UNP Historic Rotor Residence

UNP Historic Rotor Residence

"This residence is a unique blend of architectural history and artistic expression, offering a glimpse into the family's appreciation for nature and the arts." - UNP 

San Vicente, Ilocos Sur

The Rotor family's "Living with Nature" Residence by the University of Northern Philippines (UNP) is a testament to the family's deep connection with nature and the arts. 

The residence, constructed in 1903, was originally a composite ordinary residence and has since been transformed into an art gallery that reflects Dr. Abercio V. Rotor's respect for the natural world and the arts. 

The house features imaginative paintings of nature and retains its original historical elements, such as bricked columns and beams. The ground floor includes spaces for the winery company, kitchen, dining, and various store rooms and bedroom spaces, while the upper floor serves as a gallery.

This residence is a unique blend of architectural history and artistic expression, offering a glimpse into the family's appreciation for nature and the arts. ~

                      Features of the Living with Nature Center, 2026

Dr Abe V Rotor

Founder and Head, Living with Nature Center

Visit avrotor.blogspot.com and Naturalism – the Eighth Sense

Contact – 09954672990

20 FEATURES

Orientation Outline 

1. Renovated old home

   (survived typhoons, earthquakes, other calamities, WWII) for four generations. 

2. San Vicente Botanical Garden – living gene bank, shrine, outdoor classroom.

3. Living with Nature (Center), advocacy, hands-on, on-site learning

4. Community-based (visits, tours, workshops, research, practicum)

5. Refuge (respite, retirement, recuperation, balikbayan, childhood experience)

French and Belgian tourists lead house guests in January 2026

6. EcoSanctuary - Wildlife habitat, orchard, open field, local ecosystems

7. Natural for healthy and happy living (food, air, herbals, pets, sense of freedom)

8. Family museum (library, archive, souvenirs, achievements, paraphernalia)

  

 

CEO of a local tourist group poses with author, examines a deer head on the wall. 

9. “The Morning After Syndrome” - preparedness for the worst upheaval (COVID-19)

10. Exodus from the City (reversal from traffic, congestion, high cost of living)

 

NCCA (National Commission for Culture and Arts) executive and LGU (Local Government Unit) guides; UNP coed displays a relief religious art work made of recycled materials.

 

Author (left) presents painting and a book (Living with Nature in Our Home and Community) he wrote as gifts to Fr Mars Tan, president of Xavier University, on the latter's visit to the author's home in San Vicente, Ilocos Sur in 2024. Right photo, Japanese guest Takehito Kabayashi (center) poses with author at the Living with Nature Library.  

11. Right brain shift (creativity, hobbies, nature-friendly)

12. Integrated and holistic (The Humanities, back-to-basics, skills development)

13. You are not alone (“So far yet so near,” the world at the living room)

 "Education breeds confidence. Confidence breeds hope.

 Hope breeds peace." – Confucius

DepEd Kidapawan educators and teachers visit the Living with Nature Center

Old friends and acquaintances, professionals in various fields pose at the Center's garden.

14. Ecological prayer (Love God through Nature, Nature is God’s greatest gift)

15. Don’t be a victim of Instant Syndrome (DiY, home garden, cookbook)

 

UNP University of Northern Philippines) students study plant specimens with author..  

16. Save, save from impulse buying, planned obsolescence, ostentatious living.

17. Be simple and practical (countryside living, bayanihan, kamag-anak)

        

Bible month (January 2026) poster making student-contestants display their final works before their parents, teachers and church leaders.  Contestants come from 3 local school SVIS (San Vicente Integrated School), SSNHS (San Sebastian National High School), EMES (Ermita-Mindoro Elementary School)

18. The golden years of life (It’s not too late, you are missing life itself)
19. Yes, you can paint, cook, build your home, do the things you dreamed of.
20. Search for the meaning of life (Learn from Victor Frankl, Schweitzer, Rizal)

 

Bible month poster making contests candid views

    

Globally linked on the Internet avrotor.blogspot.com and Naturalism – the Eighth Sense in 6000 articles to date. Search topic, download, print for your educational use in your school, community, and organization. Linked with 14 books written by AV Rotor, Bannawag magazine, (Okeyka Apong), Radyo Katipunan Ateneo de Manila University, Usapang Bayan, Radyo ng Bayan, other websites. Welcome to the Living with Nature Center, San Vicente, Ilocos Sur.  Contact – 09954672990 ~

There is no escape from our high tech world

 There is no escape from our high tech world 

Dr Abe V Rotor

Living with Nature - School on Blog

Virtually there is no escape from our high tech world.

Imagine life if there were no cell phones, cable TV, video games, malls, hospitals, e-mails, solar watches, MRT/LRT, ATM, and the like.  And if we think about today's processes in making the many products we use everyday - from ballpoint pens to cars - imagine computers and robots at work in place of man.

Scenario: a quart clock awakens you. You switch on the light, tune in the TV or radio, take a bath, pick up the phone, cook breakfast, read the morning paper, dress up, take the elevator, drive the car, etc., etc., etc.  All this is not surprising to those of us who live in urban centers.  

Death lurks in the byproducts of "The Good Life"

But hear this.  The milk you drink is genetically modified (human embryo hormone was injected into the cow to produce more milk);  the corn flakes you eat comes from Bt corn (corn with a gene material of a bacterium - Bacillus thuringiensis); your potato and onion are irradiated for longer shelf life; your lettuce carries a trace of dioxin (the deadliest toxin ever synthesized), your tuna carries a residue of mercury; the microwave emits rays that are not good to health; the paint in your condominium contains lead; plastic deteriorates and you may not know you are suffering of the harmful effects; synthetic fabric is the cause of your allergy; there is nitrate (salitre) in corned beef and in tocino; MSG (Mono Sodium Glutamate) in noodles, aspartame in softdrinks, sulfite in sugar; Potassium Bromate in bread.  And the list goes on, ad infinitum. 

In an issue of Time magazine*, a new research links common chemicals and brain disorders in kids. This is how everyday toxins may affect our kids.

1. Manganese - Found in drinking water, is linked with lower math scores, hyperactivity, impaired motor skills and some drops in intellectual function.

2. Carbonates - Found in pesticides used to kill cockroaches, flies and mosquitoes, and lawn bugs, are linked to defects in brain development.

3. Tetrachloro-ethylene - Found in dry cleaning solvents, is linked to problems in brain development and a higher rate of psychiatric diagnoses. 

4. Polybrominated biphenyl ethers - Found in furniture and toys as a flame retardant is linked with disorders in brain development among kids with higher in utero

exposure. (In utero is a Latin term literally meaning "in the womb". In biology, the phrase describes the state of an embryo or fetus.)

The deleterious by-products of today's science and technology exacerbate the problems of mankind.  Paradoxically, science and technology have not successfully eradicated the ancient scourge of mankind - disease, poverty, and ignorance.

While man may have a grasp of history and his society, he has apparently lost control of his destiny.

 Globalization also takes away our original identities as individual and as a people.  It homogenizes diversity into a common pool, including our independence in belief, thinking and conviction -  and the quaintness of alternative ways of living.  Lower photo: Curitiba Botanic Garden

At this point we would like you to switch your thoughts and focus your attention on the following areas:

• Environmental preservation/conservation
• Saving the endangered species
• Reducing wastage, recycling
• Natural medicine, organically grown food
• Pollution-free cars
• Ecology tourism (eco-tourism)
• Model cities like Curitiba, Brazil
• Ban nuclear weapons
• Free Willy movie, Fly Away Home, etc
• Clean Air Act, stop CFC emission
• Zoning, proper land use
• Ban cloning, genetically modified organisms (GMO) and their products.

This is an open-ended list, and we ask you to continue it and share this lesson with your family and community in a lively and positive discussion.~  

*Time, March 3, 2014

Lesson on former Paaralang Bayan sa Himpapawid Dr Abe Rotor and Ms Melly C Tenorio
738 DZRB AM, 8 to 9 evening class, Monday to Friday

Evolving Art (ad infinitum)

 Evolving Art 

(ad infinitum) 

Art works, verses and lines by Dr Abe V Rotor 

Splash Painting

Who needs brush and canvas?

Only colors, if you must.

On the floor, just splash, splash,

to create stained glass! 

Noah's Black Dove 

I found a fossil entombed,

   of a story in driftwood. 

  

Duck Head  Figurine

 

Once hunted on water and in air,

now figurine, a grim reminder.   

 

Broken Jar Alive

A lease for life indeed

through art we bid;

talent put to the test

at its very best.

 

Driftwood trophy

Why gold or silver a trophy:

why not remnant of a tree,

 shells forgotten and empty,

to wake us up to reality?

 

 

Driftwood Table Decor

Wasteland in the hall,

  a dreaded scene,

   aftermath of the Fall, 

of man's first Sin. ~

Fantasy Landscape

Fantasy Landscape

Painting and Verse by

Dr Abe V Rotor

Fantasy Landscape (15.5" x 43") acrylic on canvas,

mounted on black wood frame.

Raging fire and cool jade

marble of blue and ebony

jagged mountains ascending

colors not of earth

nor water nor sky

creatures by imagination

carved, floating, flying

landscape of far away

in imagination, in myth

not on earth

not in heaven

not by man -

yet called

man, heaven and earth ~

The Fine Edge of Awareness

 The Lighter Side of Human Nature

The Fine Edge of Awareness

Dr Abe V Rotor

Consciousness is biological and instinct, then the fine edge of awareness follows, and the young is introduced into the world of grownups. What lies ahead is a long journey through which life is lived, distinctly yet collectively, linking generations, and intertwined as one beautiful tapestry of humanity.
 
Taking time out on a holiday or vacation invigorates the body, tempers the mind and heart, nourishes the soul. Bonding keeps the family closely knit, yet it opens opportunities to grow with the community and the institutions.    

Nature and nurture are like horse-and-carriage in child development.  They are the  greatest teachers that make the difference as children become adults.

  

 

A bangkal tree serves as extension of a nearby church where the faithful participate in the holy mass.  

Awareness is like the light of dawn, emerging from the darkness of night, and little by little opens the curtain for the day's drama, revealing the characters who are none other but us. 

Awareness comes early and ends with the last breath, a womb-to-tomb phenomenon of life, taking no exception, unless by circumstance consciousness takes the wrong turn.

Awareness to a child is innocence imbibing the stimuli that the five senses perceive, whether these be desirable or not, for which reason the role of guardians is most vital.

Awareness builds knowledge, hones sensitivity and creates a sense of awe and wonder at creation, in order to know more about the world, and to accept those that cannot be explained. 

Awareness builds love in its countless expressions, from self to neighbor, family to community, ultimately to humanity and God - love that brings peace and unity in the world. 

Awareness is building lines of communication of understanding among people, and among creatures, the environment, the universe, through the power of the mind and sincerity of intention. 

Awareness is knowing the limits of man in his pursuit of happiness, power and glory, through his technology, more so in recognizing the impact - good or evil - of his pursuits.

Awareness is keeping the environment clean and orderly, preserving its pristine and balance state, by following the laws and rules of nature in whatever human activity.

Awareness is giving and share equitably, for "having too much means others have so little", greed the greatest sin, the root cause of war, the biggest denial to fellowmen and to God.          

Awareness is lending a hand unconditionally, taking the road less trodden and being a  Samaritan in one's own way, reaching out for the hungry, thirsty, naked, imprisoned, and lonely. ~

What students say about Humanities as a 3-unit Subject in College at SPUQC

The Humanities and Art Appreciation

Formerly, What students say about Humanities (Impressions and Impact)

 Dr Abe V Rotor

World War II Memorial at St Paul University QC

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The following findings were derived from the perception and reaction of students who took Humanities in the summer 2005 at SPU-QC, then an exclusive women institution. Humanities or Applied Aesthetics, formerly Introduction to the Arts and Music, is a three-unit subject offered in the second year as part of the general college curriculum. The findings will shed light to the general impression that Humanities is one of the least understood subjects 

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Introduction 

As a professor in humanities, the author looked into how functional knowledge and skills derived from the course could be best cultivated, and how the historical and philosophical perspectives are inculcated in the student. 

He believes that this can be done by formulating an effective way of teaching this broad subject which comprises four major fields, namely visual art, literature, stage play, music and dance. 

One can only imagine how, in a semester’s time – or in one summer period - a college freshman or sophomore could imbibe the subject from the level of appreciation to actual application. But the author believes in the potentials of the course – if only it could be taught the “effective” way. 

The other consideration why this study was made is to determine to what extent can awareness in the arts be built in so short a period, and how such awareness would affect behavior and perception of the student, not only in the arts, but also about life itself. 

It would give both teacher and students the idea when appreciation begins so as to influence attitudes and values. 

• Does Humanities bring out awareness of culture, and history as well? 

• To what extent does it influence ones perception about the environment, society and the changing times? 

• Is the syllabus of the course sufficient in bridging art’s traditional history and conventional styles with one that is progressive and liberal in keeping up with the call of the times? 

• If this is so, are the students prepared to critique art, not so much for art’s sake, but for its relevance and application in their lives?

Profile to the student-respondents

There are 43 students, all female, with a narrow age range of 17 to 20. The average age is 17.7

1. The students are in their second year taking up the following courses. 

• IT (Information Technology) 31 (72%) 
• HRM (Hotel and Restaurant Management) 8 (19%) 
• MC (Mass Communication) 3 (7%) 
• Biology 1 (2%) 

              Total 43 (100%) 

Of the 43 student-respondents, 26 of them or 60 percent are bona fide residents of Metro Manila, while 17 (40 %) have provincial addresses. 

Thirty (80 %) live with their parents, while 5 (12 %) live with their relatives. 

In general, the students belong to small families as shown by the computed average number of brothers and sisters, which is 1.69 and 0.87, respectively. This is equivalent to three children per family, two girls and one boy. 

Here are 10 major topics or activities in Humanities and how the students rated them.

1. Drawing and Painting - 4.52 Very Good There were two drawings and one acrylic painting made by each student. Subjects included on-the-spot, still life and imagery painting. 

2. Multiple intelligence - 4.31 Very Good. The students made a self- evaluation of the eight realms of intelligence: logic, language, spatial, interpersonal, intrapersonal, kinesthetics, music and naturalism. This exercise serves in analyzing their strong and weak faculties, and to use them in self-improvement. 

3. Exercises – 4.14 Very Good. There are three exercises conducted, namely A. Make this three live again B. I am a sailboat C. My dream house

 4. Photography - 4.55 Very Good The score clearly shows the interest of students in photography as an art. Photography session was held on the campus, and the photographs were made into a photo-essay about SPUQC mounted on illustration board and exhibited at the museum at the end of the course. 

5. Drama Skit - 4.24 Very Good In spite of the limited period of preparation the students enjoyed the drama skit presentation held at the museum. Each group comprised of 5 to 7 members. Contemporary themes included campus scenes, and adventures of growing up. 

6. Poetry - 3.93 Good Poetry writing was rated good. Two poems were made, one accompanied their paintings and the other about Paulinian values. Generally the students preferred free verse style. 

7. Reaction papers - 4.0 Good Critiquing is an important aspect in the arts. The students were required to submit reaction papers for The Little Prince and My Fair Lady. Art criticism was also assigned to them for the murals and paintings. 

8. The Little Prince - 4.12 Very Good This film is based on Antoine de Saint-Exupery’ novelette of the same title. Two sessions were devoted in its analysis. Among the challenging questions asked was “Who is the Little Prince in your life?” 

9. My Fair Lady - 4.36 Very Good This film is a modern version of Pygmalion involving the transformation of an adolescent into a fair lady through the guidance of a phonetic professor. The story imparts a lesson about growing up in contemporary society. 

10. Story of my life - 4.36 Very Good This is an autobiography. Other than writing about oneself, the student explores her world, expounds her life’s philosophy and explores her future. 

What Students say about the effects/ impact of Humanities 

Are there effects of the subject on the lives of the students? What are they and to what extent? These are their perceptions: 

1. Self worth/ self esteem 4.19 VG 

2. Attitude to studies 4.29 VG

3. Attitude to family 4.36 VG 

4. Friends and acquaintances 4.36 VG 

5. Spiritual life 4.14 VG 

6. Personal values 4.02 G

7. Social values 4.04 G

8. Environment and nature 3.64 G 

9. Determination/outlook in life 4.24 VG 

10. Cultivation of talents/ faculties 4.14 VG

The course has the greatest perceived impact on the improvement in attitude to family and friends with 4.36 (Very Good), followed by improvement in attitude toward studies (4.29 Very Good), and better outlook in life, greater determination to live, higher self-esteem. The students gave the lowest scores (Good) to three aspects: outlook on the environment and nature, and improvement of social and personal value. This is because transformation of values is more difficult to attain than transformation of attitudes.

Conclusion and Recommendation 

Humanities can be made an interesting and enjoyable subject by enhancing the following conditions. 

1. Conducive venues - classroom, museum, Eco-Sanctuary, Instructional Media Center, and the like. 

2. Effective teaching methods and techniques – lecture-demonstration, hands-on, on-site instruction and research, group dynamics, film viewing and critiquing 

3. Effective teacher - competent, good attitude, and professional 

4. Appropriate topics/subjects to include wider coverage of spatial arts, literature, and performing arts. 

5. Impact and influence on character and behavior – personal, social and spiritual values 

The following constitute some areas in improving the subject and its instruction: 

1. Greater involvement of the school in the community on activities related to humanities, such as poster making contest, literary contest, wall mural painting, quiz bee, and the like 

2. Extensive use of the library and audio-visual resources. 

3. Allocation of more time in creative activities, hands-on, etc. 

4. Visitation of institutions, such as art centers and scenic spots. 

5. Getting guest resource persons. 

Comments of Students 

1. Arts and humanities is not just a plain subject. It is life! 

2. It was a very different experience. I never thought of enjoying summer class like this. The teacher, is so good, he knows how to teach and touch our lives in a very different way. 

3. I find this subject fun and I really learn a lot from it.

4. This subject has tackled a lot about life and arts - and being happy. 

5. I really enjoyed this humanities class. I loved the lectures regarding life. The hands-on activities like drawing, paintings and photography are really enjoyable.

6. The subject is so challenging, it helped me develop my determination in life.

7. Humanities a great experience. The professor always brings out the best in us and our hidden talents. And that is humanities. 

8. More film viewing even non-classics (contemporary) 

9. I’ve learned so much from this subject, especially about the finer things in life. 

10. I’ve learned so much on the side of poetry. 

11. More elaboration of topics is needed. 

12. The subject was taught well. The only problem was the discussion period. It was lengthy. 

13. Humanities was really a great experience. It is not only that I’ve learned the subject but the deeper side of the subject. 

14. Thank you for teaching us how to express ourselves, and in cultivating our talents. 

15. Well done Sir, you are so patient and very considerate to your students. I really love your way of teaching. Keep up the good work. 

16. More hands-on activities. Clear in teaching and explaining. 

17. Give us time for preparation in same activities, specifically in a stage play. We cannot do it in just one day to finish everything. Thank you! 

18. More time to discuss topics and more time to practice for the play. 

19. I had a very good experience in humanities. We did not focus in the classroom only but even outside of the class room. It helped me to appreciate the beauty of nature. 

20. The class is very interesting but there were moments I got tired because of many activities. 

21. “No man is an island; he has his own role and purpose in life.”

22. It was a wonderful experience to study humanities because we had a lot of fun during the activities. ~

A Visit to an 18th Century Basi Wine Cellar

A Visit to an 18th Century Basi Wine Cellar

Living with Nature Center

San Vicente, Ilocos Sur

Dr Abe V Rotor

 

 

 Late 18th Century Basi wine cellar retains the original brick walls and wooden structure made of hard wood. The jars are original as well, and have been in use through the years in brewing and aging of basi, and lately, different table wines from local fruits. Hermetically sealed jars await 2 to 5 years of aging (10 years on special occasions).    

Original basi wine cellar and jars (burnay) date back to the  18th century across six generations of continuous operation, interrupted only by the Second World War for five years. 

The cellar attracts researchers, students and tourists for its historical significance with the Spanish Galleon Trade, and technology of the old folks in making basi and its related products, principally vinegar (sukang Iloko). By now this jar of basi (right photo) is 15 years old. Unless opened, it remains longer in aging. The general rule is, the longer wine is aged, the more mellow it becomes. It's not really so. There are other factors to consider like damaged clay cap and leaching. And there's the basic rule that "only good wine mellows with age" (So with man, sages add.)

    

House guest, Glenn de Peralta, tourism coordinator, and author (right) delight is displaying wine products of the old cellar. At the background is a mural painting by the author, depicting a typical landscape scene of the Ilocos region, distinctly the sole origin of basi wine.

 

      Left photo, author and tourism coordinator, Mike Escobar from Santa Maria, Ilocos Sur, examine bottled basi and fruit wine products as shown in the photo below. Right photo, author poses with Japanese guest, Takehito Kobayashi, a researcher of different kinds of indigenous wine in Asia, which includes basi in the Ilocos region. 

Table Wine products from 16 different local fruits growing in the Ilocos region. Table fruit wine making is a continuing project of developing  table wine from local orchard and wild fruits in the region, basically following the traditional basi wine and vinegar making process. To date, 30 local fruits and root crops like sweet potato and gabi, have been successfully made into table wine.

  

Basi collection souvenirs for wine afficionados.

 Customized basi and fruit wine grace special occasions like wedding and other social celebrations. Ilocos vinegar may be included in the package. Right photo, a country lass displays a rare 10-year old basi, aged in glazed century old jars (burnay).~