Rizal Act 1

1.
Describe the background of Rizal's ancestry that might have contributed to his life
and education.
- José Rizal, the son of a Filipino father and a Chinese mother, hailed from a prosperous
family. He was born with the opportunity to study abroad and to sample as many fields
of study as he pleased.
His mother had a big impact on him growing up, starting when he was just a kid. He
learned how to open his eyes, intellect, and heart to the world around him from
Teodora, who served as his first instructor. She taught him to read, and he realized the
value of education and making time to write poetry and novels.
In addition, Rizal inherited the following characteristics from his ancestors: open
competition and decision-making from his Japanese ancestors; sensitivity and self-
esteem from his Spanish ancestors; a sense of thriftiness and industriousness from his
Chinese ancestors; self-determination and courage from his
2. Compare the experiences of Rizal as student in Ateneo, UST, and in Madrid.

- At the age of 11, Rizal enrolled at the Ateneo Municipal de Manila. In courses like
philosophy, physics, chemistry, and natural history, he received top grades. He walked
into Ateneo Municipal. Rizal experienced prejudice from his peers and instructors, as is
customary, primarily due to his limited familiarity with Spain and the fact that he was
from Calamba, Laguna.
In UST, Rizal encountered the same issue. At UST, Rizal enrolled in the Philosophy
and Letters course. Rizal opted to continue his studies abroad since he was dissatisfied
at UST. His Dominican professors were antagonistic, and Filipino students were
subjected to racial discrimination. Additionally, he disapproves of the rigid and outdated
teaching style used at UST.
Rizal, though, was content when he was in Madrid. There, Rizal pursued his medical
education. He moved to Spain and enrolled in the Universidad Central de Madrid, where
he rose to prominence as the head of a small group of Filipino students and dedicated
himself to ending Spanish control in the Philippines. He also started writing articles for
the Barcelona-based publication La Solidaridad.
3. What were Rizal's activities in Dapitan ang their impact?

- Rizal made the most of his time in Dapitan by spending a lot of it on developing his
literary and creative abilities, working on civic and agricultural projects, and conducting
commerce.
As a doctor, Rizal gave his patients—the majority of whom were underprivileged—

free medicine. He did, however, also have wealthy clients who compensated him well
enough for his superior surgical abilities. As an engineer, Rizal put his skills to use by
building a water system in Dapitan. In his capacity as a teacher, Rizal founded a school in
Dapitan that 16 young boys from illustrious families attended. In his 16 hectares of
property, Rizal spent time cultivating significant crops and establishing fruit-bearing
trees (later, reaching as large as 70 hectares). Among many other things, he planted
coconuts, coffee, sugarcane, and cacao. The intrepid Rizal tried his hand as a
businessman in the fishing, hemp, and copra businesses with his partner Ramon
Carreon.
Moreover, Rizal was a little-known inventor. He created the sulpukan, a unique form
of lighter, while working as a doctor in Calamba in 1887, and he gave it to Blumentritt as
a gift. The mechanism of the wooden lighter, according to Rizal, was based on the idea
of compressed air. The wooden brick-maker, another of his inventions, can produce
roughly 6,000 bricks each day. He had shared his artistic abilities with the Sisters of
Charity as they got ready for the Holy Virgin's arrival. The right foot and other features
of the artwork were truly modeled by Rizal.
As a linguist, Rizal was interested in the dialects spoken in Dapitan and studied and
contrasted the Malayan and Bisayan spoken there. Rizal actually knew 22 different
languages. Rizal also discussed his fascination with nature with his students as a
scientist. In pursuit of specimens to send to European museums, particularly the
Dressed Museum, he traversed the forests with his boys.
And lastly, Rizal contributes to Dapitan's civic activities. He entered the province and
saw how bad everything was. To get rid of malaria-carrying insects, he drained the
wetlands in Dapitan. As a result of his income as a doctor, he also equipped the province
with a lighting system, including coconut oil lamps placed along gloomy roadways.
Together with his Jesuit teacher, Fr., he improved Dapitan by remodeling the town
square. Using stones, mud, and grass, Francisco Sanchez drew a relief map of Mindanao
in front of the chapel.

Rizal Act 1

Uploaded by

Copyright:

Available Formats

Rizal Act 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rizal Act 1

Uploaded by

Copyright:

Available Formats

1.

2. Compare the experiences of Rizal as student in Ateneo, UST, and in Madrid.

3. What were Rizal's activities in Dapitan ang their impact?

As a doctor, Rizal gave his patients—the majority of whom were underprivileged—

You might also like