The Christian Doctrine Of Sin - 1686 Words

In recent decades, feminist theologians called for the reconstruction of the Christian Doctrine of Sin. They accuse the doctrine of the perpetuation of injustice, on account of its tendency to demonize, scapegoat, and dominate women. While some of these theologians contend that within Christian orthodoxy remains a deeply rooted misogyny, only treatable from the outside-in, others suggest that within the Christian tradition itself resides the tools for healing and transformation. Methodologies aside, both camps commit to addressing the sin ‘problem’ for women. They point towards the historic account of original sin, as a compelling force in justifying the cultural subordination of women. Furthermore, scholars note that traditional insights on the transmission of sin through the flesh denounce women’s bodies as inherently perverse. Supposing that these claims are valid and also that Christian doctrine ought to witness to a God of love and justice, this paper operate s under the assumption that the Doctrine of Sin requires reconstruction. While feminists often point to the theologians, who shaped modern Protestantism, as responsible for marginalizing women in contemporary Christian thought, F.D. E. Schleiermacher’s theology actually contains resources to address their concerns. Still his work has largely been ignored by women involved in reconstructive efforts. Moreover, secondary literature perpetuates an unproductive debate over Schleiermacher’s alleged feminism, withoutShow MoreRelatedBook Report of The Other Side of Sin667 Words   |  3 PagesOther Side of Sin: The Other Side of Sin: Woundedness from the Perspective of the Sinned-against was written by Andrew Sung Park and Susan Louise Nelson as editors. This book consists of 197 pages and was published by State University of New York Press Albany. The book was printed in the United States of America in 2001 and consists of several contributors including Justo L. Gonzalez, Theodore W. Jennings Jr., and Ched Myers. The reason for writing a book report on The Other Side of Sin WoundednessRead MoreRelationship Between Incarnation And Atonement Essay1671 Words   |  7 Pageselements of the Christian theology. Many theologians have spent their time discussing and developing these Christian doctrines on how they came about, and how relevant they might be. According to Anselm, incarnation is a central doctrine of Christianity, followed by atonement. In order to ponder on the relationship between atonement and incarnation focusing on Anselm’s idea of satisfaction, we are supposed to look a t the meanings of atonement, as well as incarnation. However, the doctrines of incarnationRead MoreGod s Image Of God1589 Words   |  7 PagesThe discussion of being create in God’s image is an important construction that must be understood by Christians and must be articulated by Christians to the unbeliever. Pastor Greg Bahnsen articulates the essential construction of the image of God. Man, in his unregenerate province is hostile to God and is not able to accept theistic construction of God as revealed in the Word (1 Cor. 2 :14). Whether he is a good standing citizen, a notorious sinner, Negro spiritual cunctator , phallus of a churchRead More Christianity and Liberalism by Gresham Machen-Machen Essay1738 Words   |  7 Pagesand his political work with Presbyterians. In addition to Christianity and Liberalism, Machen works are such as The Origin of Paul’s Religion, What is Faith, New testament Greek for Beginners, The Virgin Birth of Christ, The Christian Faith in the Modern World, and The Christian View of Man. In 1923, Christianity and Liberalism was first published in a middle of major controversy in a Presbyterian church over the issue of theological liberalism. Throughout Machen’s entire carrier and all of his writingsRead MoreCore Doctrines Are Apart Of The Christian Faith1488 Words   |  6 PagesGod: Core doctrines are apart of the Christian faith and should be taught no matter what the denomination is. Doctrines are not negotiable throughout the universal Christian churches. However, churches may have different dogmatic beliefs, because there are not set in stone and vary. Theology is defined by Beth Felker Jones as being â€Å"the study of the things of God, a God who loves the world.† Theology is a practice that affects Christians’ lives in many ways: the way that they think, live, and howRead MoreThe Doctrine Of Salvation And Grace1327 Words   |  6 PagesSoteriology and the relation to the Doctrine of Salvation and Grace (Free Grace). Soteriology is â€Å"the study of the doctrine of salvation.† Basically, the teaching of Soteriology is part of Systematic Theology. This paper will approach each aspect of God Divine decrees, from a biblical standpoint and His plan of salvation. The working of God’s plan includes three periods in time: †¢ Eternity Past †¢ Earth’s History †¢ Eternity Future (Citing: Page 1, The Biblical Doctrine of Salvation, Tim Hegg) Read MoreIn This Essay I Will Compare A Few Of The Major Points1566 Words   |  7 PagesIn this essay I will compare a few of the major points in Christian theology from church fathers from before the Reformation, Pierre Abelard, St. Francis of Assisi, Augustine of Hippo, and Pelagius, with those of modern Christian theologian Dietrich Bonhoeffer . This essay will discuss the thought before and after the Reformation on how and why people sin. Next, it will discuss idea of free will and how the church fathers and philosophers agree or disagree on the topic. Lastly, I will compare theRead MoreA Statement on Original Sin Essay593 Words   |  3 PagesA Statement on Original Sin First articulated by Augustine (A.D. 354–430), the doctrine of original sin holds that all of Adam’s descendants inherit the guilt of Adam’s sin and thus incur the punishment for Adam’s sin. Inheriting Adam’s guilt at birth, then, presumes one guilty before God at birth and destined for hell. This is the basis for the Catholic need for infant baptism, for the doctrine of the Immaculate Conception (that Mary herself was uniquely conceived free of Adam’s guilt), andRead MoreThe Doctrine Of Sin : Sin Of Humanity1408 Words   |  6 Pagesâ€Å"The Doctrine of Sin† The theological term of sin (sinlessness of Christ) is the doctrine that Jesus was without sin, free from all transgression of the law and thus able to do the will of the Father in complete holiness (Grenz 107). However, sin of humanity in Scripture tells us it is a history of man in a state of sin also rebellion against God and God’s plan of redemption to bring man back to himself. Again, sin is failure to adhere to God’s moral law in action as well as in natureRead More Christianity vs. Islam Essay839 Words   |  4 Pagesthat man is sinful and can never inherit eternal life in the presence of God as a result of the sins of our first parents, Adam and Eve, as well as our own personal sin. Therefore it became necessary for God to become man in the person of Jesus Christ, who as the Son of God was sinless and unblemished. His purpose was to suffer and die in atonement for the sins of all whom accept his sacrifice for sin. Muslims believe all of God’s prophets, who include Abraham, Noah, Moses, Jesus, and Muhammad

Essay on Comparing Love after Love and This Room - 1339 Words

Comparing Love after Love and This Room The two poems with which I compare each other are both poems of celebration. Celebration of life, love and your identity. The first is â€Å"Love after Love† by Derek Walcott. This poem is about self-discovery. Walcott suggests that we spend years assuming an identity, but eventually discover who we really are - and this is like two different people meeting and making friends and sharing a meal together. Walcott presents this in terms of the love feast or Eucharist of the Christian church - â€Å"Eat...Give wine. Give bread.† And it is not clear whether this other person is merely human or in some way divine, this is also an imperative which would suggest that they are divine and so have a right†¦show more content†¦As this route is too boring and predictable for this newfound liberated mind. The first line in â€Å"Love..† is, â€Å"The time will come When, with elation, You will greet yourself arriving, at your own door,† a line foretelling that eventually you will recognise who you are. Whether this will take a mirror or whether a person will realise who they really are through their own head and deep inside their own souls. It also suggests that you shouldn’t care about others opinions with the line â€Å" in your own mirror..† which makes you wonder â€Å"How do I see myself?† which I thought could be trying to question basic human ideas, why do people look at who they are in the first person, why is the person whose eyes they see through them?! What makes them that individual? The answers here are clear, a love for life, for one’s self and what they feel within their soul. Both poems, I felt used techniques to suggest being unique. For example, In â€Å"This Room† the author uses extensive use of caesura, using punctuation in the middle of a line, and enjambment, a technique by which you don’t use normal punctuation at the end of each sentence, thus creating a flowing and textured piece of poetry. With these techniques, D harker has created flowing text, I think that this might be a suggestion that life flows quickly and that you should take advantage of it because of this. The second stanza suggests that oneShow MoreRelatedCompare / Contrast Araby Lust805 Words   |  4 PagesAraby begins as a story about a young boy and his first love, his neighbor referred to in the story as Mangans sister. However, the young boy soon turns his innocent love and curiosity into a much more intense desire, transforming this female and his journey to the bazaar into something much more intense and lustful. From the beginning, Joyce paints a picture of the neighborhood in which the boy lives as very dark and cold. Even the rooms within his house are described as unfriendly, Air, mustyRead More Comparing Araby and Lust Essays782 Words   |  4 PagesAraby begins as a story about a young boy and his first love, his neighbor referred to in the story as Mangans sister. However, the young boy soon turns his innocent love and curiosity into a much more intense desire, transforming this female and his journey to the bazaar into something much more intense and lustful. From t he beginning, Joyce paints a picture of the neighborhood in which the boy lives as very dark and cold. Even the rooms within his house are described as unfriendly, quot;Air,Read MoreEssay about Sylvia Plath - the Morning Song Analysis866 Words   |  4 Pagesvery unique way. This poem was wrote from Sylvia Plath’s own experience of child birth, it can also be related to by parents, it could be thought it is aimed mainly at females as this poem is quite feminine. This eighteen line lyrics is structured in 3 line stanzas which are called tersest. It is a tender poem and the overall tone of it is quite mellow. The opening line of the poem ‘love set you going like a fat gold watch,’ this literally means the physical act of making love, and that the actRead MoreCharacter Analysis of Mr. Darcy in Pride and Prejudice Essay1019 Words   |  5 Pagesself-absorbed aristocrat, Darcy experiences a change in personality and character. In order to dispose of his existent views on money and marriage, Darcy needed to feel something, to fall in love. Although he was well mannered, he did not know how to treat women with respect, especially those of a lesser economic status. The love of Elizabeth Bennet, however, changed his behavior. The reader is first acquainted with Mr. Darcys arrogance at the Meryton Ball. Speaking of Elizabeth Bennet, he so snobbishly saysRead MoreCharacter Analysis: Mr. Darcy Essay1052 Words   |  5 Pagesself-absorbed aristocrat, Darcy experiences a change in personality and character. In order to dispose of his existent views on money and marriage, Darcy needed to feel something, to fall in love. Although he was well mannered, he did not know how to treat women with respect, especially those of a lesser economic status. The love of Elizabeth Bennet, however, changed his behavior. The reader is first acquainted with Mr. Darcys arrogance at the Meryton Ball. Speaking of Elizabeth Bennet, he so snobbishly saysRead More Cathy and Heathcliff of Wuthering Heights Essay1238 Words   |  5 PagesCathy and Heathcliff of Wuthering Heights    It seems to be a simple love story of two suffering souls - Heathcliff and Catherine Earnshaw. But this love can hardly exist in reality - its a fantasy of Emily Bronte, she created a sample of a real eternal passion - powerful and boundless. Only death seemed to be stronger than it. Though, after Cathy and Heathcliff are dead, these similar souls joined... Theres no doubt in it.    Remember Heathcliffs words:    You teach me nowRead More Comparing the Themes of Wuthering Heights and Of Mice and Men1098 Words   |  5 Pages Comparing the Themes of Wuthering Heights and Of Mice and Men nbsp; nbsp; Wuthering Heights and Of Mice and Men are two novels that were written approximate hundred years apart by different authors living in different time periods. Wuthering Heights, was written by Emily Bronte who lived in England. Of Mice and Men was written by John Steinbeck who lived in California. Although they were written by different authors of different background, time, and place. One could neverthelessRead MoreMarxist Criticism In Jane Eyre And Mansfield Park By Jane Austen1088 Words   |  5 Pagesabusive family and is sent away because she is unliked. Mansfield Park also similar to Jane Eyre, with Fanny Price living with an abusive family after her true family sends her away because they are so poor. When applying Marxist criticism how they are treated, where they stand in life, what power they have, and how they compare and contrast with each other. This also shows how social class and status makes a difference in upbringing, the point the authors are trying to make in showing that class isntRead MoreElla Enchanted Book vs. the Movie Essay1512 Words   |  7 PagesCarson Levine. This book won several awards, including the Newbery Honor book in 1998. Ella enchanted, the Disney movie version was released in 2004. Anne Hathaway played the role of Ella and it was directed by Tommy O’Haver. The story talks about a girl named Ella who is cursed at birth by a fairy named Lucinda. Lucinda cursed Ella with total obedience. Throughout the movie, Ella was looking for Lucinda to undo the curse so she could live her life like all other girl and win the love of her life,Read MoreThe Story Of An Hour : Freedom Of Oppression1014 Words   |  5 Pagesthe head of the household and took care of all â€Å"domestic affairs.† (128) In the first part of the story, Mrs. Mallard learns of her husband’s supposed death. She wept at once, with sudden, wild abandonment. (128) As she s huts herself away into her room to contemplate the news she had just heard, there is a sense of fear. Perhaps fear of independence? She was waiting for it, fearfully. Throughout â€Å"The Story of an Hour† there is a central theme of freedom that Chopin presents but also a theme of oppression

Critical and response perspective free essay sample

In this lesson, I focused on Jace, the second grader. I was able to hold a small group lesson in her classroom so that I could be able to assess her literacy ability first hand when it comes to critical and response perspectives. I learned of the idea of a tea party from Tompkins and decided I wanted to create a lesson that would involve this great activity (Tompkins, p. 272). The intent of the tea party was to use the critical perspective as well as the response perspective (Laureate Education, 2010). In this lesson the learners will be able to better understand the text and it should play a role in the learners’ lives in a meaningful way. The use of metacognitive strategies helps the students to think about â€Å"thinking† all through the reading process. This lesson demonstrates ways to implement the these perspective (Laureate Education, 2010). Teacher: Date: February 11, 2014 Age/Grade Range; Developmental Level(s): 7-8 yr / 2nd / early reader Anticipated Lesson Duration: 25 minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): I used previous assessments of the three students to select the text that would gain their interest the most. We will write a custom essay sample on Critical and response perspective or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The assessment in which I used to gage my lesson was the DRA (Developmental Reading Assessment) which is a formal assessment that helps to determine independent reading levels (Tompkins, 2010). I also performed another assessment on the students recently that I used help to determine interest in reading. This assessment was called the Elementary Reading Attitude Survey (McKenna, 1990). Curricular Focus, Theme, or Subject Area: Reading/ Language Arts State/District Standards: †¢The learner will read and understand a variety of materials. †¢The learner will comprehend and use comprehension skills such as applying knowledge of foreshadowing, comparing and contrasting, determining the main idea, indentifying the author’s purpose, inferring, previewing, predicting, re-reading, and self-monitoring. Learning Objectives: The students will participate in the tea party activity through discussion and understanding of authors’ purpose while activating prior knowledge to comprehend text. The students will write an entry in their journal near end of lesson. Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: Guided practice and help, modeling, and slower paced one on one practice will be conducted for struggling students if needed. During journal writing, students can draw instead of write and I will dictate the illustration for them. Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): Critical and Response Perspectives Texts: Amazing Grace (Hoffman, M. 1991) Other Materials/Technology/Equipment/Resources: pencil, crayons, and journal notebook, book, and note cards with excerpts from the story written on them dry-erase marker, and 2 small white boards to use to write before story and after story predictions and author’s purpose. Grouping structures (one-on-one, small group, whole class): Small group Lesson Sequence Learning ActivitiesAssessment Opportunities Introduction/Anticipatory Set †¢The teacher will (TTW) hold up a book titled Amazing Grace and ask the students to raise their hand to tell what they think the story is about. †¢TTW allow for a few students to give answers and ask other questions that assist the students to use prior knowledge. †¢In order to help the students visualize what they already know or what they think they know about the book, the teacher will write notes on a small white board, using pictures as well where applicable. †¢TTW then tell them that today we are going to learn about the author’s purpose and try to understand why the author wrote those words and what he or she wants us to know and learn. †¢The learner will (TLW) be asked to predict the author’s purpose just by looking at the cover and the first few pages. †¢Allow for a few students to answer. †¢Observe to see if how much prior knowledge Jace has, if any. †¢TTW make notes on the white board labeled â€Å"before† of what predictions each student makes regarding what the story is about. Building/Applying Knowledge and Skills †¢After listing the predictions, TLW listen to TT read the story entirely. †¢After the story is completed read, TTW pause for a moment for the story to sink in and the students to gather their thoughts. †¢TTW as TL what they thought the story was about and what the author’s purpose was. †¢TLW will be allowed to answer. TTW write down a few of the answers on another small white board labeled â€Å"After†. †¢TTW show the stack of index cards to the students and explain that the students will select a card and read it a few times or until it is read fluently then move around to another student in the group and read the excerpt to that student and discuss what it is about and how it connects to them in real life. †¢TTW then instruct TL that this activity is called a tea party. †¢TTW model reading an index card to another student and talk about a personal connection to the story with that student. †¢Allow for TL to ask any questions about the activity and TTW answer any of those questions for the whole group. †¢TTW prompt the learners to begin. †¢TTW observe TL to see if the predictions that are being made are accurate based on the text and pictures in the story. †¢TTW assess the accuracy of the predictions made to the discussion after the reading of the text. Was the use of prior knowledge helpful? †¢TTW assist students with reading fluency and understanding when needed †¢TTW observe each pair of students to see if they are talking about their personal connections. Synthesis/Closure †¢The students will come back together in their small group after discussing the excerpts and connections with the text. †¢TTW have the students to get their journals out to write about their experience with the tea party. †¢TLW also write a sentence what they feel was the authors’ purpose of the story was. †¢TTW observe the students as they write in their journals. †¢TTW assist any student that needs help with writing and will dictate if necessary. †¢TTW collect journal entries and assess whether or not each student understood the purpose of the tea party as well as the author’s purpose. Extension/Enrichment/Transfer of Generalization of Knowledge: -TL could take the note cards home to share with family members. I could also assign the learners to go home with the cards and retell the story to a family member. -The main idea of this story should follow them after this lesson is over. Believe in yourself, no matter what challenges you face. The learners will want to access their prior knowledge whenever an issue arises similar to the one in the story. -Also the reading strategies that are used in this lesson will benefit the learners in school during reading of any topic as well as the rest of their lives. Reflection Tompkins says that strategies are cognitive when they involve thinking and are metacognitive when students reflect on their thinking (Tompkins, 2010). During the small group, the students were thinking cognitively while listening to the text being read to them but after the story the students were thinking metacognitively when asked to enter a journal entry retelling the story. At the beginning of the lesson, I asked the students if they could tell what the story was going to be about by just looking at the cover. The students used their prior knowledge and visual cues to come up with answers. This strategy allowed the students to contribute their knowledge of the subject and to get involved in the text, but also was an important part of comprehension skills. One student said that the book was going to be about a church song, and another student said it was about a girl who lost a tooth. I found this attention grabber to be very useful to Jace, as she is a struggling reader. I did notice that she was very interested in the story even before I began to read the text. The use of retrieving prior knowledge allows students to think about what they already know and helps to comprehend new information easier and understand the text better. I explained to them that authors sometimes have a reason for writing particular stories. Our webcast this week stated how it is important for students to know the authors purpose because it brings more understanding to the text (Laureate Education, 2010). I then began to read the story without stopping. During the lesson, everyone in our small group seemed very engaged. After completely reading the story, I paused for a moment appearing to be thinking , then I asked the students, â€Å"What was the authors reason for writing that story? † I also asked, â€Å"How did the story make you feel? † I wrote down their responses on a small dry erase boards. After discussion of the questions, I introduced our activity. I told the students that we were going to have a tea party. The students read or re-read excerpts from the story that I had copied onto index cards previously. They then had to discuss with each other what they had read and what the author was trying to tell (Tompkins, 2010). The tea party was a big success. I listened as the students talked about how the main character in the story felt. The students also discussed a few times when they felt like they were getting picked on and how it made them feel. After about seven to eight minutes of discussion among the students, I called the group back together and had them to get out their journals to write something about the story that they liked and also to write a sentence telling why the author wrote the story. The students then turned in their journal so that I could read all the responses. The lesson went very well. I really did not think that the lesson would go as well as it did. All on the students in the small group did a great job. Jace was very engaged throughout the entire lesson. Since some of the writing was a little difficult I thought it I would have to dictate or scribe for a few of the students especially Jace but I was wrong and did not have to assist any of the students during their journal writing activity. During the observation of the students as they were having their tea party, I wrote down so of the statements that were said so that I could go back and refer to the notes when I introduced this to the other small groups and when I was grading their journal entries. I also joined in with a few of the students’ discussions and by doing that it really brought the lesson home to the students. I let the students understand that I have emotions too and what the story was trying to tell me. I feel that they enjoyed me joining their conversations and I felt that they were able to open up and connect with the story on a higher comprehension level.. Looking back on this lesson, I feel like the students were actively involved in their learning. When active learning is taking place the learner must assume responsibility for the learning experience (Pang, 2010). Research suggests that students must have an understanding of the metacognitive and reflective practices they are utilizing for authentic learning to be successful (Pang, 2010) I feel that the students learned quite a bit from this lesson by connecting with their metacognitive level of learning. The students activated their prior knowledge before and during the lesson as well. The story was truly broken down and the main focus was learned. I feel that my learning objectives were achieved based on the data that was collected. I feel that I would change two things when hosting a tea party again. The first would be to have the whole class participating in the activity instead of a small group of students. The other that I would do differently would be to include more picture cues for my lower leveled students and any ELL that I might have. These students might have a harder time reading each small section of the text. I had to read the text to Jace and one other student a few extra times before she was able to read it fluently on her own. According to cognitive developmental theories, Cognitive development includes intellectual maturity and metacognitive superiority (Pang, 2010). My small group of students that I wrote the lesson for had to critically think about the author’s purpose and how to respond in a personally. Performing this lesson helped me to better understand, if taught correctly, that second graders can think critically without much guidance. I felt proud of my students for their abilities they showed when reading the text and responding to the emotions of the text in a meaningful way. When administering this same lesson to Case and Grace in pre-kindergarten and kindergarten, I would provide more guidance and support before and during the tea party. I would also allow them to draw and try to write the authors purpose in their journals.

Rizal free essay sample

Whenever people of a country truly love The language which by heaven they were taught to use That country also surely liberty pursue As does, the bird which soars to freer space above. For language is the final judge and referee Upon the people in the land where it holds sway; In the truth our human race resembles in this way The other living beings born in liberty. Whenever knows not how to love his native tongue Is worse than any beast or evil swelling fish. To make our language richer ought to be our wish The same as any mother loves to feed her young. Tagalog and the Latin language are the sameAnd English and Castilian and the angel’s tongue; And God, whose watchful in the speech we claim. Our mother tongue, like all the highest that we know Had alphabet and letter of its very own; But these were lost-by furious waves were overthrown Like bancas in the stormy sea, long years ago. We will write a custom essay sample on Rizal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page MY FIRST INSPIRATION Why do the scented flowers In fragrant fray Rizal each other’s flowers This festive day? Why is sweet melody bruited In the sylvan dale, Harmony sweet and fluted Like the nightingale? Why do the birds sing so In the gender grass, Flitting from bough to bough With the winds that pass? And why does the crystal springRun among the flowers While lullaby zephyrs sing Like its crystal showers? I see the dawn in the east With beauty endowed. Why goes she to a feast In a carmine cloud? Sweet mother, they celebrate You natal day The rose with her scent innate, The bird with his lay MY LAST FAREWELL (Mi Ultimo Adios) Farewell, dear Fatherland, clime the sun caress’d, Peal of the orient seas, our Eden lost! Gladly now I go to give thee this faded life’s best, And were it brighter, fresher, or more blest, Still would I give three, nor count the cost. On the field of battle,’mid the frenzy of fight, Others have given theirs lives, without doubt or breed;The place not matters-cypress or laurel or lily white, Scaffold or open-plain, combat or martyrdom’s plight, It’s ever the same, to serve our home and country’s need. I die just when I see the dawn break Though the gloom of night, to herald the day; And if color is lacking my blood shalt take, Pour’d out at need for they dear sake, To dye with its crimson the walking ray. My dreams, when life first opened to me, My dreams when the hopes of youth beat high, Were to see thy lov’d face, O gem of the Orient sea, From gloom and grief, from care and sorrow free; No blush on thy brow, no tear in thine eyes.Dream of my life, my living and burning desire, All hail! Cris the soul that is now to tale fight; All hail! And sweet it is for thee to expire; To die for thy sake, that thou may’st aspires; And sleep in thy blossom eternity’s lo ng night. If over my grave some day thou sees grow, In the grassy sod, a humble flower, Draw to thy lips and kiss my soul so, While I feel on my brow in the cold tomb below The tough of thy tenderness, thy breath’s warm power. Let the moon beam over me soft and serene, Let the dawn shed over me its radiant flashes, Let the wind sad lament over me keen; And if on my cross a bird should be seen,Let it thrill there is hymn of peace to my aches. Let the sun draw vapors up to the sky, And heavenward in purity bear my tardy protest; Let some kind soul o’er my untimely fate sigh, And in the still evening a pray be lifted on high, From there, O my country, that in God I may rest. Pray for all those that hapless have died, For all who have suffered the unmeasr’d pain; For our mothers that bitterly their woes have cried; For widows and orphans, for captives by torture tried; And then for thyself that redemption thou mayst gain. And when the dark night wraps the graveyard around, With only the dead in their vigil to see;Break not my repose or thy mystery profound, And perchance thou mayst bear a sad hymn resound; Tis I, O my country, raising a song unto thee. When even my grace is remembered no more, Unmark’d by never a cross nor a stone; Let the plow sweep through it, the spade turn it o’er, That my ashes may carpet thy earthly floor, Before into nothingness at last they are blown. Then will oblivion bring me no care, As over thy Wales and plains I sweep; Throbbing and cleansed in thy space and air, With color and light, with a song and lament I fare, Ever repeating the faith I keep. My Fatherlands ador’d that sadness to my sorrow l ends,Beloved Filipino, hear now my last goodbye! Fir I go where no slave before the oppressor bends, Where faith can never kill, and God reigns e’er on high! Farewell to you all, my soul torn away, Friends of my childhood in the home of dispossessed! Give thanks that I rest in the wearisome day! Farwell to thee, too, sweet friend that lightened my way; Beloved creatures all, farewell! In death there is rest! TO THE FILIPINO YOUTH (Theme: â€Å"Grow, O Timid Flower†) Hold high the brow serene, O youth, where now you stand, Let the bright sheen Of your grace be seen, Fair hope of my fatherland! Come now, thou genius grand,And bring down the inspiration; With thy mighty hand, Swifter than eager mind to higher station. Come down with pleasing light OF art and sciences to the flight, O youth, and there untie The chains that heavy lie, Your spirit free to bright. See how in flaming zone Amid the shadows thrown The Spaniard’s holy land A crown’s resplendent band Proffers to this Indian land. Thou, who now would rise On wings of rich empires, Seek from Olympian skies Song of sweetest strain, Soften than ambrosial rain. Thou whose voice divine Rivals Philomel’s refrain, And with varied line Through the night benign Frees mortality from pain.Thou, who by short strife Wakest thy mind to life; And the memory bright Of thy genius light Makes immortal in its strength. And thou, in accents clear Of Phoebus, to Apollo’s dear; OR by the brush’s magic art Takest form nature’s store a part To fix on the simple canvas’ length. Go forth, and then sacred fire OF they genius to the laurel may aspire; To spread around the flame, And in variety acclaim, Through under spheres the human name. Day, O happy day, Fair Filipinas, for my land! So bless the Power today That places in thy way This favor and this fortune grand. THEY ASK ME FOR VERSES You bid now to strike the lyre,That mute and torn so long has lain; And yet I cannot wake the stain, Nor will the Muse one note inspire! Coldly, it shakes in accents dire, As if my soul itself tow ring, And when its sound seems but to fling A jest at its own low lament; So in said isolate pent, My soul can neither feel nor sing. There was a time-ah-it’s too true- But that time long ago has past- When upon me the Muse had cast Indulgent smile and friendship’s due; But of that age now all too few The thoughts that with me yet will stay; As from the hours of festive play There linger on mysterious notes, And in our minds the memory floats Of minstrelsy and music gay.A plant I am, that scarcely grown, Was torn out its Eastern bed, Where all round perfume is shed And life but as a dream is known; The land that I can call my own By me forgotten ne’er to be. Where thrilling birds their song taught me, And cascades with their ceaseless roar And all along the spreading shore The murmurs of the sounding sea. While yet in childhood’s happy day, I learn upon its sun y o smile, And in my breast there seems the while Seething volcanic fires to play, A bard I was, my wish always To call upon the fleeting wind, ‘’Go forth, and spread around its flame, From zone to zone worth glad a cclaim,And earth to heaven together bind! † But it left, and now no more- Like a tree that is broken and sure- My natal gods bring the echo clear, OF songs that in past times they bore; Wide seas I cross’d to foreign shore, With hope of change and other fate, My folly was made clear too late, For in the place of good I sought The seas reveal’s unto naught, But made death’s specre on me wait. All these fond fancies that were mine, All love, all feeling, all emprise, Were left, beneath the sunny skies; Which o’er that flowery region shine; So press no more the plea of mine, For song of love from out of heart That coldly lies tortur’d soul I hasteUnresting o’re the desert waste, And lifeless gone is all the art. TO THE FLOWERS OF HEIDELBERG Go to my native land, go, foreign flowers. Sown by the traveler on his way. And there, beneath its azure sky, Where all my affections lie; There from the weary pilgrim say, What faith is his in that land of ours! Go there and tell how when the dawn, Her early light diffusing. Your petals first flung open wide; His steps beside chill Necker drawn, You see him silent by your side. Upon its spring perennial musing. Saw how when mornings light, 3All your fragrance stealing, Whispers to you as in mirth, Playful songs of Love’s delight,He, too, murmurs his love’s feeling In the tongue he learned at birth. That when the sun of Keenigstuhl’s height Pours out its golden flood, And with its slowly warming light Gives light to vale and grove and wood, He greets that sun, here only uprising, Which in his native land is at its zenith blazing. All tell thereof that day he stood, Near to a ruin’d or shady wood, And pluck’d you from beside the way Tell, too, that tale to you addressed, And how with tender care, You bending leaves he press ’d Twist pages of some volume rare. Bear them, O flowers, love’s message bear; My love to all the lov’d ones there,Peace to my country-fruitful land – Faith whereon its son may stand, And virtue for its daughter’ care; All those beloved creatures greet, That still around home’s altar meet. And when you come unto its shore, This kiss I now on you bestow, Fling where the winged breezes blow; That borne on them it may hover o’er All that I love, esteem, and adore. But though, O flowers, you come unto that land, And still perchance, your colors hold; So far from this heroic strand, Still here you fragrance will expand: Your soul that never quits the earth Whose life smiled on you at your birth. \ THE SONG OF MARIA CLARASweet are the hours in one native land, Where all is dear the sunbeams bless; Life-giving breezes sweep the strand, And death is softened by love’s cares. Warm kisses play on mother’s lips, On her fond, tender breast awakening; When around her neck the soft am slips, And bright eyes smile, all love partaking. Sweet is death for one’s native land, Where all is der the sun beams bless; Death is the breeze that sweeps the strand, Without a mother, home, or love’s caress THE SONG OF THE TRAVELLER Like to a leaf that is fallen and withered, Tossed by the tempest from pole unto pole; Thus roams the pilgrim abroad without purpose,Roams without love, without country or soil. Following anxiously treacherous fortune; Fortune which ne’er as he grasp as it flees, Vain though the hopes that his yearning is seeking Yet does the pilgrim embark on the seas. Ever impelled by the invisible power, Destined to roam from the East and West; Of the remembers the faces of love ones, Dreams of the day when he, too, was at rest. Chance may assign him tomb of the desert, Grant him a final asylum of peace; Soon by the world and his country forgotten, God rest his soul when his wanderings cease! Often the sorrowing pilgrim is envied, Circling the globe like a seagull above;Little, ah, little they know what a void Saddens his soul be the absences of love. Home may the pilgrim return in the future, Back to his loved ones his footsteps he bends, Naught will he find our snow and the ruins, Ashes of love and the tomb of his friends. Pilgrims, begone! Nor return more hereafter, Stranger thou art in the land of thy birth; Others may sing of their love while rejoicing, Thou once again must roam o’er the earth. Pilgrim, begone! Nor return hereafter, Dry are the tears that awhile for thee ran; Pilgrim, begone! And forget thine affliction, Loud laughs the world at the sorrows of man. * HYMMN TO LABORChorus: For our country in war For our country in peace The Filipino will be ready While he lives and when he dies. Men: As soon as the East is tinted with the light Forth to the fields to plow the loam! Since it is work that sustains the man, The motherland, family, and the home. Hard though the soil may prove to be, Implacable the sun above, For motherland, our wives and babes, T’will is easy with our love. Wives: Courageously set out to work, You home is safe with a faithful wife Implanting in her children, love For wisdom, land and virtuous life. When nightfall brings us to our rest, May smiling fortune guard our door;But if cruel fate should harm her man, The wife would toil on as before. Girls: Hail! Hail! Give praise to work! The country’s vigor and her wealth; For work lift up you brow serene I is your blood, your life, your health. If any youth protest his love His works hall proves if he is good. That man alone who strives and toils Can find the way to feed his brood. Boys: Teach us then the hardest task For down thy trails we turn our feet That when our country calls tomorrow Thy purposes, we may complete. And may our elders say, who see us, See! How worthy of their sires! No incense can exalt our dead ones Like a brave son who aspires. Rizal free essay sample He had little enough money for his own needs, let alone the cost of the Noli’s publication†¦ Characteristically, Rizal would not hear of asking his friends for help. He did not want to compromise them. Viola insisted on lending him the money (P300 for 2,000 copies); Rizal at first demurred†¦ Finally Rizal gave in and the novel went to press. The proofs were delivered daily, and one day the messenger, according to Viola, took it upon himself to warn the author that if he ever returned to the Philippines he would lose his head.Rizal was too enthralled by seeing his work in print to do more than smile. The printing apparently took considerably less time than the original estimate of five months for Viola did not arrive in Berlin until December and by the 21st March 1887, Rizal was already sending Blumentritt a copy of my first book. [pic] Rizal, himself, describing the nature of the Noli Me Tangere to his friend Blumentritt, wrote, The Novel is the first impartial and bold account of the life of the tagalogs. We will write a custom essay sample on Rizal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Filipinos will find in it the history of the last ten years†¦ Criticism and attacks against the Noli and its author came from all quarters. An anonymous letter signed A Friar and sent to Rizal, dated February 15, 1888, says in part: How ungrateful you are†¦ If you, or for that matter all your men, think you have a grievance, then challenge us and we shall pick up the gauntlet, for we are not cowards like you, which is not to say that a hidden hand will not put an end to your life. A special committee of the faculty of the University of Santo Tomas, at the request of the Archbishop Pedro Payo, found and condemned the novel as heretical, impious, and scandalous in its religious aspect, and unpatriotic, subversive of public order and harmful to the Spanish government and its administration of theses islands in its political aspect. On December 28, 1887, Fray Salvador Font, the cura of Tondo and chairman of the Permanent Commission of Censorship composed of laymen and ordered that the circulation of this pernicious book be absolutely prohibited.Not content, Font caused the circulation of copies of the prohibition, an a ct which brought an effect contrary to what he desired. Instead of what he expected, the negative publicity awakened more the curiosity of the people who managed to get copies of the book. Assisting Father Font in his aim to discredit the Noli was an Augustinian friar by the name of Jose Rodriguez. In a pamphlet entitled Caiingat Cayo (Beware). Fr. Rodriguez warned the people that in reading the book they commit mortal sin, considering that it was full of heresy.As far as Madrid, there was furor over the Noli, as evidenced by an article which bitterly criticized the novel published in a Madrid newspaper in January, 1890, and written by one Vicente Barrantes. In like manner, a member of the Senate in the Spanish Cortes assailed the novel as anti-Catholic, Protestant, socialistic. It is well to note that not detractors alone visibly reacted to the effects of the Noli. For if there were bitter critics, another group composed of staunch defenders found every reason to justify its publication and circulation to the greatest number of Filipinos.For instance, Marcelo H. Del Pilar, cleverly writing under an assumed name Dolores Manapat, successfully circulated a publication that negated the effect of Father Rodriguez’ Caiingat Cayo, Del Pilar’s piece was entitled Caiigat Cayo (Be Slippery as an Eel). Deceiving similar in format to Rodriguez’ Caiingat Cayo, the people were readily misled into getting not a copy o Rodriguez’ piece but Del Pillar’s. The Noli Me Tangere found another staunch defender in the person of aCatholic theologian of the Manila Cathedral, in Father Vicente Garcia. Under the pen-name Justo Desiderio Magalang. Father Garcia wrote a very scholarly defense of the Noli, claiming among other things that Rizal cannot be an ignorant man, being the product of Spanish officials and corrupt friars; he himself who had warned the people of committing mortal sin if they read the novel had therefore committed such sin for he has read the novel.Consequently, realizing how much the Noli had awakened his countrym en, to the point of defending his novel, Rizal said: Now I die content. Fittingly, Rizal found it a timely and effective gesture to dedicate his novel to the country of his people whose experiences and sufferings he wrote about, sufferings which he brought to light in an effort to awaken his countrymen to the truths that had long remained unspoken, although not totally unheard of. Rizal free essay sample (1877-78)- Rizal finishing the first? year of a course in Philosophy and Letters. He transferred to the? medical course. ? MOTHER’S OPPOSITION TO? HIGHER EDUCATION Rizal had to go the University of? Santo Tomas for higher studies. The? Bachelor of Arts course. Don Francisco and Paciano – who? wanted Jose pursue higher learning in the university ? RIZAL ENTERS THE UNIVERSITY? April 1877- Rizal who was then nearly? 16 years old, matriculated in the University of Santo Tomas, taking the course on Philosophy and Letters. Rizal enrolled in this course for 2? reasons: 1. His father liked it? 2. He was â€Å"still uncertain as to what? career to pursue†. ? Fr. Pablo Ramon- Rector o the Ateneo ,who have been good to him during his student days in that college, asking for advice on the choice f a career. (1877-78)- Rizal studied Cosmology, Metaphysics, Theodicy, and History of Philosophy in the University of Santo Tomas during his first- year term. We will write a custom essay sample on Rizal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (1878-79)- Rizal took up the medical course. ? FINISHES? SURVEYING COURSE IN ATENEO (1878) (1877-78) – Rizal took he vocational? course leading to the title of perito agrimensor (expert surveyor). November 25, 1881- At the age of 17? Rizal passed the final examination in the surveying course. ? Dominicans- who loves and? inspires Rizal to ascend to greater heights of knowledge ? Leonor Valenzuela- Rizal’s met her? when he was a sophomore student at the University of Santo Tomas. she was a charming? Manila girl who was living next door to Rizal’s boarding house. Romances lasted one? year ? Leonor Rivera- The beautiful daughter? of his landlord Antonio Rivera. Rizal’s? fell in love with Leonor. Sweetheart of Rizal? Tender romances lasted? 11 years (1879-1890) ? Juventud Filipina (To the Filipino? Youth)- Poem entitled by Rizal ? The price winning poem 1879 – Liceo Artistic- Literario? (Artistic- Literary Lyceum) of Manila- held the literary contest. ? VICTIMS OF SPANISH OFFICER’S? BRUTALITY Rizal was a freshman medical student at? the University of Santo Tomas when he experience Spanish brutality. General Primo de Rivera- Spanish? governor general of the Philippines March 21, 1887- a letter to Blumentritt.? ? Literary contest to commemorate the 4th? centennial of the death of Cervantes. Don Quixote- Spain’s glorified man-of-? letters and famous author El consejo de los Dioses (the council of? the God ? OTHER LITERARY WORKS? -Poems and Zarzuela (December? 8,1880) -Junto al Pasig? -Sonnet entitled A Filipinas (1880)? Poem entitled Abd-el-Azis y? Mahoma (1879) -Poem entitled Al M. R. P. Pablo? Ramon ? RIZAL’S VISIT TO PAKIL AND? PAGSANJAN Rizal still study in University of Santo? Tomas. Vicenta Ybardolaza- who skillfully? played the harp at the Regalado home Noli Me Tangere? ? CHAMPION OF THE FILIPINO STUDENTS Companarism ? UNHAPPY AT THE UST? 1. The Dominican professors were? hostile him 2. The Filipino students racially? 3. The Filipino students against by? experience 4. Th method of instruction.? El Fulibistirismo? ? DECISION TO STUDY ABROAD? Rizal decided to study in Spain? ? ? CHAPTER V: AT THE UNIVERSITY OF SANTO TOMAS 1877 82 â€Å" O Youth, illuminated by the arts and letters. Stride fourth into arena, break down the heavy Fetters that bind your genius down, for in These topic regions were untortured darkness Once held sway, the wise and kindly Spanish Hand bestows today a splendid crown Upon the native of, the Eastern land. † -Jose Rizal ? 2 courses enrolled at UST Philsophyand Letters (1877 – 1878) Medicine Mother’s Opposition to Higher Education Don Francisco and Paciano wanted Jose to pursue higher learning Dona Teodora opposed this AT THE UNIVERSITY OF SANTO TOMAS 01 ? RIZAL ENTERS THE UNIVERSITY April 1877, Rizal at 16 years old, entered University of Santo Tomas 2 reasons why he enrolled Philosophy and Letters His father liked it He was not sure what career to pursue FATHER PABLO RAMON Rector of the Ateneo, Rizal asked for advice on the choice of career Rizal studied Cosmology, Metaphysics, Theodicy, and History of Philosophy He took up a medical course 1878-1879 because; he followed AteneoRector’s advice wanted to be able to cure his mother’s growing blindness AT THE UNIVERSITY OF SANTO TOMAS 02 ? FINISHES SURVEYING COURSE IN ATENEO 1878 He took a vocational course in Ateneo during his first term in UST The course lead to the title peritoagrimensor(expert surveyor) He passed the final examination at the age of 17 He was granted the title on November 25, 1881 His loyalty to Ateneocontinued President of the Academy of Spanish Literature Secretary of the Academy of Natural Sciences Secretary of the Marian Congregation AT THE UNIVERSITY OF SANTO TOMAS 03 ? ROMANCES WITH OTHER GIRLS SEGUNDA KATIGBAK 14 yr. old Batanguena and engaged to Manuel Luz â€Å"MISS L† A girl with seductive eyes The romance died a natural death because: The sweet memory of Segunda was still fresh in his heart His father did not like the family of â€Å"Miss L† AT THE UNIVERSITY OF SANTO TOMAS 04 ? LEONOR VALENZUELA Daughter of Capitan Juan and CapitanaSandayValenzuela, their neighbors who were from Pagsanjan, Laguna Her pet name was â€Å"Orang† Rizal sent notes to her made with invisible ink (salt solution) LEONOR RIVERA Jose boarded in Casa Tomasina (No. 6 Calle Santo Tomas, Intramuros) Daughter of his landlord-uncle from Camiling, Antonio Rivera She was a student at La Concordia College, also the school of Soledad, Jose’s youngest sister Born in Camiling, Tarlac on April 11, 1867 She used the name â€Å"Taimis† in her letters to Rizal AT THE UNIVERSITY OF SANTO TOMAS 05 ? VICTIM OF SPANISH OFFICER’S BRUTALITY Setting: Dark night, summer vacation 1878. Calamba He passed by a lieutenant of the Guardia Civil but failed to recognize the latter Insulted, the lieutenant slashed Jose’s back with his sword Jose reported to General Primo de Rivera, Spanish governor general, but no resolution was done because of racial discrimination AT THE UNIVERSITY OF SANTO TOMAS 06 ? TO THE FILIPINO YOUTH (1879) -Literary contest by Artistico-Literario (Artisitic- Literary Lyceum) Rizal, 18 years old, submitted his poem entitled A La Juventud Filipina(To the Filipino Youth) The first prize, a feather shaped, gold ribbon decorated silver pen was given to Rizal In the poem, Rizal beseeched the Filipino to rise from lethargy, to let their genius fly swifter than the wind and descend with art science to break the chains that have long bound the spirit of the people. The poem is a classic. Two reasons: It was the first great poem in Spanish written by a Filipino whose merit was recognized by Spanish literary authorities It expressed for the first time the nationalistic concept that the Filipinos, and not the foreigners were the â€Å"fair hope of the Fatherland. † AT THE UNIVERSITY OF SANTO TOMAS 07 ? THE COUNCIL OF THE GODS (1880) Another literary contest by the Artistic-Literary Lyceum to commemorate the fourth centennial of the death of Cervantes, Spanish and author of Don Quixote. Manuel De Cervantes – Spain’s glorified man of letter Rizal submitted an allegorical drama,El Consejo de los Dioses (The Council of the Gods) The allegory was based on Greek classics Rizal was aided by Father Rector of the Ateneo in securing the needed reference materials The contest was participated by priest, laymen, professors of UST, newspapermen and scholars. Rizal won the first price; he received a gold ring engraved with bust of Cervantes. D. N. Del Puzo – a Spanish writer won the 2nd price AT THE UNIVERSITY OF SANTO TOMAS 08 ? OTHER LITERARY WORKS 1879: Abd-el-Azis y Mahoma A poem, declaimed by an Atenean, manuel Fernandez on December 8, 1879 in honor of the Ateneo’sPatroness 1880: Junto al Pasig(Beside the Pasig) A zarzuela, staged by the Ateneans on December 8, 1880 on the Feast Day of the Immaculate Conception, Patroness of the Ateneo. Rizal wrote it as President of the Academy of Spanish Literature 1880: A Filipinas A sonnet, for the album of the Society of Sculptors Rizal urged all Filipino artist to glorify the Philippines 1881: Al M. R. P. Pablo Ramon A poem, an expression of affection to Father Pablo Ramon, the Ateneorector AT THE UNIVERSITY OF SANTO TOMAS 09 ? RIZAL’S VISIT TO PAKIL AND PAGSANJAN May 1881 Jose, along with his sisters Saturnina, Maria, and Trinidad and female friends went on a pilgrimate to Pakil, famous shrine of the Birhen Maria de los Dolores. They boarded a casco(a flat-bottom sailing vessel) from Calamba to Pakil, Laguna They stayed at the home of Mr. and Mrs. Manuel Regalado, parents of Nicolas, Rizal’s friend in Manila The company witnessed the famous turumba, the people dancing in honor of the miraculous Birhen Maria de los Dolores Rizal was infatuated by VicentaYbardolaza She was skillful in playing the harp at the Regalado home Rizal and his party then went to Pagsanjan for two reasons It was the native town of Leonor Valenzuela To see the world famed Pagsanjan Falls AT THE UNIVERSITY OF SANTO TOMAS 10 ? CHAMPION OF FILIPINO STUDENTS There were frequent student brawls between the Filipinos and the Spaniards 1880: Rizal founded Companerismo(Comradeship), a secret society of Filipino UST students. The members were called â€Å"Companions of Jehu†. He was the chief of the society. His cousin, GalicanoApacible was the secretary. In one of the skirmishes, Rizal was wounded on the head. Hisfriends brought him to Casa Tomasinawhere Leonor Rivera took care of him. AT THE UNIVERSITY OF SANTO TOMAS 11 ? UNHAPPY DAYS AT THE UST Rizal was unhappy in the Dominican institution because: The Dominican professors were hostile to him The Filipino students were racially discriminated against by the Spaniards The method of instruction was obsolete and repressive. He failed to win high scholastic honors due to the attitude of his professors. AT THE UNIVERSITY OF SANTO TOMAS 12 ? DECISION TO STUDY ABROAD Rizal decided to study in Spain after finishing the fourth year of his medical course. The people who approved this are the following: His older brother Paciano His sisters Saturnina (Neneng) and Lucia Uncle Antonio Rivera The Valenzuela family Some friends The people who did not know of his decision are the following: Rizal’s parents Leonor Rivera Spanish authorities AT THE UNIVERSITY OF SANTO TOMAS 13 ? 2. CHAPTER V1:IN SUNNY SPAIN ? 3. MAY 3, 1882 – Rizal left Manila He joined Propaganda Movement and became a Mason and worked with Filipino patriots in seeking reforms. SECRET DEPARTURE FOR SPAIN PERSONS WHO KNOWS RIZAL’S DEPARTURE PacianoAntonio RiveraJesuit FathersClose Friends ? 4. Php 700. 00 with diamond ring – given by Paciano to RizalPhp 35. 00 – allowance per month; to be send by Pacianoand his uncle AntonioJOSE MERCADO – name appeared in his passportMANUEL T. HIDALGO – sender of telegram; he tells that the Spanish steamer SALVADORAwas scheduled to sail to SingaporeMAY 1, 1882 – he left Calamba by CARROMATA, reaching Manila after 10 hoursSANTO DOMINGO CHURCH – he attended the mass before leaving JOSE M. CECILIO (Chengoy) – Rizal’s close friend, one of his close friends who know his departure ? 5. SINGAPORE Founded by SIR THOMAS RAFFLES The SALVADORA reached the English colony of Singapore on May 9. Rizal logged in HOTEL DE LAPAZ for 2 days. FIRST TRIP TO SUEZ CANAL DJEMNAH – a French steamer; sailed to Europe MAY 26 he saw the coast of AFRICA He called this as â€Å"AN INHOSPITABLE LAND BUT FAMOUS†ADEN hotter than the Philippines; he saw camels and Arabian horsesJUNE 2 He arrived at the city of SUEZSUEZ CANAL a historic waterway constructed by ENGR. FERDINAND DE LESSEPS ? 6. NAPLES AND MARSEILLES JUNE 11 – Rizal reached Naples, an Italian city Rizal was fascinated by MOUNT VESUVIUS and CASTLE OF ST. TELMO. He visited CHATEAU d’LF, where Dantes, hero of the Count of Monte Cristo was imprisoned. Rizal stayed here for 2 ? days. BARCELONA MAY 16, 1882 – he reached BARCELONA; the greatest city of CATALUNA and Spain’s 2nd largest cityLAM RAMBLAS – famous street in BarcelonaPLAZA DE CATALUNA – welcome party for Rizal was made by Rizal’s schoolmates at Ateneo ? 7. AMOR PATRIO (Love of Country) – he wrote it in Barcelona; this is a nationalistic essay written in Spanish soil under the pseudonym of Dimas – AlangPublished in two text Spanish – Rizal Filipino – M. H. del Pilar DIARYONG TAGALOG – first Manila bilingual newspaper FRANCISCO CALVO – editor of DiaryongTagalog; member of editorial staffTWO PEN NAMES USED BY RIZAL DIMAS – ALANG – used in joining the Masonry LAONG LAAN – used in his essayTHREE ARTICLES FOR DIARYONG TAGALOG Amor Patrio (Love of Country) Los Viajes (Travels)Revistade Madrid (Review of Madrid) – it was returned to him because of financial reasons Then Rizal moves to Madrid. ? 8. SAD NEWS FROM HOME Spread of Cholera that was ravaging Manila and other provinces Leonor Rivera was getting thinner because of an absence of a loved one. LIFE IN MADRID- He enrolled at UNIVERSIDAD CENTRAL DE MADRID (Central University of Madrid)- 2 courses enrolled (MEDICINE, PHILOSOPHY LETTERS)- Took lessons at the Academy of San Carlos (Painting Sculpture)- He also took private lessons in (GERMAN, FRENCH ENGLISH) ? 9. THEY ASKED ME FOR VERSES Rizal joined the CIRCULO HISPANO FILIPINO which is a society of Spaniards and Filipino. Rizal was requested to create a poem which was declaimed upon December 31, 1882. RIZAL AS LOVER OF BOOKS SENOR ROCES – owner of store where Rizal purchased 2ndhand books Rizal was deeply affected by BEELCHESS STOWE’S â€Å"UNCLE TOM’S CABIN† EUGENE SUE’S â€Å"THE WONDERIGN JEW†. Rizal also visited PARIS for the first time and he said that â€Å"PARIS IS THE COSTLIEST CAPITAL IN EUROPE†. ? 10. RIZAL BECOMES A MASON Rizal got contacts with the Liberal and Republican Masons. In 1883, he joined the MASONIC LODGE ACACIA in Madrid adopting the Masonic name DIMAS – ALANG. REASONS WHY HE JOINED MASONRY The bad friars in the Philippines, by their abuses unworthy of their priestly habit, drove Rizal to desperation and to masonry. He needed to help the masons to fight the bad friars in the Philippines. Upon November 15, 1892 he became the master mason ofLODGE SOLIDARIDAD and on February 15, 1892 he became the master mason of LE GRAND DE ORIENT FRANCE in Paris. ? 11. TWO TITANS OF THE BRUSH JUAN LUNA – 1st price for his SPOLIARIUM, he received as gold medalFELIX HIDALGO 2nd price for his CHRISTIAN VIRGINS EXPOSE TO THE POPULACE TWO COURSES FINISHED IN MADRID Doctor of MedicineLicentiate of Philosophy and Letters ? CHAPTER VII: PARIS TO BERLIN (1885 87 ? Rizal went to Paris and Germany in order to specialize in ophthalmology. He chose this branch because he wanted to cure his mother’s eye ailment. IN GAY PARIS (1885-86) After studying at the Central University of Madrid, Rizal, who was then 24 yrs old, went to Paris to acquire more knowledge in ophthalmology. ? MAXIMO VIOLA – a medical student and a member of a rich family of San Miguel, Bulacan SENOR EUSEBIO COROMINAS – editor of La Publicidad DON MIGUEL MORAYTA – owner of La Publicidad and a statesman Rizal gave Editor Corominas (an article on the Carolines Question) NOVEMBER 1885 – Rizal was living in Paris He worked as an assistant to Dr. Louis de Weckert, a leading French ophthalmologist. JUAN LUNA – great master of the brush; Rizal helped him by posing as model in Luna’s paintings. â€Å"The Death of Cleopatra† – where Rizal posed as an Egyptian priest â€Å"The Blood Compact† – Rizal posed as Sikatuna ? RIZAL AS MUSICIAN Rizal had no natural aptitude for music, and this he admitted. He studied music only because many of his schoolmates at Ateneo were taking music lessons. He told Enrique Lete that he â€Å"learned the solfeggio, piano, and voice culture in one month and a half†. He is also a flutist. Some of his compositions are: AlinMangLahi (Any Race) – a pariotic song which asserts that any race aspires for freedom La Deportacion (Deportation) – a sad danza, composed in Dapitan ? IN HISTORIC HEIDELBERG FEBRUARY 3, 1886 – Rizal arrived in Heidelberg, a historic city in Germany famous for its old university and romantics surroundings. He became popular among the Germans because they found out that he was a good chess player. He worked at the University Eye Hospital under the direction of Dr. Otto Becker, distinguished German ophthalmologist. ? â€Å"TO THE FLOWERS OF HEIDELBERG† APRIL 22, 1886 – Rizal wrote a fine poem entitled â€Å"A Las Flores de Heidelberg† (To the Flowers of Heidelberg) because he was fascinated by the blooming flowers along the Neckar River, which is the light blue flower called â€Å"forget- me-not†. WITH PASTOR ULLMER AT WILHELMSFELD Rizal spent a three-month summer vacation at Wilhelmsfeld where he stayed at the place of a Protestant pastor, Dr. Karl Ullmer. The pastor has a wife and two children named Etta and Fritz. ? FIRST LETTER TO BLUMENTRITT JULY 31, 1886 – Rizal wrote his first letter to Professor FERDINAND BLUMENTRITT who is the Director of the Ateneo of Leitmeritz, Austria. Blumentritt is an Austrian ethnologist and he has an interest in the Philippine language. Rizal sent Aritmetica (Arithmetic) book to Blumentritt which was published in 2 languages Spanish and Tagalog – by the University of Santo Tomas Press in 1868. The author was RufinoBaltazar Hernandez. Blumentritt became the best friend of Rizal. ? FIFTH CENTENARY OF HEIDELBERG UNIVERSITY The famous University of Heidelberg held its fifth centenary celebration on August 6, 1886 where Rizal had witnessed the said celebration. IN LEIPZIG AND DRESDEN AUGUST 14, 1886 – Rizal arrived in Leipzig He attended some lectures at the University of Leipzig on history and psychology. He befriended Prof. Friedrich Ratzel, a famous historian, and Dr. Hans Meyer, German anthropologist. Rizal found out that the cost of living in Leipzig was the cheapest in Europe so he stayed for 2 months and a half. On October 29, he went to Dresden, where he met Dr. Adolph B. Meyer, the Director of the Anthropological and Ethnological Museum. ? RIZAL WELCOMED IN BERLIN’S SCIENTIFIC CIRCLES Rizal was enchanted by Berlin because of its scientific atmosphere and the absence of race prejudice. Some scientists Rizal met are: DR. FEODOR JAGOR – German scientist-traveler and author of Travels in the Philippines DR. RUDOLF VIRCHOW – famous German anthropologist DR. W. JOEST – German geographer DR. KARL ERNEST SCHWEIGGER – famous German ophthalmologist ? RIZAL’S LIFE IN BERLIN Five reasons why Rizal stayed in Berlin: To gain further knowledge of ophthalmology To further his studies of science and languages To observe the economic and political conditions of the German nation To associate with famous German scientists and scholars To publish his novel, Noli Me Tangere Rizal worked as an assistant in the clinic of Dr. Scweigger, and at night, he attended lectures in the University of Berlin. He also took private lessons in French under Madame Lucie Cerdole. ? RIZAL ON GERMAN WOMEN Rizal sent a letter to his sister, Trinidad, dated on March 11, 1886. In his letter, Rizal expressed his high regard and admiration for German womanhood. Rizal said that German woman is serious, diligent, educated and friendly. GERMAN CUSTOMS Some of the German customs Rizal admired: On Yuletide season, people will select a pine tree from the bushes and adorned it with lanterns, papers, lights, dolls, candies, fruits, etc. Self-introduction to strangers in a social gathering. ? RIZAL’S DARKEST WINTER The winter of 1886 in Berlin was his darkest winter. He lived in poverty because no money arrived from Calamba and he was flat broke. He could not pay his landlord and he was eating only one meal a day. His clothes were old and threadbare. His health broke down due to lack of proper nourishment. This is one of the most memorable days in the life of Rizal. Paris to Berlin (1885-87) Rizal went to Paris and Germany in order to specialize in ophthalmology -He chose this branch because he wanted to cure his mother’s eye ailment He also continued his travels and observations of European life and customs, government and laws in Paris, Heidelberg, Leipzig and Berlin In Berlin, Jose met and befriended several top German scientists, Dr. Feodor Jagor, Dr. Adolph B. Meyer and Dr. Rudolf Virchow After his studies in Central University of Madrid, Rizal, who was 24 years old and already a physician, went to Paris in order to acquire more knowledge in ophthalmology Maximo Viola(Barcelona) – a medical student and a member of rich family of San Miguel, Bulacan Senor Eusebio Corominas – editor of the newspaper La Publicidad Miguel Morayta – owner of La Publicidad and a statesman Carolines Question – an article Rizal’s gave to Editor Corominas; a controversial issue for publication November 1885 – he was living in Paris Dr. Louis de Weckert(1852-1906) – leading French ophthalmologist where Rizal worked as an assistant about four months January 1, 1886 Rizal wrote a letter for his mother to reveal that he was rapidly improved his knowledge in ophthalmology Rizal relaxed by visiting his friends, such as the family of the Pardo de Taveras(Trinidad, Felix, and Paz), Juan Luna and Felix Resureccion Hidalgo Juan Luna – the great master of brush; Rizal helped him by posing as model in several paintings: 1. â€Å"the Death of Cleopatra†, Rizal posed as an Egyptian priest 2. ‘the Blood Compact†, Rizal posed as Sikatuna Rizal had no natural aptitude for music, and this he admitted. He studied music only because many of his schoolmates at Ateneo were taking music lessons In a letter dated November 27, 1878, he told Enrique Lete that he â€Å"learned the solfeggio, piano, and voice culture in one month and a half†. He was a flutist in various impromptu reunions of Filipinos in Paris Some of his compositions are: â€Å"Alin Mang Lahi†(Any Race) – a patriotic song which asserts that any race aspires for freedom â€Å"La Deportacion†(Deportation) – a sad danza, composed in Dapitan during his exile February 1, 1886 – left gay Paris February 3, 1886 – arrived in Heidelberg(a historic city in Germany famous for its old university and romantic surroundings Rizal was a good chess player and became a member of Chess Player’s Club He became popular among German students because he joined them in their chess games and beer-drinking and watched their friendly saber duels He worked at the University of Heidelberg under the direction of Dr. Otto Becker, German ophthalmologist He was fascinated by the blooming flowers along the cool banks of the Neckar River The light blue â€Å"forget-me-not† – his favorite flower April 22, 1886 – he wrote a fine poem â€Å"A Las Flores de Heidelberg†(To the Flowers of Heidelberg) Wilhelmsfeld where Rizal spent a three-month summer vacation Protestant Pastor Dr. Karl Ullmer where Rizal stay at the vicarage of their house and who become his good friend and admirer May 29, 1887 Rizal wrote from Munich (Muchen) to Friedrich (Fritz) July 31, 1886 Rizal wrote his first letter in German to Blumentritt August 6, 1886 fifth centenary of Heidelberg University August 9, 1886 Rizal left Heidelberg August 14, 1886 when he arrived in Leipzig Leipzig Rizal translated Schiller’s William Tell from German into Tagalog. He also translated Fairy Tales of Hans Christian Anderson. He stayed about two and half month in Leipzig October 29, 1886 he left Leipzig for Dresden where he met Dr. Meyer Dr. Adolph B. Meyer  ± director of the Anthropological and Ethnological Museum Nov. 1 he left Dresden by train, reaching Berlin in the evening Berlin where Rizal met Dr. Teodor Jagor Dr. Feodor Jagor author of Travels in the Philippines Dr. Hans Virchow professor of Descriptive Anatomy Dr. Rudolf Virchow – German Anthropologist Dr. W. Joest noted German geographer Dr. Karl Ernest Schweigger famous German ophthalmologist where Jose worked in his clinic Rizal became a member of the Anthropological Society Ethnological Society Geographical Society of Berlin Five reasons why Rizal lived in Germany: Gain further knowledge of ophthalmology Further his studies of sciences and languages Observe the economic and political conditions of the German nation Associate with famous German scientists and scholars Publish his novel, Noli me Tangere Madame Lucie Cerdole French professor; she became Jose’s professor in Berlin. He took private lessons in French in order to master the idiomatic intricacies of the French language March 11, 1886 Rizal wrote a letter addressed to his sister, Trinidad, expressing his high regard and admiration for German womanhood German woman serious, diligent, educated and friendly Spanish woman gossipy, frivolous and quarrelsome Christmas custom of the Germans Self-introduce to stranger in social gathering Winter of 1886 – Rizal’s darkest winter in Berlin. He lived in poverty because no money arrived from Calamba. Rizal starved in Berlin and shivered with wintry cold, his health down due to lack of proper nourishment View of the modernized building where Dr. Rizal had resided in Berlin ? Life and Works of Dr. Jose P. Rizal ? CHAPTER VII: NOLI ME TANGERE ? February 21,1887- the first novel Noli Me Tangere was finished IDEA OF WRITING ON PHILIPPINES: The reading of Harriet Beecher Stowesâ€Å"Uncle Tom’s Cabin†- which portrays the brutalities of American slave-owners and the pathetic conditions of the unfortunate Negro, Slaves, inspired Dr. Jose Rizal to prepare a novel on the Philippines Rizal was a student in the Central University of Madrid Rizal proposed is writing of a novel about the Philippines during the reunion of Filipinos in the house of the Paternos in Madrid on January 2,1884 ? His proposal was unanimously approved by: Pedro Maximo Antonio They were Paternos Graciano Lopez Jaena Evaristo Aguirre Julio Llorente Valentin Ventura Eduardo De Lete ? The end of 1884-Rizal began writing the novel in madrid and he finished one half of it 1885 He went to Paris for completing his studies in the Universidad Central De Madrid He continued writing the novel, finishing the one half of the second half. GERMANY 1886 During the dark days While his spirit was at its lowest ebb, he almost threw the manuscript into the fire The novel was almost finished ? He was desperately desponded because he saw no hope of having it to published for he was utterly penniless FERNANDO CANON- friend of Rizal MID DECEMBER- a telegram from Barcelona arrived THE TELEGRAM Sent by Dr. Maximo Viola, informing Rizal of his coming visit to Berlin ? The message revived the author’s Hope Dr. Maximo Viola A scion of a rich family of San Miguel Bulacan Would surely lend him the money for the publication of the novel The man had saved â€Å"Noli† Viola was a Godsend Viola came to Berlin to invite Rizal to join him in a tour of Europe When he learned of Rizal’s predicament, he kindly agreed to postponed the tour and instead, advanced some money so that the novel could be printed ? 1887 First edition of Noli Me Tangere was printed in Berlin P300. oo cost of printing (advance by Viola) for 2000 copies MARCH 29,1887 Rizal gave the Galley Proofs of the Noli A significant date for it was the date when the Noli Me Tangere came off the press NOLI ME TANGERE a latin phrase which means â€Å"Touch me not†, from the bible ? MARCH 1887 Rizal writing to Felix R. Hidalgo in french â€Å"Noli Me Tangere† words taken from the gospel of St. Luke Rizal made a mistake. It should be the gospel of St. John, on the first Easter Sunday St. John(chapter 20:13-17) ST. MARY MAGDALENE visited the Holy Sepulchre, and to her our Lord Jesus, just arisen from the dead ? The author’s dedication. Rizal dedicated the Noli Me Tangere to the Philippines â€Å"to my country† his dedication runs as follows: Recorded in the history of human sufferings is a cancer so malignant a character that the least touch irritates it and awakens in it the sharpest pains. Thus, how many times, when in the midst of modern civilization i have wished to call thee before me, now to accompany me in memories ? Now to compare thee with other countries, hath thy dear image presented itself showing a social cancer like a to that other! Desiring thy welfare which our own, an seeking the best treatments, i will do with thee what the ancient did with their seek exposing them on the steps of the temple so that everyone who came to invoke the divinity might ofer them a remedy. ? And to this end, Iwill strive to reproduce thy condition faithfully, without discrimination, Iwill raise a part of the veil that covers the evil, sacrificing to truth everything, even vanity itself. Since, as thy son i am conscious that Ialso suffer from thy defects and weaknesses. ? NOLI ME TANGERE Contains 63 chapters and an epilogue It begins the reception given by Captain Tiago (Santiago De Los Santos) at his house in CalleAnloague ( Now Juan Luna Street) on the last day of October CRISOSTOMO IBARRA A young and rich Filipino who had just turn after 7 years of study in Europe ? The reception or dinner was given in honor of Crisostomo Was only son of Don Rafael Ibarra DON RAFAEL IBARRA Friend of CapitanTiago and fiance of beautiful Maria Clara supposed daugther of Capitan Tiago GUEST DURING RECEPTION Padre Damaso- a Franciscan Friar who had been priest of San Diego( Calamba), Ibarra’s native town for 20 years ? 2. Padre Sibyla-a young dominican parish priest of Binondo 3. Senor Guevara an elderly and kind lieutenant of the GuardiaCivil DON TIBURCIO de ESPADANA a bogus Spanish Physician , lame, and henpeckeadhusband of Dona Victorina and several ladies. PADRE DAMASO was in a bad mood because he got a bony neck and hard wing of the chicken Tinola. he tried to discredit Ibarra’s remarks. ? =AFTER DINNER= Ibarra Left captain Tiago’s house to return to his hotel. On the way, the kind lieutenant Guevarratold him the sad story of his father’s death in San Diego. Don Rafael – his father, was a rich and brave man. He defended a helpless boy from the brutality of a illiterate Spanish tax collector, pushing the latter and accidentally killing him. He was thrown in prison, where he died unhappily. ? He was buried in consecrated ground but his enemies, accusing him of being a heretic, had his body removed from the cemetery. On hearing his father’s sad story, Ibarra thanked the kind Spanish lieutenant and vowed to find out the truth about his father’s death. ? =THE FOLLOWING MORNING= Ibarra, visited Maria Clara, his childhood sweetheart Maria Clara teasingly said that he had forgotten her because the girls in Germany were beautiful, then Ibarra replied that he had never forgotten her. After the romantic reunion with Maria Clara, Ibarra went to San Diego to visit his father’s grave. It was All Saint’s Day.. at the cemetery, the grave –digger told Ibarra that the corpse of Don Rafael was removed by order of the parish priest to be buried in the Chinese cemetery. ? But the corpse was heavy and it was a dark rainy night so that he simply threw the corpse into the lake. Ibarra was angered by the grave-diggers story. He left the cemetery. On the way, he met Padre Salvi Franciscan parish priest of San Diego. In a flash, Ibarra pounced on the priest , demanding redness for desecrating his father’s mortal remains. PADRE SALVI- told him that he had nothing to do with it, for he was not the parish priest at the time of Don Rafael’s death. ? It was Padre Damaso, his predecessor, who was responsible for it. Convinced of Padre Salvi’sinnosence, Ibarra went away. In his town, Ibarra met several interesting people, such as the wise old man Tasio the Sage, whose ideas were too advanced for his times so that the people, who could not understand him, called him â€Å"Tasio the Lunatic†. The progressive school teacher, who complied to Ibarra that the children were losing interest in thier studies because of lack f a proper schoolhouse and discouraging attitude of the parish priest toward teaching of Spanish and the use of modern method of PEDAGOGY. ? The spineless gobernadorcillo, who catered to wishes of the Spanish priest: Don FilipoLino the ten

Free Essays on Illustrative Composition

I think that if we eliminate crime that we would be better economically. Prisoners in today’s prison system feed of our tax money whether we like it or not. Prisoners today can look forward to hardy meals, television, lifting weights, and playing sports. This in my mind sounds more like a resort than prison. When people are sent to a penitentiary they are there because they did something that was immoral. Therefore the punishment needs to fit the crime. Our prisons need to be cold, boring and strike an impression on the convict of a horrible retched place. But presently that is not how it is. These men or women are having a good time in prison. They’re not doing it for free either. The prison system alone takes $1,500,000 to maintain a year. That includes Recreation, Cable T.V., and other extra events. The prison system is part of the government as a means of reform in a person’s life. Therefore it needs to be harsh and unbending in its reform. So that when these inmates get out they are forever changed and not the same as they where when they came. That is why our prison system needs reform. It cannot continue treating offenders, who statistically 45% are violent offenders according to the Bureau of Justice, like they are.... Free Essays on Illustrative Composition Free Essays on Illustrative Composition I think that if we eliminate crime that we would be better economically. Prisoners in today’s prison system feed of our tax money whether we like it or not. Prisoners today can look forward to hardy meals, television, lifting weights, and playing sports. This in my mind sounds more like a resort than prison. When people are sent to a penitentiary they are there because they did something that was immoral. Therefore the punishment needs to fit the crime. Our prisons need to be cold, boring and strike an impression on the convict of a horrible retched place. But presently that is not how it is. These men or women are having a good time in prison. They’re not doing it for free either. The prison system alone takes $1,500,000 to maintain a year. That includes Recreation, Cable T.V., and other extra events. The prison system is part of the government as a means of reform in a person’s life. Therefore it needs to be harsh and unbending in its reform. So that when these inmates get out they are forever changed and not the same as they where when they came. That is why our prison system needs reform. It cannot continue treating offenders, who statistically 45% are violent offenders according to the Bureau of Justice, like they are....

Alcoholism Personal Statement Example | Topics and Well Written Essays - 500 words

Alcoholism - Personal Statement Example Emotional distress and parental influence was the main reason to start off with the habit. In order to handle the increasing misery which was caused due to many problems (financial and family) I resorted to the drinking of alcohol. At first it provided me a sense of relief but a point came when the distress began to mount all over again. It started as fun, took over me and began killing me slowly. In other words it can be said that Alcohol is just like a slow poison. I realized all these negative features of Alcohol after a great demise of my father's life. I have lost my father because of this slow poison. He was suffering from Cancer but we couldn't realize it until his health got so severely damaged that he could not recover. Young individuals are more responsive to the positive effects of drinking, like feeling of being comfortable in social situations. They may have a relatively large amount of alcohol than adults because their maturing brain does not accept any reality unless they experience it. Their brain does not understand the possible devastating loss but consider the positive social experiences. Alcohol consumption does not only harm an individual but the society. Alcoholism is a great threat to the youth and must be stopped for a brighter future of the youth, their family and the whole country.

Girl, One of these days Essay Example | Topics and Well Written Essays - 500 words

Girl, One of these days - Essay Example In order for a story to have a plot, it is imperative that events are sequenced in a sensible way. There may either be a cause and effect relationship between events, or else, the events may just coincidently occur, but in either case, the subsequent events should be linked with the preceding ones. This being the definition of plot, it can be safely said that Jamaica Kincaid’s Girl has no plot at all, because there is no link whatsoever between the various events. In fact, there is no event at all. Though Girl lacks story and plot, yet it essentially fulfills the purpose of character development. From the beginning till the end of Girl, an unknown narrator is advising something that seems to be a girl so that the latter may become a responsible and prudent woman and wife. There are traces of conflict and resolution in the text. Occasionally, the narrator tells why a girl thinks in a particular way, and what she should do to get rid of the problem. 2. There is a dentist who is busy doing his work while a Mayor approaches and sends message to the dentist via dentist’s son that he wants his tooth taken out. The dentist is reluctant to do so and tells his son to tell the Mayor that he is not there. But the Mayor knows he is there. He tells the dentist’s son to tell him that if he did not take out the Mayor’s tooth, he would shoot the dentist. The dentist calls him in, and he makes the Mayor pour in the chair. He warns the Mayor that he would be given no anesthesia because the Mayor has an abscess. The Mayor tells him to proceed. The dentist takes the lower wisdom tooth out, while the Mayor holds his breath to bear the pain. When the tooth has been taken out, the Mayor wishes him a good-bye after receiving instructions from the dentist. The Mayor tells him to send the bill, hearing which, the dentist sarcastically questions him if he would pay from the town’s budget. The Mayor says it means the same eit her way. In this story, the audience gets a