Paciano had a strong influence on his brother Jose Rizal. Paciano was described as "the noblest of all Filipinos" and "the only man in the Philippines". He helped fund and arrange Rizal's travel to Spain for education, recognizing it would be useful for more than just Rizal's medical studies. Paciano also made early arrangements to disguise Rizal's true identity due to the growing suspicion towards activists like Jose Burgos, with whom Paciano was closely associated. Their bond and Paciano's support were credited as being extraordinarily important to allowing Rizal to achieve all that he did for their country.
INDIGENOUS ETHNOLINGUISTIC GROUPS IN VISAYAS.pdfHaikoMitshi
Visayas region is known for its world-class tourist spots, the people themselves are also a treasure worthy of recognition. Full of diversity and culture, the Visayans are a bunch of interesting people and when grouped together, is one of the largest ethnic groups in the world at 33 million natives. The following are the beautiful ethnicities found in the Visayas:
The accomplishment report summarizes the activities of Oanari Anational High School from June to July 2015. It describes improvements in student development through testing, counseling, and extracurricular activities. It also outlines staff development such as workshops attended and training hosted. Initiatives are discussed relating to curriculum development, physical campus improvements, community engagement, and other school operations. The report was prepared by Master Teacher Emilyn Mapalo and approved by Head Teacher Marlyn Fernandez and Principal Cleofe Oliveros.
This lesson plan aims to teach students about water resources. It includes objectives, subject matter, procedures, and evaluation. The procedures involve preparatory activities like a song and asking questions to motivate students. Students will then be presented with information on water resources, sources, and importance. They will participate in hands-on activities in groups to reinforce the concepts. Post-activity discussions and tests aim to check students' understanding of water resources and their appreciation of water's importance.
Paciano had a strong influence on his brother Jose Rizal. Paciano was described as "the noblest of all Filipinos" and "the only man in the Philippines". He helped fund and arrange Rizal's travel to Spain for education, recognizing it would be useful for more than just Rizal's medical studies. Paciano also made early arrangements to disguise Rizal's true identity due to the growing suspicion towards activists like Jose Burgos, with whom Paciano was closely associated. Their bond and Paciano's support were credited as being extraordinarily important to allowing Rizal to achieve all that he did for their country.
INDIGENOUS ETHNOLINGUISTIC GROUPS IN VISAYAS.pdfHaikoMitshi
Visayas region is known for its world-class tourist spots, the people themselves are also a treasure worthy of recognition. Full of diversity and culture, the Visayans are a bunch of interesting people and when grouped together, is one of the largest ethnic groups in the world at 33 million natives. The following are the beautiful ethnicities found in the Visayas:
The accomplishment report summarizes the activities of Oanari Anational High School from June to July 2015. It describes improvements in student development through testing, counseling, and extracurricular activities. It also outlines staff development such as workshops attended and training hosted. Initiatives are discussed relating to curriculum development, physical campus improvements, community engagement, and other school operations. The report was prepared by Master Teacher Emilyn Mapalo and approved by Head Teacher Marlyn Fernandez and Principal Cleofe Oliveros.
This lesson plan aims to teach students about water resources. It includes objectives, subject matter, procedures, and evaluation. The procedures involve preparatory activities like a song and asking questions to motivate students. Students will then be presented with information on water resources, sources, and importance. They will participate in hands-on activities in groups to reinforce the concepts. Post-activity discussions and tests aim to check students' understanding of water resources and their appreciation of water's importance.
The document provides an overview of Philippine literature during the Spanish colonial period. It discusses the genres that flourished at the time, including balagtasan (poetic debates), corrido (metrical romances), awit (heroic poems), pasyon (passion narratives), and zarzuela (musical comedies). It also summarizes the key differences between the Propaganda Movement, which sought reforms through literature, and the Revolutionary Movement, which used literature like the newspaper Kalayaan to inspire revolt against Spanish rule. Major figures associated with each movement, such as Rizal, Del Pilar, Bonifacio, and Mabini, are also briefly mentioned.
Education during the spanish regime and its colonial effects group 4Lorena Cantong
During Spanish colonial rule in the Philippines (1565-1898):
1. Education was controlled by the Catholic Church and aimed to convert Filipinos to Catholicism. Religious orders established schools and universities to teach religion.
2. The oldest universities and the first public education system in Asia were created, but education remained limited. It was underdeveloped and mostly privileged Spanish students.
3. Some educated Filipinos called Ilustrados sought educational reforms and challenged Spanish rule, representing one effect of the colonial education system. However, most Filipinos remained unable to learn beyond their native languages.
Marcelo Hilario del Pilar y Gatmaitán was born on August 30, 1850 in Cupang (now Barangay San Nicolás), Bulacán, Bulacan.He was baptized "Marcelo Hilario" on September 4, 1850.
This document outlines an action plan by Malacampa National High School to improve school communication for the 2020-2021 school year. The plan focuses on three areas: student development, teacher development, and community involvement. For students, the school will use suggestion boxes and a school website for feedback to improve instruction. For teachers, training will be provided to help them better handle communication and feedback. For the community, regular events will be held to engage stakeholders and share information about improving the school. The expected outcomes are improved communication, student and teacher development, and stakeholder participation in school activities.
Diosdado Macapagal was the 9th President of the Philippines. Some of his major achievements included instituting the Agricultural Land Reform Code to establish owner-cultivator farms and redistribute public lands. He also created the Emergency Employment Administration, patterned after a US program, to generate jobs. Additionally, he changed Independence Day from July 4th to June 12th, declared the Filipino language as the national language, and claimed the territory of Sabah for the Philippines based on a historical deed.
The Banguitan National High School Student Government Action Plan outlines objectives and strategies for the 2011-2012 school year. It includes three main areas: student development by reducing absenteeism and improving performance through tutoring and leadership training; school development like maintaining a clean campus through waste segregation and beautification; and community service such as neighborhood cleanups and tree planting. Various student groups, teachers, and local organizations are involved in implementing the activities within set timeframes to achieve the goals.
Rizal had relationships with nine women over his life, including Segunda Katigbak, Leonor Valenzuela, Leonor Rivera, Consuelo Ortiga, O-Sei San, Gertrude Beckette, Nelly Boustead, Suzanne Jacoby and Josephine Bracken. Leonor Rivera was his sweetheart for 11 years and greatly influenced him. His relationship with Josephine Bracken resulted in them taking each other as husband and wife without church approval, and she later had a stillborn baby.
The Spanish colonization of the Philippines had three main aims: spreading Catholicism, acquiring wealth through gold and trade, and increasing Spain's glory by building its empire. To govern its colonies, Spain established the Laws of the Indies, which imposed taxes on indigenous peoples and established systems of forced labor. The Spanish built churches, established religious orders, and introduced education to convert Filipinos to Christianity. They developed a political system headed by a Governor-General and including local governors. Overall, the Spanish colonial system aimed to assert control over the Philippines through religious, economic and political domination of indigenous peoples.
04 - Rizal's Life: Higher Education and Life Abroad (Part 2) | Life and Work...Humi
On May 3, 1882, Jose Rizal secretly left the Philippines aboard the S.S. Salvadora. Only his brother Paciano, two sisters, and a few close friends knew about his departure. Rizal knew that his parents would not approve of his decision to leave, as they feared for his safety.
Jose Rizal went to Madrid in 1882, where his brother Paciano wanted him to stay because it was the center of all the provinces of Spain and where he could learn the most.⁷ Rizal wasted no time in Madrid. He began writing for the Diariong Tagalog under the pseudonym Laong Laan, which means "ever prepared."
On August 20, 1882, his essay "El Amor Patrio" (Love of Country) was published. This work focuses on the author's perceptions of the Philippines, both tangible and imagined. It paints the Philippines as a homeland, worthy of love and protection. In his essay, Rizal wrote:
"Love is an extremely powerful force behind most noble activities. Of all loves, the love of country has inspired the grandest, the most heroic, and the most selfless of deeds. We need only read history books, historical records, or traditions to see this."
After writing "El Amor Patrio," Rizal suspended writing articles about the country because of his mother's opposition. The essay had alerted Spanish officials to Rizal's nationalistic tendencies, and his mother feared that he would be arrested. Rizal also had a difficult time gaining fame, so, he decided to focus on his studies instead.
Rizal enrolled at the Universidad Central de Madrid on November 3, 1882. He first enrolled in medicine, and later also enrolled in philosophy and letters. He found time for additional lessons, such as painting and sculpture at the Academy of San Carlos, and drawing at the Academia de Bellas Artes de San Fernando. He also found time to study French, German, and English.
Circulo Hispano-Filipino
During his first year in Madrid, José Rizal joined the Circulo Hispano-Filipino, a Filipino student organization that met regularly to discuss political issues and to voice out the concerns of Filipinos. The organization was able to publish the newspaper Revista del Circulo Hispano-Filipino, which aimed to express thoughts about the abusive Spanish government.
However, the publication was short-lived due to lack of funds and conflicting political issues. This led to the dissolution of the organization. Notable members of the organization included José Rizal, Marcelo H. del Pilar, Juan Luna, and Graciano López Jaena.
Jose Rizal had a difficult time financially during his stay in Madrid. His family's financial status had been declining due to crop failures and the increase in rentals of the Dominican hacienda lands in his hometown. As a result, the monthly allowance that Rizal received from the Philippines was often delayed or not enough. No Time To Waste
Jose Rizal went to Madrid in 1882, where his brother Paciano wanted him to stay because it was the center of all the provinces of..
The document summarizes Spanish colonization efforts in the Philippines from the 16th century onwards. It details early expeditions led by Ferdinand Magellan and Miguel Lopez de Legazpi that established the first Spanish settlements on islands like Cebu and Panay. Legazpi would go on to make Manila the capital in 1571, consolidating Spanish rule across the archipelago through further conquests led by Juan de Salcedo. The Spanish established systems of governance including local encomiendas that were meant to collect tribute but often abused the Filipino population.
The document provides an overview of Philippine literature during the Spanish colonial period. It discusses the genres that flourished at the time, including balagtasan (poetic debates), corrido (metrical romances), awit (heroic poems), pasyon (passion narratives), and zarzuela (musical comedies). It also summarizes the key differences between the Propaganda Movement, which sought reforms through literature, and the Revolutionary Movement, which used literature like the newspaper Kalayaan to inspire revolt against Spanish rule. Major figures associated with each movement, such as Rizal, Del Pilar, Bonifacio, and Mabini, are also briefly mentioned.
Education during the spanish regime and its colonial effects group 4Lorena Cantong
During Spanish colonial rule in the Philippines (1565-1898):
1. Education was controlled by the Catholic Church and aimed to convert Filipinos to Catholicism. Religious orders established schools and universities to teach religion.
2. The oldest universities and the first public education system in Asia were created, but education remained limited. It was underdeveloped and mostly privileged Spanish students.
3. Some educated Filipinos called Ilustrados sought educational reforms and challenged Spanish rule, representing one effect of the colonial education system. However, most Filipinos remained unable to learn beyond their native languages.
Marcelo Hilario del Pilar y Gatmaitán was born on August 30, 1850 in Cupang (now Barangay San Nicolás), Bulacán, Bulacan.He was baptized "Marcelo Hilario" on September 4, 1850.
This document outlines an action plan by Malacampa National High School to improve school communication for the 2020-2021 school year. The plan focuses on three areas: student development, teacher development, and community involvement. For students, the school will use suggestion boxes and a school website for feedback to improve instruction. For teachers, training will be provided to help them better handle communication and feedback. For the community, regular events will be held to engage stakeholders and share information about improving the school. The expected outcomes are improved communication, student and teacher development, and stakeholder participation in school activities.
Diosdado Macapagal was the 9th President of the Philippines. Some of his major achievements included instituting the Agricultural Land Reform Code to establish owner-cultivator farms and redistribute public lands. He also created the Emergency Employment Administration, patterned after a US program, to generate jobs. Additionally, he changed Independence Day from July 4th to June 12th, declared the Filipino language as the national language, and claimed the territory of Sabah for the Philippines based on a historical deed.
The Banguitan National High School Student Government Action Plan outlines objectives and strategies for the 2011-2012 school year. It includes three main areas: student development by reducing absenteeism and improving performance through tutoring and leadership training; school development like maintaining a clean campus through waste segregation and beautification; and community service such as neighborhood cleanups and tree planting. Various student groups, teachers, and local organizations are involved in implementing the activities within set timeframes to achieve the goals.
Rizal had relationships with nine women over his life, including Segunda Katigbak, Leonor Valenzuela, Leonor Rivera, Consuelo Ortiga, O-Sei San, Gertrude Beckette, Nelly Boustead, Suzanne Jacoby and Josephine Bracken. Leonor Rivera was his sweetheart for 11 years and greatly influenced him. His relationship with Josephine Bracken resulted in them taking each other as husband and wife without church approval, and she later had a stillborn baby.
The Spanish colonization of the Philippines had three main aims: spreading Catholicism, acquiring wealth through gold and trade, and increasing Spain's glory by building its empire. To govern its colonies, Spain established the Laws of the Indies, which imposed taxes on indigenous peoples and established systems of forced labor. The Spanish built churches, established religious orders, and introduced education to convert Filipinos to Christianity. They developed a political system headed by a Governor-General and including local governors. Overall, the Spanish colonial system aimed to assert control over the Philippines through religious, economic and political domination of indigenous peoples.
04 - Rizal's Life: Higher Education and Life Abroad (Part 2) | Life and Work...Humi
On May 3, 1882, Jose Rizal secretly left the Philippines aboard the S.S. Salvadora. Only his brother Paciano, two sisters, and a few close friends knew about his departure. Rizal knew that his parents would not approve of his decision to leave, as they feared for his safety.
Jose Rizal went to Madrid in 1882, where his brother Paciano wanted him to stay because it was the center of all the provinces of Spain and where he could learn the most.⁷ Rizal wasted no time in Madrid. He began writing for the Diariong Tagalog under the pseudonym Laong Laan, which means "ever prepared."
On August 20, 1882, his essay "El Amor Patrio" (Love of Country) was published. This work focuses on the author's perceptions of the Philippines, both tangible and imagined. It paints the Philippines as a homeland, worthy of love and protection. In his essay, Rizal wrote:
"Love is an extremely powerful force behind most noble activities. Of all loves, the love of country has inspired the grandest, the most heroic, and the most selfless of deeds. We need only read history books, historical records, or traditions to see this."
After writing "El Amor Patrio," Rizal suspended writing articles about the country because of his mother's opposition. The essay had alerted Spanish officials to Rizal's nationalistic tendencies, and his mother feared that he would be arrested. Rizal also had a difficult time gaining fame, so, he decided to focus on his studies instead.
Rizal enrolled at the Universidad Central de Madrid on November 3, 1882. He first enrolled in medicine, and later also enrolled in philosophy and letters. He found time for additional lessons, such as painting and sculpture at the Academy of San Carlos, and drawing at the Academia de Bellas Artes de San Fernando. He also found time to study French, German, and English.
Circulo Hispano-Filipino
During his first year in Madrid, José Rizal joined the Circulo Hispano-Filipino, a Filipino student organization that met regularly to discuss political issues and to voice out the concerns of Filipinos. The organization was able to publish the newspaper Revista del Circulo Hispano-Filipino, which aimed to express thoughts about the abusive Spanish government.
However, the publication was short-lived due to lack of funds and conflicting political issues. This led to the dissolution of the organization. Notable members of the organization included José Rizal, Marcelo H. del Pilar, Juan Luna, and Graciano López Jaena.
Jose Rizal had a difficult time financially during his stay in Madrid. His family's financial status had been declining due to crop failures and the increase in rentals of the Dominican hacienda lands in his hometown. As a result, the monthly allowance that Rizal received from the Philippines was often delayed or not enough. No Time To Waste
Jose Rizal went to Madrid in 1882, where his brother Paciano wanted him to stay because it was the center of all the provinces of..
The document summarizes Spanish colonization efforts in the Philippines from the 16th century onwards. It details early expeditions led by Ferdinand Magellan and Miguel Lopez de Legazpi that established the first Spanish settlements on islands like Cebu and Panay. Legazpi would go on to make Manila the capital in 1571, consolidating Spanish rule across the archipelago through further conquests led by Juan de Salcedo. The Spanish established systems of governance including local encomiendas that were meant to collect tribute but often abused the Filipino population.
ANG PASYON SA ATONG GINOONG JESUKRISTO-bindita sa lukay.docx
1. 1
BIYERNES SANTO
APRIL 15, 2022
ANG PASYON SA ATONG GINOONG JESUKRISTO
SUMALA NI SAN JUAN
JN.18:1-19:42
PARI: ANG GINOO MAANA KANINYO,
TANAN: MAANA USAB KANIMO.
PARI: ANG PASYON SA ATONG GINOONG JESUKRISTO
SUMALA NI SAN JUAN.
TANAN: HIMAYAON, IKAW O GINOO.
NARRATOR: Human si Jesus makaampo niini, milakaw siya kuyog sa
iyang mga tinun-an ugmitabok sa sapa sa Kedron. Niadtong
dapita may usa ka tanaman, ug misulod niini si Jesus ug
ang iyang mga tinun-an. Si Judas, ang nagbudhi kaniya,
nakatultol niining dapita, kay si Jesus ug ang iyang mga
tinun-an mag-adtoan man didto. Busa miadto si Judas sa
tanaman kuyog ang usa ka panon sa mga sundalo ug pipila
ka guwardiya sa templo nga gipadala sa mga Kadagkoan sa
mga Pari ug sa mga Pariseo. Sangkap sila’g mga hinagiban,
mga parol, ug mga sulo. Nasayod si Jesus sa tanan nga
mahitabo kanila, busa mitagbo siya kanila ug miingon,
JESUS: “Kinsay inyong gipangita?”
NARRATOR: Sila, mitubag,
KATAWHAN: “Si Jesus nga taga-Nazaret.”
JESUS: “Ah … ako,”
NARRATOR: Siya miingon. Si Judas, ang nagbudhi kaniya, nagbarog
didto uban kanila. Sa pag-ingon ni Jesus kanila.
JESUS: “Ako,”
2. 2
NARRATOR: Misibog sila ug nangatumba. Ug gipangutana sila pag-
usab ni Jesus,
JESUS: “Kinsay inyong gipangita?”
KATAWHAN: “Si Jesus nga taga-Nazaret,”
NARRATOR: Sila mitubag.
JESUS: “Giingnan ko na kamo nga ako si Jesus. Kon akoy inyong
gipangita, ayaw ninyog hilabti kining uban.”
NARRATOR: Miingon siya. (Gisulti niya kini aron matuman ang iyang
giingon, “Amahan, walay usa kanila nga nawala niadtong
tanan nga imong gihatag kanako.”)
Unya si Simon Pedro nga may espada, milanit niini ug
gitigbas niya ang ulipon sa Pangulong Pari, ug naputol ang
tuong dalunggan sa ulipon. Miingon si Jesus kang Pedro,
JESUS: “Isakob ang imong espada! Nagtuo ka ba nga dili ko imnon
ang kupa sa pag-antus nga gihatag kanako sa akong
Amahan?”
NARRATOR: Unya gidakop si Jesus sa mga sundalo uban sa ilang
kapitan ug sa mga guwardiyang Judio, ug siya gigapos nila
ug gidala una ngadto kang Annas, ang ugangan ni Caifas
nga mao ang Pangulong Pari niadtong tuiga. Si Caifas mao
ang nagtambag sa mga Judio nga mas maayo nga usa ra ka
tawo ang mamatay alang sa tanang tawo.
Si Simon Pedro ug laing tinun-an misunod kang Jesus. Ang
maong tinun-an kaila sa PangulongPari, busa mikuyog siya
kang Jesus ngadto sa hawanan nga diha sa tugkaran sa
balay sa Pangulong Pari. Nagpabilin si Pedro sa gawas duol
sa ganghaan. Mibalik paggula ang laing tinun-an nga kaila
sa Pangulong Pari ug misulti sa babaye nga didto sa
3. 3
ganghaan ug unya gidala niya si Pedro ngadto sa sulod. Ang
babaye nga didto sa ganghaan miingon kang Pedro,
BABAYE: “Dili ba usa ka man sa mga tinun-an nianang tawhana?”
PEDRO: “Dili, oy!”
NARRATOR: Mitubag si Pedro. Tugnaw kadtong panahona, busa ang
Mga sulugoon ug mga guwardiya naghaling og kalayo
ginamit ang uling ug nagdangdang sila nga nagbarog libot
niini. Miduol si Pedro ug mibaroguban kanila aron mainitan
usab siya.
Unya gipangutana si Jesus sa Pangulong Pari mahitungod
sa iyang mga tinun-an ug sa iyang pagtulon-an. Si Jesus
mitubag.
JESUS: “Nagsulti ako sa dayag ngadto sa tanan; ang tanan kong
pagpanudlo gibuhatko sulod sa mga sinagoga ug sa templo.
Wala akoy gisulti sa tago. Busa nganong nangutana ka pa
man kanako? Maoy pangutan-a ang mga tawong
nakadungog kanako kay nasayod sila sa akong gisulti.”
NARRATOR: Sa pagsulti ni Jesus niini, gisagpa siya sa usa sa mga
guwardiya ug giingnan,
GUWARDIYA: “Nganong nakaako ka pagsultig ingon niini sa
Pangulong Pari?”
NARRATOR: Si Jesus mitubag kaniya,
JESUS: “Kon may sayop ako sa akong gisulti, ipahayag kini sa tanan
nga ania dinhi. Apan kon husto ako, nganong gisagpa mo
man ako?”
NARRATOR: Unya, ginapos gihapon, gipadala siya ni Annas ngadto ang
4. 4
Caifas, ang Pangulong Pari. Niadtong higayona nag-tindog
gihapon si Pedro duol sa kalayo. Busa ang uban miingon
kaniya,
TAWO: “Dili ba usa ka man sa mga tinun-an nianang tawhana?”
NARRATOR: Apan milimod si Pedro.
PEDRO: “Dili oy!”
NARRATOR: Miingon siya. Unya usa sa mga ulipon sa Pangulong Pari,
paryenti sa tawo kansang dalunggan giputol ni Pedro,
nangutana,
TAWO: “Dili ka ba ang akongnakit-an uban kaniya didto sa tanaman?”
NARRATOR: Ug si Pedro miingon na usab,
PEDRO: “Dili!”
NARRATOR: Ug dihadiha may mituktugaok nga manok. Unya gikan sa
balay ni Caifas, ilang gidala si Jesus ngadto sa palasyo sa
Gobernador. Sayo kadto sa buntag. Ang mga Judio wala
mosulod sa palasyo kay dili sila buot molapas sa balaod sa
ilang tinuohan bahin sa panglinis, aron makakaon sila sa
panihapon sa Pangilin sa Pagsaylo. Busa migula si Pilato ug
nangutana kanila,
PILATO: “Unsa may inyong sumbong batok niining tawhana?”
NARRATOR: Sila mitubag,
TAWO: “Dili unta namo siya dad-on nganhi kanimo kon wala pa siya
makasala.”
NARRATOR: Ug si Pilato miingon kanila,
PILATO: “Dad-a ninyo siya ug hukmi sumala sa inyong balaod.”
5. 5
NARRATOR: Ang mga Judio mitubag,
KATAWHAN: “Wala itugot kanamo ang pagpatay’g tawo.”
NARRATOR: (Nahitabo kini aron matuman anggisulti ni Jesus sa iyang
paghisgot unsang paagiha mamatay siya.) Unya mibalik
si Pilato pagsulod sa palasyo ug gitawag niya si Jesus ug
gipangutana,
PILATO: “Ikaw ba ang hari sa mga Judio?”
NARRATOR: Si Jesus mitubag,
JESUS: “Imo ra ba gayod kining pangutana o gisultihan ka ba hinoon
sa uban mahitungod kanako?”
NARRATOR: Si Pilato mitubag,
PILATO: “Judio ba gud ako? Ang imongkaugalingongkatawhan ug ang
mga Kadagkoan sa mga Pari ang nagtugyan kanimo ngari
kanako. Unsa bay imong nabuhat?”
NARRATOR: Si Jesus mitubag,
JESUS: “Ang akong gingharian dili iya niining kalibutana; kon ang
akong gingharian iya pa niining kalibutana, ang akong mga
sakop makig-away unta aron dili ako ikatugyan ngadto sa
mga Judio. Apan lagi ang akong gingharian dili iya niining
kalibutana!”
NARRATOR: Tungod niini nangutana si Pilato kaniya,
PILATO: “Hari ka ba diay?”
NARRATOR: Si Jesus mitubag,
JESUS: “Nag-ingon ka nga hari ako. Tungod niini natawo ug mianhi
ako sa kalibutan alang sa usa lamang ka tuyo nga mao ang
pagsaksi sa kamatuoran. Ang anaa sa kamatuoran mamati
kanako.”
6. 6
PILATO: “Kay unsa bay kamatuoran?”
NARRATOR: Nangutana si Pilato kaniya. Unya mibalik paggula si Pilato
ug miingon sa mga Judio,
PILATO: “Wala akoy nakaplagangkatarungan sa pagsilot kaniya. Apan
sumala sa inyong nabatasan, buhian ko ang usa ka
binilanggo nga inyong pangayoon sa panahon sa Pangilin sa
Pagsaylo. Gusto ba kamo nga buhian ko ang hari sa mga
Judio?”
NARRATOR: Sila misinggit pagtubag kaniya,
KATAWHAN: “Dili siya! Si Barabas maoy among gusto!”
NARRATOR: (Si Barabas usa ka tulisan.) Unya gikuha ni Pilato si Jesus
ug iyang gipalatos. Ang mga sundalo naghimog purong-
purong sa mga sangang tunokon ug gipahaom nila kini sa
ulo ni Jesus. Gisul-oban usab nila siya og saput nga
dagtom-pula, ug nanuol sila kaniya ug miingon, “Mabuhi
ang Hari sa mga Judio!” Ugsiya gipanagpa nila. Unya migula
na usab si Pilato ug miingon sa mga tawo,
PILATO: “Karon, dad-on ko siya nganhi kaninyo aron mahibalo kamo
nga wala akoy nakaplagang katarungan sa pagsilot kaniya.”
NARRATOR: Busa migula si Jesus nga nagsul-obsa purongpurongnga
tunokon ug sa saput nga dagtom-pula. Unya miingon si
Pilato kanila,
PILATO: “Ania ang tawo!”
NARRATOR: Sa pagkakita sa kadagkoan sa mga pari sa mga guwardiya
kaniya, naninggit sila,
KATAWHAN: “Ilansang siya sa krus! Ilansang siya!”
NARRATOR: Si Pilato miingon kanila,
PILATO: “Kon mao kana, kuhaa siya ug ilansang sa krus. Wala akoy
nakaplagang katarungan nga silotan ko siya.”
NARRATOR: Ang mga Judio mitubag,
7. 7
KATAWHAN: “Aduna kami balaod nga nagsugo nga angay siyang
patyon, kay siya nagpaka-Anak sa Dios.”
NARRATOR: Sa pagkadungog ni Pilato niini misamot siyag kahadlok.
Busa mibalik siya pagsulod sa palasyo ug nangutana kang
Jesus,
PILATO: “Taga diin ka ba gayod?”
NARRATOR: Apan si Jesus wala motubag kaniya. Busa si Pilato
miingon kaniya,
PILATO: “Dili ka ba motubag kanako? Wala ka ba mahibalo nga ako
may gahum sa pagbuhi kanimo ug sa pagpalansangkanimo
sa krus?”
NARRATOR: Si Jesus mitubag,
JESUS: “Wala ka untay gahum kanako kon wala pa kini ihatagkanimo
sa Dios. Busa ang tawo nga nagtugyan kanako nganha
kanimo mas sad-an pa kay kanimo.”
NARRATOR: Sa pagkadungog ni Pilato niini, naninguha siya sa
pagbuhi kaniya. Apan ang mga Judio misinggit,
KATAWHAN: “Kon buhian siya nagpasabut kana nga dili ka higala sa
Emperador. Kay bisan kinsay magpakahari kaaway sa
Emperador!”
NARRATOR: Sa pagkadungog ni Pilato niini, gidala niya si Jesus sa
gawas ug milingkod siya sa lingkoranan sa maghuhukom
didto sa dapit nga ginganlag“Ang Plataporma nga Bato.” (Sa
Hebreo ang ngalan niini “Gabata.”) Hapit na kadto maudto
sa bisperas sa Pangilin sa Pagsaylo. Unya si Pilato miingon
sa mga Judio,
PILATO: “Ania ang inyong hari!”
8. 8
NARRATOR: Apan sila naninggit sa pagtubag,
KATAWHAN: “Patya siya! Patya! Ilansang siya sa krus!”
NARRATOR: Si Pilato nangutana kanila,
PILATO: “Gusto ba ninyong ipalansang ko sa krus ang inyong hari?”
NARRATOR: Ang kadagkoan sa mga pari mitubag,
KATAWHAN: “Wala kami hari gawas sa Emperador!”
NARRATOR: Tungod niini gitugyan ni Pilato si Jesus ngadto kanila
aron ilansang sa krus. Busa ilanggidala si Jesus. Migula
siya nga nagpas-an sa krus ug miabot sa dapit nga
ginganlag “Dapit sa Kalabera.” (Sa Hebreo ginganlan kinig
“Golgota.”) Ug didto, siya gilansang nila sa krus. May duha
usab ka tawo nga gilansang nila sa krus diha sa isigkakilid
ni Jesus. Nagsulat si Pilato ug pahibalo ug gipabutang niya
kini sa krus ni Jesus. Ang iyanggisulat mao kini: “Jesus nga
taga-Nazaret, ang Hari sa mga Judio.” Daghang mga Judio
nakabasa niini, kay ang dapit diin gilansang si Jesus dili
man layo sa siyudad. Ang pahibalo gisulat sa Hebreo, sa
Latin, ug sa Griego. Ang mga kadagkoan sa mga pari
miingon kang Pilato,
KATAWHAN: “Ayaw isulat nga hari siya sa mga Judio, kondili nga
miingon siya, ‘Ako ang Hari sa mga Judio.’”
NARRATOR: Apan si Pilato mitubag,
PILATO: “Ang nasulat ko, dili ko na ilisan.”
NARRATOR: Tapos si Jesus ikalansang sa mga sundalo didto sa krus,
gikuha nila ang iyang saput ug gibahin sa upat, usa ka
bahin sa matag sundalo. Gikuha usab nila angbisti nga taas
nga walay tinahian. Ang mga sundalo nag-ingnanay,
9. 9
SUNDALO: “Dili nato kini gision; magripa hinoon kita kon kinsay
makapanag-iya niini.”
NARRATOR: Nahitabo kini aron matuman ang bahin sa Kasulatan nga
nag-ingon: “Gibahin-bahin nila ang akong saput, ug
giripahan nila ang akong bisti.” Busa gibuhat kini sa mga
sundalo. Duol sa krus ni Jesus nagbarog ang iyang inahan
ug ang igsuon sa iyang inahan, si Maria nga asawa ni
Cleofas, ug si Maria Magdalena. Sa pagkakita ni Jesus sa
iyang inahan ug sa tinun-an nga iyang gimahal nga
nagbarog didto, miingon siya sa iyang inahan,
JESUS: “Babaye, ania ang imong anak.”
NARRATOR: Unya miingon siya sa tinun-an,
JESUS: “Ania ang imong inahan.”
NARRATOR: Sukad niadto gipatipon si Maria pagpuyo sa tinun-an.
Human niini, si Jesus nga nasayod nga ang tanan natuman
na, ug aron pagtuman sa Kasulatan, miingon,
JESUS: “Giuhaw ako.”
NARRATOR : Didto may usa ka panaksan nga puno sa suka, ug
nagtunlob silag espongha sa suka ug gibutang sa usa ka
sanga sa isopo, ug giisa nila kini ngadto sa iyang ba-ba.
Human makatilaw si Jesus sa suka, miingon siya,
JESUS: “Natapos na!”
NARRATOR: Unya miduko siya ug namatay.
(MANGLUHOD ANG TANAN SA KADIYOT.)
NARRATOR: Manindog.
Ang mga Judio mihangyo kang Pilato nga balion nila ang
mga bitiis sa mga tawo nga gilansang sa krus ug unya kuhaon
sila. Gihimo nila kini kay Biyernes man kadto. Adlaw sa
Pagpangandam, ug dili sila buot nga magpabilin ang mga lawas
10. 10
didto sa krus sa Adlawng Igpapahulay, sanglit ang umaabot nga
AdlawngIgpapahulaybalaan man kaayo. Busa nangadto angmga
sundalo ug ilang gipamali ang mga bitiis sa duha ka tawo nga
gilansangsa krus uban kangJesus. Apan sa pagduol na nila kang
Jesus, nakita nila nga patay na siya, busa wala na nila balia ang
iyang mga bitiis. Apan ang kilid ni Jesus giduslak sa usa sa mga
sundalo sa iyang bangkaw, ug dihadiha mibuhagay ang dugo ug
tubig. (Ang tawo nga nakakita niining hitaboa nagmatuod niini
aron manuo usab kamo. Tinuod ug kasaligan ang iyang gisulti,
ug nahibalo siya nga nagsulti siya sa tinuod.) Gihimo kini aron
matuman ang bahin sa Kasulatan nga nag-ingon, “Walay bukog
niya nga balion.” Ug may lain pa gayong bahin sa Kasulatan nga
nag-ingon, “Ang mga tawo motan-aw kaniya nga ilang
gidughang.”
Human niini, si Jose nga taga Arimatea mihangyo kang
Pilato nga kuhaon niya ang lawas ni Jesus. (Si Jose usa ka
sumusunod ni Jesus, apan sa tago lamang kay nahadlok man
siya sa mga kadagkoan sa mga Judio.) Gitugotan siya ni Pilato,
busa miadto si Jose ug gikuha ang lawas ni Jesus. Ug si
Nicodemo, ang nakigkita kang Jesus usa niana ka gabii, mikuyog
kaniya dala ang mga kalim-an ka kilo nga pahumot, sinako nga
mira ug aloe. Unya gikuha nilang duha ang lawas ni Jesus ug
ilang giputos og panapton nga lino uban sa mga pahumot, kay
mao man kini ang nabatasan sa mga Judio sa pag-andam sa
minatay alang sa paglubong. May usa ka tanaman didto sa dapit
diin gilansang si Jesus, ug sa maong tanaman may usa ka
lubnganan nga wala pa gayod kalubngi. Ug sanglit adlaw man
kadto sa Pagpangandam, ug kay duol ra man ang lubnganan,
ilang gilubong si Jesus didto.
PARI: ANG PASYON SA ATONG GINOO.
TANAN: DAYGON IKAW O KRISTO.