RIZAL COURSE – PRELIMS

CHAPTER 1
INTRODUCTION TO THE STUDY OF RIZAL’S LIFE, * TEODORO AGONCILLO (1986)
WORKS AND WRITINGS - Wrote that Rizal was acceptable as a national hero
to the American because he was the symbol of
I. RIZAL LAW AND THE TEACHING OF RIZAL COURSE assimilation, which was their policy then in the
* REPUBLICT ACT 1425 Philippines.
- known as the RIZAL LAW.
- Mandates the teaching of the life, works, and FACTORS TO WHICH RIZAL BECAME THE NTL HERO
writings of Rizal in all schools in the country.  Rizal was already dead at the time the
Americans began their aggression in the
* SEN. JOSE P. LAUREL Philippines.
- sponsored the Rizal Law  No embarassing anti-American quotations could
- “Since Rizal was the founder of Filipino nationality ever be attributed to Rizal.
and the architect of Filipino nation, there is a need to  Rizal’s dramatic matyrdom had already made
know and imbibe the great ideals and principles for him the symbol of spanish oppression.
which he died.”
* The katipuneros considered him the honorary LEADER
* RIZAL LAW ENACTED IN 1956 OF KATIPUNAN.
- It is evident that the teaching of the life, works,
and writings of our national hero seeks to * DECEMBER 20, 1898
accomplish the following objectives: - General Emilio Aguinaldo issued a decree on
 To rededicate th lives of youth to the ideals of December 20, 1898 ordering that December 30, the
freedom and nationalism , for which our heroes anniversary of Rizal’s execution at Bagumbayan, be
lived and died. commemorated as “a day of mourning for Rizal and
other victims of the Philippine Revolution.”
 To pay tribute to our national hero for devoting
his life and works in shaping the Filipino
* VIRTUE OF ACT NO. 345
character
- December 30 as a day of observance.
 To gain an inspiring source of patrioism thru the
study of Rizal’s life, works, and writings. * ACT NO. 243
- Filipino people helped build the
GOALS SET BY THE BOARD ON NATIONAL EDUCATION: monument through public subscriptions.
 To recognize the relevance of Rizal’s ideals, - The monument at Luneta park was erected in 1911
thoughts, teachings, and life values to present
conditions in the community * ACT NO. 137
 To apply Rizal’s ideas in the solution of day-to- - Rizal Province, formerly part of the province
day situations and problems in contemporary Manila, was named after in his honor.
life.
 To foster the development of moral character, “Rizal was the first Filipino. (Guerrero, 1998). Rizal who
personal discipline, citizenship and vocational first calles the Philippines his Fatherland.”
efficiency among the Filipino youth.
* FISHER (1962)
II. RIZAL, A TRUE FILIPINO - even called Rizal as the PIONEER EXPONENT
* Rizal was not a man of war but a man of peace. OF LIBERAL DEMOCRACY IN ASIA.
- “First Asian Nationalist Leader - Rizal”
* RENATO CONSTANTINO (1969)
- claimed that it was the Americans who were
rensponsible for endorsing him as the Philippine
national hero.
III. MAJOR PERIODS IN THE LIFE OF RIZAL how to read, write and listened to stories that
1. FIRST PERIOD (1861-1872) triggered imaginative and critical thinking on his part.
- This was the period when young Rizal leared - Following values and virtues were developed in
him: industriousness instead of idleness; creativeness CHAPTER 2
instead of unproductiveness; rationality instead of THE 19TH CENTURY WORLD OF JOSE RIZAL
blind acceptance; and dignity instead of servility.
I. GROWTH AND DEVELOPMENT OF NATIONALISM
2. SECOND PERIOD (1872-1882) * NATIONALISM
- This was the FIRST turning point in the life of Rizal. - is a sense of LOYALTY or PSYCHOLOGICAL
- He was then 11 YEARS OLD and was enrolled at ATTACHMENT that members of a nation share, based
ATENEO MUNICIPAL, despite the objection of his on a COMMON LANGUAGE, HISTORY , CULTURE, and
mother. DESIRE FOR INDEPENDENCE.
- Period when Fathers Gomez, Burgos and - it is LOVE OF COUNTRY expressed in devotion to
Zamora were unjustly executed by the Spanish and advocacy of national interest and independence.
government.
- The matrydom of these tree priests led Rizal to TWO MAJOR REVOLUTIONS:GROWTH OF REVOLUTION
be awakened to the abuses of the regime and at the 1. AMERICAN Revolution of 1776
same time led him to devote himself in the future to 2. FRENCH REVOLUTION of 1789
avenge the victimes of injustices and cruelties of the
Spanish colonizers. * THE IDEOLOGY OF FRENCH REVOLUTION
Other significant developments:  Liberty
* Strengthening of his religious foundation;  Fraternity
* Cultivation of the drive toward excellence;  Equality
* Conception of the Philippines as his fatherland;
* Envisioning the Philippines receiving light * KING VICTOR EMMANUEL
thru education. - Italy became a united kingdom under his
* Perception of the intimate alliance between governance.
religion and education.
* GUISEPPE GARIBALDI
3. THIRD PERIOD (1882-1892) - drove out the Austrians occupying the northern
- SECOND major turning point in the life of Rizal. part of the country and weakened the influence of the
- Rizal decided to leave the Philippines to escape Pope.
persecution.
- He went to Europe. * OTTO VAN BISMARCK
- Urged the Filipino colony in Spain to prove that - united the various kingdoms and dukedoms of
Filipinos can compete with Europeans in intellect the German nation and became one empire under
and talent. EMPEROR WILLIAM I.
- Rizal took part in the PROPAGANDA
MOVEMENT, based in Europe. POSITIVE EFFECTS OF NATIONALISM
1. Nationalism has evolved from a real or imagined
4. FOURTH PERIOD (1892-1896) cultural unity, manifesting itself in a common
- LAST turning point in the life of Rizal. language, history and territory.
- Rizal was EXILED IN DAPITAN.
- He dettached connection with politics and devoted 2. Nationalists have usually sought to turn this
more of his time in practical service and usefulness to cultural unity into political reality so that the territory
the community. of each people coincides with its state boundaries.

3. Nationalist believed that every nation has the right

to exist in freedom and develop its character and spirit.

* Loyalty began only after the unjust execution of the

GomBurZa on Febuary 17, 1872.
II. RISE AND GRADUAL SPREAD OF LIBERALISM  EQUALITY
AND DEMOCRACY Were first realized sucessfully in the American
Revolution and then achieved in part in French
* THE PRICIPLE IDEAS OF LIBERALISM Revolution.
 LIBERTY
* LIBERALISM * SOCIALISTS:
- demanded representative government as opposed - Who advocated the idea that government has
to autocratic monarchy, eaqulity before the law as to control vital industries and resources.
oppposesd to legally separate classes. - Promoting EQUALITY OF OPPORTUNITY
and PEOPLE’S WELFARE IN SOCIETY.
* DEMOCRACY
- The right of a people to choose the kind of *COMMUNISTS
government under which the would live. - Suggested that all factors of production be owned
and controlled by the government.
III. THE INDUSTRIAL REVOLUTION - EQUALITY IN SOCIETY can be achieved if
SOCIAL CLASSES ARE DESTROYED and dictatorship of
* INDUSTRIAL REVOLUTION the proletariat is established.
- One of the most crucial developments in the
19th century * CATHOLIC CHURCH
- Refers to the TRANSFORMATION OF - Calls HUMANE treatment of workers
MANUFACTURING BROUGHT ABOUT BY THE - RESPECT for worker’s RIGHT
INVENTION AND USE OF MACHINES. - SOCIAL JUSTICE for the POOR
- Humane and favorable working conditions for
POSITIVE EFFECTS: the poletariat.
 The rise of the FACTORY SYSTEM
 Mass production of essential and non- IV. THE ADVANCEMENT OF SCIENCE
essential goods * 19th CENTURY
 Improvement of people’s standard of living - Time for the expansion of scientific knowledge.
 Beginnings of specialization or division of labor
 Invention of labor-saving devices SIGNIFICANT CONSEQUENCES OF THE TRIUMPH OF SCIENCE
 The beginnings of industrial capitalism 1. Everyday experience and innumerable scientists
 Fostering of liberalism and nationalism impressed the importance of science on the mind
 Encouragement of people’s mobility of ordinary citizens.
2. As Science became more prominent in
NEGATIVE EFFECTS popular thinking, the philosophical implications
 Widening of the gap between rich and poor of science spread to broad sections of the
 Unending economic warfare between labor population
and capital 3. The methods of Science acquired unrivaled
 Pollution and other environmental problems prestige after 1850.
 Beginning of child and women labor
 Intensification odf imperialistic rivalry CENTERS OF LEARNING IN THE 19th CENTURY
between and among industrialized countries  Germany
 France
TO SOLVE THE EVILS CREATED BY INDUSTRIALISM  England
* LIBERALS:
- Laissez-faire policy: government’s non- * IMPERIALISM
interference in the conduct of trade and - Conquest of territories for political, econimic, or
business. socio-cultural motives.

* OPTIMISM / FAITH
- Man’s ability to progress.
- Belief in the capacity of people and society to
achieve progress and perfection.
CHAPTER 3 her to defy traditon to become th sole female maonarcg
SPAIN AND THE PHILIPPINES IN THE 19th CENTURY of Spain.
- Canovite System / Rotativism – the liberalsand
SPAIN IN THE 19th CENTURY conservatives in Spain took turns in admenistering the
- Ferdinand VII Died. affairs of the country.
- Isabella and Charles (children)
- Carlist Wars – Isabella defeated Charles allowing THE PHILIPPINES DURING RIZAL’S TIME
- Encomienda System – they were forced by BARRIOS / BARANGAY
the Spanish colonizers to accept Spanish Culture - smallest unit od government
and religion.
CABEZA DE BARANGAY
ADMINISTRATIVE ORGANIZATION - Barangay Captain
* The Philippines was governed directly by the Spanish - Main function was the maintainance od peace and
Crown, thru the Ministry of Colonies in the 19th order and the collection of taxes and tributes in
Century barangay.

ILLUSTRADOS AYUNTAMIENTO
- “the Enlightened ones” - City Government
- Governed by a CABILDO (City Council)
MANILA - composed of a ALCALDE EN ORDINARIO (City
- the seat of the CENTRAL government Mayor); REGIDORES (Councilors); AGUACIL MAYOR
(Chief Constable); ESCRIBANO (secretary)
GOVERNOR GENERAL
- appointed by the Spanish monarch FRAILOCRACIA
- HEAD of the Spanish colonial government in - When friars became more powerful and influential
the country that even civil authorities feared them.
- “Royal Patron”
GUARDIA CIVIL
VICE ROYAL PATRON
- Organized in 1867
- he could nominate priests for
- CORPS of NATIVE POLICE under leadership of
ecclesiastical administration of the
Spanish Officers for th epurpose of dealing with
parishes.
outlaws and renegades.
- “Commander in Chief of Colonial Army”

ALALDIAS FILIBUSTEROS
- provinces - enemies of the GOVERNMENT

ALCALDE MAYOR EREHES

- HEAD of each Alcadia - enemies of the CATHOLIC CHURCH
- exercised executive and judicail functions
AUDIENCIA REAL
INDULTO DE COMMERCIO - Supreme Court
- monopolize trade - 2 Territorial Audciencias
 Courts of First Instance
PUEBLOS
 Justice of the Peace Courts
- Towns
- Served as a forum for settling important issues
on governance and an auditing agency of finaces
GOBERNADORCILLO
of Spanish colonial administration in the country.
- Town Mayor
CORTES
- Law Making Body

LAS LEYES DE INDIAS

- continued to be the BASIC LAW implemanted by
the Spanish Crown due to NON-EXISTENCE of a LAW
MAKING BODY in the colony.

RESIDENCIA
- The trial of an outgoing Governador-General
to account for his acts during his tenture of
office.
VISITADOR - Investigating Officer
THE SOCIAL STRUCTURE OF FILIPINO SOCIETY * EDUCATIONAL DECREE OF 1863
- Which required the stablishment of one Elementary
* POLO Y SERVICIO School for Boys and One Elementary School for Girls
- FORCED LABOR to the Government and the in EACH TOWN in the Philippines.
Catholic Church
CHAPTER 4
LIMPIEZA DE SANGRE THE DAWN OF FILIPINO NATIONALISM
- purity of blood
I. UNIFICATION OF THE PHILIPPINES UNDER SPAIN
SOCIAL PYRAMID:
* Spain ruled the Philippines for more than 300

YEARS REDUCCION PLAN

Peninsulare - implemented by Fr. Juan de Plasencia
s Insulares - Which required the natives to live in the area near
Spanish the church.
Meztizos
Pricipalia II. EARLY RESISTANCE TO SPANISH RULE
Chinese * DIVIDE ET IMPERA (Divide & Rule)
mestizos - Policy of pitting Filipinos against each other
to PREVENT THEM FROM BEING UNITED

Indios / Natives III. THE OPENING OF THE PHILIPPINES TO WOLD

COMMERCE
* PENINSULARES * JOHN LOCKE’S THEORY OF EVOLUTION
- Spaniards born in Spain - Which justified the right of the people to overthrow
* INSULARES an abusive and corrupt government
- Spaniards born in the Philippines
* SPANISH & CHINESE MEZTIZOS; PRINCIPALIA * ROUSSEAU’S SOCIAL CONTRACT THEORY
-Ruling Class of Native Elites - Jean Jacques Rousseau’s Theory, government is
an agreement between the ruler and the ruled for
EDUCATIONAL SYSTEM the welfare of latter.
* Primary Education was not given attention despite the
establishment of parochial schools in many towns IV. THE RISE OF THE CLASE MEDIA
* CLASE MEDIA
UNIVERSITY OF SANTO TOMAS (UST) - The rise of the New Middle Class
- The ONLY exising higher education institution in - Can be traced to the prosperity of a relatively
the Philippines small class of mestizos and the Principalia or the ruling
- Founded by the DOMINICANS in 1611 elite who benefited from the opening country to foreign
- The ONLY University which offeres courses in commerce and trade.
Medicine, Pharmacy, Theology, Philosophy, as well as
Canon and Civil Law. V. LIBERAL REGIME OF CARLOS MA. DELA TORRE
COLEGIO DE SANTO TOMAS & SAN JUAN DE LETRAN * CARLOS MA. DELA TORRE
- Spaniards opened secondary schools for Boys - The Most Liberal Minded Spanish Governor General
- Runs under the Dominicans the Philippines ever had.

ATENEO MUNICIPAL * LIBERTY SERENADE

- Secondary School for Boys - July 12, 1869
- Runs under the Jesuits

SANTA ISABEL; LA CONCORDIA; SANTA ROSA; SANTA

CATELINA
- Secondary Schools for Girls
VI. RACIAL DISCRIMINATION - The name used by Spaniards to refer to the Filipinos to
* INDIOS indicate their inferiority as a race.
* SI TANDANG BASYONG MACUNAT * Rizal came from a mixture of races.
- A pamphlet autorized by Fr. Miguel de Bustamante - His great grandafather from his father side was
- Portrayed the Filipino as an Individual with Low a Chinese merchant : Domingo Lamco
Mental ability, Incapable of acquiring European - He married a wealthy Chinese mestiza : Ines dela
Education, and fitted only to work in field and tend a Rosa FATHER SIDE
Carabao. - Juan Mercado : Rizal’s Grandfather
- Cirila Alejandro : Rizal’s Grandmother
VII. SECULARIZATION CONTROVERSY MOTHER SIDE
* SECULARIZATION OF PARISHES - Manuel de Quintos : Rizal’s Great Grandfather
- The transfer of the misinstries established by - Regina Ursua : Rizal’s great Grand Mother
the regular Spanish clergy to the Filipino seculars - Brigida: Rizal’s Grandmother
* CAVITE MUTINY - Lorenzo Alberto Alonso : Rizal’s Grandfather
- Peaceful crusades for reforms which was started by
the Filipino intellectuals in response to the abuses of the * Rizal’s family belonged to the group of
Spanish Regime. PRINCIPALIA CLASS : ruling elites of his town
- January 20, 1872
- Under Sgt. La Madrid * DON FRANCISCO MERCADO
- Took courses in Latin and Philosophy at the Colegio
CHAPTER 5 de San Jose in Manila.
RIZAL AND HIS CHILDHOOD YEARS AT CALAMBA
* DOÑA TEODORA ALONSO
* CALAMBA - Completed her education in Colegio de Santa Rosa
- Agricultural Town
- Owned by the Dominican Friars 3 YEARS OLD
- Specialization in the Production of Sugars - learned how to pray and read the Bible

* JUNE 19, 1861 * FATHER LEONCIO LOPEZ

- Birthdate of Rizal - A priest in Calamba who made Young Rizal realize
the need to develop a sound philisophy of life.
* FATHER RUFINO COLLANTES
- Scholarship and Intellectual Honesty
- He BAPTIZED Rizal
4 YEARS OLD
* FATHER PEDRO CASAÑAS
- Conception Died
- GODFATHER of Rizal

* Rizal was the 7th Child in the family of 11 CHILDREN THE STORY OF MOTH AND FLAMES
of DON FRANCISCO MERCADO and DOÑA TEODORA - Favorite story of Rizal
ALONSO - Ang alitaptap at ang apoy
* SIBLINGS:
- Saturnina (1850) SA AKING KABABATA (TO MY FELLOW CHILDREN)
- Paciano (1851) - Wrote his poem when he was 8 YEARS OLD
- Narcisa (1852)
- Olimpia (1855) Rizal’s Private Tutors
- Lucia (1857) * MAESTRO CELESTINO
- Maria (1859) * MAESTRO LUCAS PADUA
- Rizal (1861) * LEON MONROY - Latin
- Conception (1862)
- Josefa (1865) CHAPTER 6
- Trinidad (1868) FORMAL SCHOOLING AT A VILLAGE SCHOOL
- Soledad (1870)
* Rizal was sent to a Village School by his father in
BIÑAN
* MAESTRO JUSTINIANO CRUZ
- He was in-charge in the Village School
* MAESTRO JUANCHO - Teacher in Painting Lessons
* DECEMBER 17, 1870 * ATENEO’S ONE AIM
- Returned in Calamba after Saturnina wrote him “Ad Majorem Dei Gloriam” : “For the Greater Glory of
a letter. God.”
* TALIM
* Rizal Studied in Ateneo from 1872-1877
- The name of the STEAMSHIP he was in on the
way back to Calamba. * He graduated with the highest academic
“School has to be a playground of mind and not a honors: SOBRE SALIENTE. (MARCH 23, 1877)
torture chamber.”
* SODALITY OF OUR LADY & APOSTLESHIPS OF PRAYER
CHAPTER 7 - Religous confraternities which Rizal got involved.
FORMAL SEARCH FOR KNOWLEDGE AT ATENEO
MUNICIPAL * ACADEMIC OF SPANISH LITERATURE
* ACADEMIC OF NATURAL SCIENCES
* Rizal entered Ateneo when he was barely 11 - Academic Societies which Rizal joined.
YEARS OLD, FOUR MONTHS after the execution of
the GomBurZa. * FATHER FRANCISCO PAULA DE SANCHEZ
- Developed Rizal’s skills in POETRY WRITING
* ESCUELA PIA
- Former name of Ateneo Municipal *AGUSTIN SAEZ
- Professor in Painting
2 REASONS:
1. Late Registrant *ROMUALDO DE JESUS
2. Rizal was very Frail and Undersized for his Age - Professor in Sculpture

“ Jose DID NOT USE THE SURNAME MERCADO, * He carved the imaged of Virgin Mary and the
instead HE USED RIZAL.” Sacred Heart of Jesus

* BATSILYER EN ARTES * TIO MANUEL

- 6 (Six) year program that entitled to a Student. - Physical Fitness Professor

5 Learning Areas: * MI PRIMERA INSPIRACION (My First Inspiration)

1. Christian Doctrine - Dedicated to his MOTHER on occasion of the
2. Languages (Spanish, Latin, Greek & French) latter’s natal day.
3. History and Geography
4. Mathematics and Sciences * UN RECUERDO DE MI PUEBLO (In Memory of My Town)
5. Classic Disciplines (Poetry, Rhetoric & Philisophy) -Written in 1876
- Poem was his way of PAYING HOMAGE TO
2 COMPETING EMPIRES HIS BIRTHPLACE, CALAMVA.
1. Roman Empire
- Boarding Students *AL ÑINO JESUS (To the child Jesus)
2. Carthaginians - Written when he was still 14 YEARS OLD
- Non-boarding students - Expression of his devotion to Catholicism
* Rizal was entitled as the EMPEROR of the class
* LA ALIANZA INTIMA ENTRE RELIGION y LA BUENA
which means HE IS THE BRIGHTEST IN THE CLASS.
EDUCACION (The Intimate Alliance Between Religion
and Good Education)
* RATIO STUDIORUM
- A system of indoctrination under tight and
* POR LA EDUCACION RECIBE LUSTRE la PATRIA
constant discipline, with every incentive of
(Through Education The Country Receives Light)
compensation & reward
CHAPTER 8 * 16 YEARS OLD
RIZAL AT THE DOMINICAN UNIVERSITY OF THE - Enrolled the course Philosophy and Letters(1887-1888)
PHILIPPINES (UST)
* FATHER RAMON PABLO
-Rector of Ateneo
- Advised Rizal to pursue the course in MEDICINE
* JUNTO AL PASIG
* NOVEMBER 25, 1881 - One act play written by Rizal which predicted 50
- passed the ET in UST years of revolution and civil tumult in the country
- Feast Day of Immacualate Conception
REASON WHY RIZAL PERFORMED POORLY IN UST - Staged at ATENEO
 Rizal DID NOT enjoy schooling here.
 Medicine, NOT Rizal’s real vocation * A FILIPINAS
 Dissatisfaction with the Dominican System - Rizal’s Sonnet, which urged Filipino artist to glorify
of Education the Philippines thru their works of art.
 The EXCITING DISTRACTIONS OF YOUTH
* COMPAÑERISMO
* FATHER MILLON - Secret Society of Filipino Students in UST
- Professor in Physics (El Fili)
* COMPANIONS OF JEHU
* PLACIDO PENITENTE - New Members
- Student (El Fili) - Named used by the menbers of the Secret Society of
Filipino Student in UST
* SEGUNDAKATIGBAK
- infatuation whom he visited often in her * GOV. GEN. ARIMO DE RIVERA
boarding house - Chief Executive of the country at the Time Rizal filed
a complaint against the bruitality he experienced.
* LEONOR VALENZUELA
CHAPTER 9
* LEONOR RIVERA RIZAL IN PENINSULAR SPAIN
- Rizal’s FIRST COUSIN
* MAY 1, 1882
* LICEO ARTISTICO LITERARIO DE MANILA - When Rizal left Calamba
- An organization of ART LOVERS in the City, - Secured Rizal’s passport as Jose Mercado
conducted regular competition in literary writing.
* SALVADORA
* A LA JUVENTUD FILIPINA (To the Filipino Youth) - Steamship
- First expression of Nationalism was manifested
- Were adjudged as the BEST ENTRY in the * DJEMNAH
said competion (1879 contest) - The streamer which finally ferried Rizal to Spain
- 18 YEARS OLD
* NAPLES
* EL CONSEJO DE LOS DIOSES ( The Council of the Gods) - The place which Rizal was impressed for
- PLAY (HOMER AND VIRGIL) its PANORAMIC BEAUTY & Lively people
- Were adjudged as the BEST ENTRY in the
said competion. (1880 contest) * MARSEILLES
- Rizal was impressed by the courtesy of the
* MI PATRIA customs police.
- He reffered Philippines as His Motherland
*BARCELONA
- Rizal was impressed due to the prevalence of
freedom and Liberalism in the city.

* PLAZA DE CATALUÑA
- The place where Rizal was given a welcome party
by the Filipino community in Barcelona
*EL AMOR PATRIO (Love for the Country) 1882 * TIERRA EXTRANJERA
- Rizal’s first nationalistic essay written in a foreign land. - The term used by Rizal to refer to Spain in his first
nationalistic Essay CHAPTER 10
RIZAL IN FRANCE AND GERMANY
*LAONG LAAN
- Rizal’s pen name when he wote El Amor Patrio
BERLIN
3 FACTORS OF UNPRODUCTIVENESS  Completion and publication of Noli Me Tangere
1. The Opposition of his Mother  Presentation of a Scholarly paper entitled
2. The Difficulty of recognition in a foreign country Tagalog Metrical Art
3. Desire to finish his studies  Dr. Hans Virchow (German Prof)

THE TRIUMVERATE OF THE PROPAGANDA MOVEMENT BARCELONA

- Jose Rizal  Rizal’s visit to Maximo Viola on his way to Paris
- Marcelo H. Del Pilar
- Graciano Lopez Jaena WILHEMLSFELD
 Three month Vacation at the Residence
* JUAN ATAYDE of Pastor Ulmer
- The moving Spirit of the Circulo Hispano-Filipino  First correspondence to Ferdinand Blumentritt

*MI PIDED VERSOS (They asked Me for verses) HEIDELBERG

- Juan Atayde requested for these  Learning of techniques of diagnosis of
eye ailment
* MASONRY  A Las Flores de Heidelberg

*UNIVERSIDAD CENTRAL DE MADRID LEIPZIG

- An Institution of higher learning in Spain where Rizal  Employment as a proofreader in a
completed the LICENTIATE IN PHILOSOPHY AND publishing company
LETTERS  Translation of Schiller’s William Tell
into TagalogLanguage
* LICENTIATE IN MEDICINE
- A degree completed by Rizal in Madrid which DRENSEN
entitled him to PRACTICE MEDICINE  Meeting with Dr. Adolph Meyer
 Modeling Activities in Luna’s art Paintings
*ACADEMIA DE SAN FERNANDO
- The school where Rizal took Lessons in Painting PARIS
and sculpture in Madrid  Rizal Worked as an Assistant at the eye clinic of
Dr. Louis de Wrecker for 4 Months
* THE SPOLARIUM  ¼ of Noli Me Tangere
- Juan Luna’s masterpiece which earned him the
GRAND PRIZE in MADRID EZPOSITION IN 1884 OPTHALMOLOGY
- A field of Medicine Rizal specialized in due to the
*BRINDIS failing eyesight of his mother.
- Rizal’s Speech of Salute for Luna and Hidalgo for
giving honors to the county in 1884 BLOOD COMPACT
- Luna’s historical canvass where Rizal posed
*LODGE SOLIDARIDAD as SIKATUNA
- The Masonic lodge where Rizal became Grand Mason
ARITMETICA
* A LA SEÑORITA C.O. y. R. - A book written by Hernandez in 1868 which Rizal
- A poem written by Rizal which expresses sent to Blumentritt.
his admiration for Consuelo.
TRAVELS IN THE PHILIPPINES
- A book writter by DR. FEODOR JAGOR which
predicted the collapse of Sapnish Rule in the Philippines
DR. LOUIS DE WRECKER
- Rizal’s professor in Ophthalmology at the University
of Heildelberg

FAIRY TALES
- Literary work of CHRISTIAN HANS ANDERSEN
Rizal translated into tagalog for his Nephews and
Nieces

TAGALISCHE VERKUNST
- A Scientific Paper presented by Rizal before
the Ethnographic Society of Berlin

PROF. FREDERICK RATZEL

- A well known German Historian, Rizal became
acquainted with at the University of
Heidelberg.

A LAS FLORES DE HEIDELBERG

- Rizal’s poem of remembrance of his Family and
country which he wrote while at the University town
of Germany

FERDINAND BLUMENTRITT
- The Austrian professor who became Rizal’s
bestfriend and Adviser.