Spanish government.

CHAPTER 5: Rizal and his childhood years at Calamba

Calamba

 Situated as if in closed in a valley between Laguna de Bay and Mt. Makiling

 Very rich in nature
 An agricultural town with the specialization in the production of sugar.
 Owned by the Dominican friars
 Its beauty became an inspiration for hiss poetic and artistic sensibilities.

June 19, 1861

 Birth date of Dr. Jose Rizal

Father Rufino Collantes

 Baptized Rizal at the Calamba Catholic Church

Pedro Casanas

 Rizal’s godfather

Don Francisco and Donya Teodora

 Rizal’s parents

Siblings

1. Saturnina 1850
2. Paciano 1851
3. Narcisa 1852
4. Olimpia 1855
5. Lucia 1857
6. Maria 1859
7. Rizal 1861
8. Conception 1862
9. Josefa 1865
10. Trinidad 1868
11. Soledad 1870

Domingo Lamco

 Rizal’s great great grandfather from his paternal side

 Chinese merchant

Ines dela Rosa

 Rizal’s great great grandmother from his father side

 Wealthy Chinese mestiza

Claveria decree ( Mercado )

 Domingo Lamco assumed this surname in keeping with the gubernatorial decree of Narciso Claveria on the use
of Spanish surnames in the Philippines by all Spanish subjects in the colony and to free themselves and their
children from the prejudices associated with a Chinese surname.

Juan Mercado

 Rizal’s grandfather from his father side

Cirila Alejandro

 Rizal’s grandmother from his father side, a Chinese Filipino mestiza

Manuel de Quintos

 Rizal’s great grandfather from his mother’s side, Chinese mestizo

Regina ursua
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 Rizal’s great grandmother from his mother’s side. Has Japanese-ancestry.

Lorenzo Alberto Alonso

 Brigade married him and had five children; one of them was Rizal’s mother.

Principalia Class or Ilustrado

 Rank where Rizal’s family belonged. Middle Class

Affluence of Rizal’s family

 Stone house of abode and hardwood

 Ownership of carriage and horses
 A home library
 Presence of personal servants taking care of the needs of the children.
 Private tutoring of the children.

Colegio de San Jose

 Where Don Francisco Mercado took coursed in Latin and Philosophy.

Described him as a model father

 Honesty, Fgality, Industry

Colegio de Santa Rosa

 Where Donya Teodora competed her education.

Describe her as model mother

 Disciplinarian
 Woman of more than average educaton
 A woman of culture and religion
 A sacrificing and indrustrious housewife.

Father Leoncio Lopez

 The Parish priest of Calamba

 Made young Rizal the need to develop a sound philosophy of life.
 From him, Rizal learned the value of scholarship and intellectual honesty.

Conception

 Concha,her death was Rizal’s first sorrow.

The story of the Moth and the Flame.

 Left a deep impression on Rizal

 The moth died a victim of its search for the light
 Can be considered as Rizal’s biography because like the Moth , Rizal died in search for the lights of truth,
freedom and justice.

Donya Teodora

 Rizal’s first teacher who told him to express his feelings throught verses

Sa aking kabata or to my fellow children

 First poem he wrote when he was 8 years old

 Shows that even in an early age, it shows that he had a concept of nationalism
 Shows how much he loves his native language
 The message of this poem is that children should love their native language

El Filibusterismo

 Dedicated this book to the memory of Gomburza

Maestro Celestino

 Rizal’s first private tutor

Lucas Padua

 Rizal’s second tutor

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Leon Monroy

 Rizal’s third tutor

 A former classmate of his teacher
 Helped Rizal develop his skills in reading, writing, and the rudiments of Latin

CHAPTER 6. FORMAL SCHOOLING AT A VILLAGE SCHOOL

Binan

 Where Rizal went to study

Paciano

 Accompanied him in his trip on board a carromata

Leandro

 Rizal’s cousin who showed him around the town which cause him to feel homesick

Maestro Justiniano Cruz

 Rizal’s teacher in Binan

Pedro

 Son of Maestro Cruz who made fun of Rizal, who challenged Rizal to an arm wrestling match and lost

Rizal

 He did not enjoy schooling under maestro Cruz although he considered him an expert in Latin and Spanish
grammars.
 He detested the use of corporal punishment in making the pupils learn the lesson for the day, which Noli me
Tangere.

Old Juancho

 Rizal took painting lessons under Maestro Cruz’s father-in-law

 Gave him free lessons in painting and drawing

Dec. 17, 1870

 Rizal when back to Calamba after receiving a letter from Saturnina.

Talim

 The steamship he rode home to go back home

CHAPTER 7: FORMAL SEARCH FOR KNOWLEDGE AT ATENEO MUNICIPAL

Ateneo Municipal

 School he entered when he was 11 years old, four months after the execution of Gomburza
 Formerly known as Escuela Pia
 Rival of Colegio de San Juan de Letran
 Most prestigious college for boys owing to its great teachers.

June 10,1879

 Day Rizal took the entrance examination at Colegio de San Juan de Letran.

Reasons for Rizal’s Entry to Ateneo

 He was a late registrant

 He was very frail and undersize for his age
 The college registrar, tather Magin Fernando was at first very firm in denying his admission until Manuel Burgos’
intervention.

Bachiller en Artes

 Academic title in Ateneo

 Highest honor

Roman Empire

 The boarding students at Ateneo

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 One of the two competing empires.

Cartaginian Empire

 Non-boarding students of Ateneo.

 One of the two competing empires.

Emperor

 A title given to the brightest in the class.

Ratio studiorum

 A system of indoctrination under light and constant discipline with every incentive of compensation and reward.

Ad majorem Del gloriam

 For the greater glory of God.

 Aim of Atenean education.

Sodality of Our Lady and Apostleship of Prayer

 Rizal’s extra-curricular activities at Aeneo.

 Religious confratermities at Ateneo.

Academy of Spanish Literature and Academy of Natural Sciences

 Academic societies for students who excelled in literature and the sciences.

Father Francisco Paula de Sanchez

 Helped him develop his skills in poetry writing.

Convent School of Santa Isabel - Where he took secial lessons in Spanish.

Agustin Saez - His painting mentor

Romualdo de Jesus -His mentor sculpture

Tio Manuel

 Helped him develop his weak and frail body

 Thought him gymnastic and fencing

Mi Primera Inspiration

 My first inspiration
 The first poem he wrote as a student
 Dedicated to his mother on the occasion of the latter’s natal day.

Un Recuerdo de Mi Pueblo

 In memory of my town
 Creating this poem was his way of paying homage to his birthplace.

Al Nino Jesus

 To the child jesus

 Ode he written when he was 14 years old.
 His expression of his devotion to Catholicism which was implanted his mother and was strength by his schooling
in Ateneo

Alianza Intima Entre Religion y La Buena Education

 The intimate alliance between religion and Good education

 Where he stressed the importance of religion to education
 Education not centered on God cannot be considered true education
 Religion serves as a guide and nourishment of true education

Por La education Recibe Lustre la Patria

 Through education the country receives light

 Where he compared education to a lighthouse that guide people in their behaviors and actions.
 His message was that people should knowledge so we can be enlightened individuals.