deals with the childhood experiences of Rizal, his first entry to a formal school, and the injustices observed, witnessed, and experienced as a young boy
Rizal Chapter 22: Exile in Dapitan (Gregorio F. Zaide)Arvin Garing
Rizal lived in exile in far-away Dapitan, a remote town in Mindanao, which was under the missionary jurisdiction of the Jesuits, from 1892 to 1896. This four-year interregnum in his life was tediously unexciting, but was abundantly fruitful with varied achievements. He practices medicine, pursued scientific studies, continued his artistic and literary works, widened his knowledge of languages, established a school of boys, promoted community development projects, invented a wooden machine for making bricks, and engaged in farming and commerce. Despite his multifarious activities, he kept an extensive correspondence with his family, relatives, fellow reformists, and eminent scientists and scholars of Europe, including Blumentritt. Reinhold Rost, A.B. Meyer, W. Joest of Berlin, S. Knuttle of Stuttgart, and N.M. Keight of Prague.
Beginning of Exile in Dapitan. The steamer Cebu which brought Rizal to Dapitan carried a letter from Father Pablo Pastells, Superior of the Jesuit Society in the Philippines, to Father Antonio Obach, Jesuit parish priest of Dapitan. In this letter, Father Superior Pastells informed Father Obach that Rizal could live at the parish convent on the following conditions:
1. "That Rizal publicly retract his errors concerning religion, and make statements that were clearly pro-Spanish and against revolution.
2. "That he perform the church rites and make a general confession of his past life.
3. "That henceforth he conduct himself in an exemplary manner as a Spanish subject and a man of religion."
Rizal did not agree with these conditions. Consequently, he lived in the house of the commandant, Captain Carnicero. The relations between Carnicero (the warden) and Rizal (the prisoner) were warm and friendly.
House of Captain Carnicero.jpg) the house Rizal used to live.
Carnicero was charmed by Rizal's fine qualities and personality. They ate together at the same table and had many friendly conversations. Carnicero came to know that Rizal was not a common felon, much less a filibustero. He gave good reports on his prisoner to Governor Despujol. He gave him complete freedom to go anywhere, reporting only once a week at his office, and permitted Rizal, who was a good equestrian, to ride his chestnut horse.
Wins in Manila Lottery. On September 21, 1892, the sleepy town of Dapitan burst in hectic excitement. The mail boat Butuan was approaching the town, with colored pennants flying in the sea breezes. Captain Carnicero, thinking that a high Spanish official was coming, hastily dressed in gala uniform, ordered the town folks to gather at the shore, and himself rushed there, bringing a brass band.
The mail boat, Butuan, brought no Spanish officials but the happy tidings that the Lottery Ticket No. 9736 jointly owned by Captain Carnicero, Dr. Rizal, and Francisco Equilor (Spanish resident of Dipolog, a neighboring town of Dapitan) won the second prize of P20, 000 in the government-owned Manila Lottery.
Dr. Jose Rizal- Early childhood Memories and Early Education in Calambajaim pob
Early childhood Memories and Early Education in Calamba with Rizal's first poem written when he was 15 .
-First teacher of Jose Rizal was his mother!
-*at the age of 5 he began to draw with his pencil and mould in wax or clay any object, he has painting ability, he’s good in playing magic tricks and skills in manipulating puppets
Rizal Chapter 22: Exile in Dapitan (Gregorio F. Zaide)Arvin Garing
Rizal lived in exile in far-away Dapitan, a remote town in Mindanao, which was under the missionary jurisdiction of the Jesuits, from 1892 to 1896. This four-year interregnum in his life was tediously unexciting, but was abundantly fruitful with varied achievements. He practices medicine, pursued scientific studies, continued his artistic and literary works, widened his knowledge of languages, established a school of boys, promoted community development projects, invented a wooden machine for making bricks, and engaged in farming and commerce. Despite his multifarious activities, he kept an extensive correspondence with his family, relatives, fellow reformists, and eminent scientists and scholars of Europe, including Blumentritt. Reinhold Rost, A.B. Meyer, W. Joest of Berlin, S. Knuttle of Stuttgart, and N.M. Keight of Prague.
Beginning of Exile in Dapitan. The steamer Cebu which brought Rizal to Dapitan carried a letter from Father Pablo Pastells, Superior of the Jesuit Society in the Philippines, to Father Antonio Obach, Jesuit parish priest of Dapitan. In this letter, Father Superior Pastells informed Father Obach that Rizal could live at the parish convent on the following conditions:
1. "That Rizal publicly retract his errors concerning religion, and make statements that were clearly pro-Spanish and against revolution.
2. "That he perform the church rites and make a general confession of his past life.
3. "That henceforth he conduct himself in an exemplary manner as a Spanish subject and a man of religion."
Rizal did not agree with these conditions. Consequently, he lived in the house of the commandant, Captain Carnicero. The relations between Carnicero (the warden) and Rizal (the prisoner) were warm and friendly.
House of Captain Carnicero.jpg) the house Rizal used to live.
Carnicero was charmed by Rizal's fine qualities and personality. They ate together at the same table and had many friendly conversations. Carnicero came to know that Rizal was not a common felon, much less a filibustero. He gave good reports on his prisoner to Governor Despujol. He gave him complete freedom to go anywhere, reporting only once a week at his office, and permitted Rizal, who was a good equestrian, to ride his chestnut horse.
Wins in Manila Lottery. On September 21, 1892, the sleepy town of Dapitan burst in hectic excitement. The mail boat Butuan was approaching the town, with colored pennants flying in the sea breezes. Captain Carnicero, thinking that a high Spanish official was coming, hastily dressed in gala uniform, ordered the town folks to gather at the shore, and himself rushed there, bringing a brass band.
The mail boat, Butuan, brought no Spanish officials but the happy tidings that the Lottery Ticket No. 9736 jointly owned by Captain Carnicero, Dr. Rizal, and Francisco Equilor (Spanish resident of Dipolog, a neighboring town of Dapitan) won the second prize of P20, 000 in the government-owned Manila Lottery.
Dr. Jose Rizal- Early childhood Memories and Early Education in Calambajaim pob
Early childhood Memories and Early Education in Calamba with Rizal's first poem written when he was 15 .
-First teacher of Jose Rizal was his mother!
-*at the age of 5 he began to draw with his pencil and mould in wax or clay any object, he has painting ability, he’s good in playing magic tricks and skills in manipulating puppets
Rizal returned home after five years of stay in Europe. He cured his mother's eye, participated in the community, land tried to act on the problem in Calamba.
Rizal returned home after five years of stay in Europe. He cured his mother's eye, participated in the community, land tried to act on the problem in Calamba.
Rizal had his secondary education spent at Ateneo de Municipal (now, Ateneo de Manila University), which was located inside the Intramuros back then. The school was manage first by the municipal government and in 1859, by the Jesuits.
Rizal's proceeded to Paris and Berlin after finishing his studies in Spain. He aimed to increased his knowledge in ophthalmology through working with several doctors in Paris and Germany
Rizal's first novel published in Berlin is Noli Me Tangere (Touch Me Not). This presentation discusses how Rizal struggled in finishing and publishing the novel, its symbols found in the cover page, and its theme. It also includes his grand tour in Europe with Maximo Viola
It deals the with the concept of religion, Durkheim's view of religion, major religion in the world, sociological perspectives on religion, and types of religion.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Beautiful Memories Of His Birthplace
East – Laguna de Bay,
and Talim island
(distant). Sailboats could
be seen
South – Mt. Makiling
resembles a sleeping
woman
Home – their yard was
planted with fruits and
flowers and various birds
could be seen
Filled with stories about
dwendes, ghosts, and
aswangs througgh his
yaya
3. Rizal Family
Rizal Family •Full of joy tempered with love
• Rizal described him as “model of fathers”
•Given his children an education commensurate with
family’s small fortune
Francisco
Mercado
• Described by Rizal as “cultured woman” of Manila
•She knew literature, spoke excellent Spanish, and a
mathematician
Teodora
Alonso
•Paciano studied at Colegio de San Jose
• Sisters were educated at the Colegio de la
Immaculada Concepcion
Paciano and
sisters of Rizal
4. Rizal Siblings
•Bound by love & companionship
•Love each other & behave well in
front of others
•Jose was called Ute & Muy. Outside,
Pepe or Pepito
•Sisters often joked about Jose’s
large head
•Jose considered Paciano as his 2nd
father
5. Rizal’s First Sad Episode Of His Life
•The death of his sister
Concha at the age of three
of a disease
•He wept for tears of love
and grief.
6. Rizal’s tutors
First taught by his mother
Other tutors were Lucas Padua and Leon
Monroy (taught Latin)
Developed a passion for poetry and
anything new.
Learned also to draw and sketch
7. The Story of the Moth
Young moth
attracted to
the flame
Thought it
could conquer
it
Pushed itself
to the
burning flame
and got
burned
Died a martyr
in its own
illusion
Left an imprint on Rizal’s
mind that one’s life for an
ideal is worthwhile
8. Rizal’s uncles
• taught him to work hard, to
think for himself and observe life
keenly
Gregorio
Alberto
•educated in Calcutta, India
• taught him to sketch, paint, and
sculpture
Jose
• taught him swimming, fencing,
wrestling, and other sports Manuel
9. Other Characteristics and Activities
of Rizal during Childhood
Made various statuettes made of clay and wax
Restored a religious banner
As an introvert, he spent time riding with his pony and his dog
Usman was his companion
In his latter life, he developed an entertaining skills and sense of
humor which attracted many women
Wrote the Sa Aking mga Kabata at the age of eight.
10. Formal education
•His last tutor, Leon Monroy died and his
father decided that he should have his first
formal education
•In 1870, his brother Paciano brought him
when he was 9 years old to the school in
Biñan managed by Maestro Justiniano
Aquino Cruz.
11. Formal education
•The teacher of Rizal:
•As his description, a tall, thin,
long-necked man with a body of
slightly bent forward
•A disciplinarian, used a short thin
stick.
12. Formal education
•He was the object of bullying after
he responded “a little, Sir,” after
being asked by his teacher if he
knew Spanish and Latin
•Had a brawl fight with Pedro, the
schoolmaster’s son using his
wrestling skills
13. •Became an outstanding student
surpassing his classmates in Spanish,
Latin and other objects.
•Some of his classmates discredit him
and many times he was punished for
his alleged wrongdoings.
•Upon the suggestion of the
schoolmaster, his father sent him to
Manila to continue his studies.
14. A taste of injustice
• In June 1871, Doña Teodora was accused as an
accomplice of Jose Alberto of trying to poison
the latter’s wife.
• Jose Alberto found out that his wife was
committing adultery after his trip in Europe.
• Rizal’s mother tried to mediate but the wife of
Jose connived with the alferez or the police chief
of Calamba to have Don Jose and Doña Teodora
arrested
• She was sent on foot to the provincial jail in Sta.
Cruz, more 50 kilometers away from Calamba
• The case dragged for 2 years until it reached the
Supreme Court
15. Other injustices Rizal
Remembered
•Ordinary folks being whipped just
for not saluting the civil guard
•The execution of the Padre
Mariano Gomes, Jose Burgos, and
Jacinto Zamora. They were
implicated in the Cavite Mutiny of
January 20, 1872.