UNIT I- 21ST LITERA LITERATURE TURE IN VARIOUS ARIOUS REGIONS
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Lesson 1- Philippine Literature during the Precolonial Period Objective: At the end of this lesson, you should be able to identify the characteristics of precolonial literature of the Philippines. What texts are considered precolonial literature?
Learn about it! The precolonial literature includes all literature produced before the Spanish coloniation li!e chants, pro"erbs, songs, and fol! nar rati"es. These #ere all passed do#n fro$ generation to generation by #ord of $outh. Philippine fol! narrati"es are "aried and distinct. They depict the people%s li"elihood, custo$s, and traditions. 1. &ol!tale &ol!tale ' This This is a characteristically anony$ous, anony$ous, ti$eless, and placeless tale circulated orally a$ong a people. (. &able &able ' This features ani$al ani$al characters characters or inani$ate inani$ate ob)ects ob)ects that beha"e li!e people. *. Legend ' This This is presented presented as history history but is unli!ely unli!ely to be true. +. yth ' This is is told to explain explain a belief, a practice, or a natural pheno$enon. . pic ' This This narrati"e narrati"e poe$ celebrat celebrates es the ad"entures ad"entures and achie"e$ents achie"e$ents of a hero. &ol!tales
&ol!tales &ol!tales about /uan are "ery popular. So$e e$phasie certain "irtues, and so$e ser"e as #arning about beha"ior. Also, so$e are for the reader%s a$use$ent.
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Lesson 1- Philippine Literature during the Precolonial Period Objective: At the end of this lesson, you should be able to identify the characteristics of precolonial literature of the Philippines. What texts are considered precolonial literature?
Learn about it! The precolonial literature includes all literature produced before the Spanish coloniation li!e chants, pro"erbs, songs, and fol! nar rati"es. These #ere all passed do#n fro$ generation to generation by #ord of $outh. Philippine fol! narrati"es are "aried and distinct. They depict the people%s li"elihood, custo$s, and traditions. 1. &ol!tale &ol!tale ' This This is a characteristically anony$ous, anony$ous, ti$eless, and placeless tale circulated orally a$ong a people. (. &able &able ' This features ani$al ani$al characters characters or inani$ate inani$ate ob)ects ob)ects that beha"e li!e people. *. Legend ' This This is presented presented as history history but is unli!ely unli!ely to be true. +. yth ' This is is told to explain explain a belief, a practice, or a natural pheno$enon. . pic ' This This narrati"e narrati"e poe$ celebrat celebrates es the ad"entures ad"entures and achie"e$ents achie"e$ents of a hero. &ol!tales
&ol!tales &ol!tales about /uan are "ery popular. So$e e$phasie certain "irtues, and so$e ser"e as #arning about beha"ior. Also, so$e are for the reader%s a$use$ent.
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xa$ple 10 /uan athers ua"as 2A Tagalog &ol!tale3 4ne day se"eral neighbors ca$e to /uan%s ho$e to "isit. 5is father #anted to gi"e the guests so$ething to eat, so he sent /uan to get so$e r ipe gua"as gua"as for the$. &ull of $ischief, /uan decided to play a )o!e on his father%s guests. 5e #ent to get the gua"as and ate all of the$ #hile thin!ing of a good )o!e. Then he sa# a #asp%s nest hung nearby. With so$e difficulty he $anaged to ta!e it do#n and put it into a tight bas!et. 5e hastened ho$e and ga"e the bas!et to his father. father. 6uic!ly 6uic!ly he left the roo$ #here the guests #ere and closed the door and fastened it. As soon as /uan%s father opened the bas!et, bas!et, the #asps fle# o"er the roo$. With the door loc!ed, loc!ed, the people fought to get out of the #indo#s. After After a #hile /uan opened the door. When he sa# the s#ollen faces of the people, he cried. “What fine, rich gua"as you $ust ha"e had7 They ha"e $ade you all so fat78
xa$ple (0 /uan Pusong and 5is &ather%s 9o#s 2A :isayan &ol!tale3 4ne day /uan Pusong;s father put his co#s out to pasture. /uan slipped a#ay a#ay fro$ ho$e and too! the co#s into the forest and tied the$ there. When his father found out that the co#s #ere $issing, he loo!ed loo!ed around for the$. While While loo!ing, he ran into his son. ou don%t say7 said /uan. @y that ti$e, e"erybody !ne# about /uan%s po#er po#er as a seer. So, he too! a little boo! fro$ f ro$ his poc!et and loo!ed into it. 5e said, <4ur co#s co#s are tied together in the forest.8 So, his father #ent to the forest and found the co#s. Later on, people #ould disco"er that /uan could not read e"en his o#n na$e. 9onseuently, his father beat hi$ for the tric! he had played on hi$.
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&able
The $on!ey is a co$$on ani$al character in Philippine fables. =t is often depicted as a cunning ani$al.
xa$ple0 The on!ey and the 9rocodile 2A Tagalog &able3 4ne day, a $on!ey sa# a tall $acopa tree laden #ith ripe fruits, #hich stood by a #ide ri"er. =t #as hungry, so it cli$bed the tree and ate all of the fruits. When it cli$bed do#n, it could find no $eans by #hich to cross the ri"er. Then it sa# a young crocodile #ho had )ust #o!en up fro$ its siesta. =t said to the crocodile in a friendly #ay, <y dear crocodile, #ill you do $e a fa"or?8 The crocodile #as greatly surprised by the $on!ey%s a$icable salutation. So, it ans#ered hu$bly, <4h, yes7 =f there is anything = can do for you, = shall be glad to do it.8 The $on!ey then told the crocodile that it #anted to get to the other side of the ri"er. Then the crocodile said, <=%ll ta!e you there #ith all $y heart. /ust sit on $y bac!, and #e%ll go at once.8 The $on!ey sat fir$ly on the crocodile%s bac!, and they began to $o"e. =n a short #hile they reached the $iddle of the strea$. Then the crocodile began to laugh aloud. <>ou foolish $on!ey78 it said, <=%ll eat your li"er and !idneys, for =%$ "ery hungry.8 The $on!ey beca$e ner"ous. Trying to conceal its anxiety, it said, <=%$ "ery glad that you $entioned the $atter. = thought $yself that you $ight be hungry, so = ha"e prepared $y li"er and !idneys for your dinner. Bnfortunately, in our haste to depart, = lef t the$ hanging on the $acopa tree. Let us return, and =%ll get the$ for you.8 9on"inced that the $on!ey #as telling the truth, the crocodile turned around and s#a$ bac! to the direction of the $acopa tree. When they got near the ri"erban!, the $on!ey ni$bly )u$ped up onto the land and sca$pered up the tree. The crocodile ca$e to realie #hat happened and said, <= a$ a fool.8 Legend
There are different &ilipino legends of the great flood. The story of @u!idnon, for instance, tells that a huge crab caused the #ater to rise by going into the sea. 4n the other hand, the =gorot story tells that the sons of Lu$a#ig the reat Spirit caused the flood.
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xa$ple 10 The &lood Story 2A Legend of @u!idnon3 A long ti$e ago there #as a "ery big crab #hich cra#led into the sea. When it #ent in, it cro#ded the #ater out so that it ran all o"er the earth and co"ered all the land. Co# about one $oon before the flood happened, a #ise $an had told the people that they $ust build a large raf t. They did as he co$$anded and cut $any large trees until they had enough to $a!e three layers. These they bound tightly togetherD #hen it #as done, they fastened the raft #ith a long rattan cord to a big pole in the earth. Soon after the raft #as done, the flood ca$e. White #ater poured out of the hills, and the sea rose and co"ered e"en the highest $ountains. The people and ani$als on the raft #ere safe, but all the others dro#ned. Soon the #aters #ent do#n, and the raft #as again on the ground. =t #as near their old ho$e, for the rattan cord had held. The people on the raft together #ith the ani$als #ere the only ones left on the #hole earth. xa$ple (0 The &lood Story 2A Legend of the =gorot3 4nce upon a ti$e, the #orld #as flat, and there #ere no $ountains. There li"ed t#o sons of Lu$a#ig, the reat Spirit. The brothers #ere fond of huntingD since no $ountains had for$ed, there #as no good place to catch #ild pig and deer. The older brother said,
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Then Lu$a#ig descended, and he called to the boy and girl, saying, <4h, you are still ali"e.8 <>es,8 ans#ered the boy, <#e are still ali"e, but #e are "ery cold.8 So, Lu$a#ig co$$anded his dog and deer to get fire for the boy and girl. The dog and the deer s#a$ uic!ly a#ay. Lu$a#ig #aited a long ti$e, but the dog and the deer did not return. All the ti$e the boy and girl #ere gro#ing colder. &inally, Lu$a#ig hi$self #ent after the dog and the deer. When he reached the$, he said,
yth
There are Philippine "ersions of the creation $yth. The =gorot%s story tells that Lu$a#ig the reat Spirit created people. 4n the other hand, the Tagalog story tells that the first $an and #o$an ca$e fro$ a ba$boo.
xa$ple 10 The 9reation 2An =gorot yth3 =n the beginning, there #ere no people on the earth. Lu$a#ig, the reat Spirit, ca$e do#n fro$ the s!y and cut $any reeds. 5e di"ided the reeds into pairs #hich he placed in different part s of the #orld, and then he said to the$, <>ou $ust spea!.8 =$$ediately the reeds beca$e people, and in
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each place #as a $an and a #o$an #ho could tal!. 5o#e"er, the language of each couple differed fro$ that of the others. Then Lu$a#ig co$$anded each $an and #o$an to $arry, #hich they did. @y and by there #ere $any children, all spea!ing the sa$e language as their parents. The children $arried and had $any children of their o#n. =n this #ay, there ca$e to be $any people on the earth. Co# Lu$a#ig sa# that there #ere se"eral things #hich the people on the earth needed to use, so he set to #or! to supply the$. 5e created salt and told the inhabitants of one place to boil it do#n and sell it to their neighbors. 5o#e"er, the people could not understand the directions. The next ti$e he "isited the$, they had not touched the salt. So, he too! the salt a#ay fro$ the$ and ga"e it to the people of a place called ayinit. The people of ayinit did as Lu$a#ig directed. @ecause of their obedience, he told the$ that they should al#ays be o#ners of the salt and that the other peoples $ust buy of the$. Then Lu$a#ig #ent to the people of @ontoc and told the$ to get clay and $a!e pots. They got the clay, but they did not understand the $oldingD the )ars #ere not #ell shaped. @ecause of their failure, Lu$a#ig told the$ that they #ould al#ays ha"e to buy their )ars, and he re$o"ed the pottery to Sa$o!i. Lu$a#ig told the people of Sa$o!i #hat to do, and they did )ust as he said. Their )ars #ere #ell shaped and beautiful. Then Lu$a#ig sa# that they #ere fit o#ners of the pottery, and he told the$ that they should al#ays $a!e $any )ars to sell. =n this #ay, Lu$a#ig taught the people and brought to the$ all the things #hich they no# ha"e. xa$ple (0 The 9reation 2A Tagalog yth3 When the #orld first began there #as no land. There #ere only the sea and the s!y, and bet#een the$ #as a !ite. 4ne day the bird #hich had no#here to light gre# tired of flying about, so she stirred up the sea until it thre# its #aters against the s!y. The s!y, in order to restrain the sea, sho#ered upon it $any islands until it could no longer rise, but ran bac! and forth. Then the s!y ordered the !ite to alight on one of the islands to build its nest, and to lea"e the sea and the s!y in peace. 7
Co# at this ti$e the land breee and the sea breee #ere $arried, and they had a ba$boo as their child. 4ne day #hen the ba$boo #as floating about on the #ater, it struc! the feet of the !ite #hich #as on the beach. The bird, angry that anything should stri!e it, pec!ed at the ba$boo. 4ut of one section ca$e a $an and fro$ the other a #o$an. The earthua!e called on all the birds and f ish to see #hat should be done #ith the $an and the #o$an, and it #as decided that they should $arry. any children #ere born to the couple, and fro$ the$ ca$e all the diff erent races of people. After a #hile the parents gre# "ery tired of ha"ing so $any idle and useless children around. They #ished to be rid of the$, but they !ne# of no place to send the$ to. Ti$e #ent on, and the children beca$e so nu$erous that the parents en)oyed no peace. 4ne day, in desperation, the father seied a stic! and began beating the$ on all sides. The beating frightened the children so $uch that they fled in different directions. So$e see! hidden roo$s in the house. So$e concealed the$sel"es in the #alls. So$e ran outside, #hile others hid in the fireplace. Se"eral fled to the sea. Now it happened that those who went into the hidden rooms of the house later became the chiefs of the islands; and those who concealed themselves in the walls became slaves. hose who ran outside were free men; and those who hid in the !replace became ne"roes; while those who #ed to the sea were "one man$ $ears% and when their children came bac& the$ were the white people.
pic
The Philippine epics are sung or chanted in episodes. They feature supernatural characters and refl ect the society #here they originated. Also, there are different "ersions of a story.
xa$ples0 @iag ni La$-ang This =locano epic tells the ad"entures of La$-ang, a $an #ith supernatural po#ers. 5e goes to #ar at nine-$onths-old and see!s the !illers of his father. 5e e$bar!s on a uest #ith his ani$al friends and $eets his future #ife, =nnes Eanoyan. 5e is s#allo#ed by a fish and resurrected fro$ death by his ani$al friends. 5inila#od '
This epic is of the Sulod, a group of people li"ing in the $ountains of central Panay. =t tells the story of three "ery strong $en, na$ely, Laba# Fonggon, 5u$adapnon, and Fu$alapdap. They are the sons of Fatu Paubari, the ruler of 5ala#od, and the goddess Alunsina. The exploits of each son concerns beautiful #o$en that he #ants to ha"e as a #ife. Farangan This aranao epic depicts the ad"entures of a bra"e #arrior na$ed @antugan. 5e o#ns a $agical s#ord protected by a spirit. After a battle, he rests and accidentally falls into the #ater. A crocodile finds hi$ and brings hi$ to the ene$ies. 5e fights, regains his strength, and #ins the #ar.
Summary The precolonial literature of the Philippines includes all literature produced before the Spanish coloniation. =t includes chants, pro"erbs, songs, spells, and different fol! narrati"es li!e fol! tales, fables, legends, $yths, and epics that #ere all passed do#n fro$ generation to generation through the #ord of $outh.
Lesson (- Philippine Literature during the Spanish 9olonial Period Objectves ((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((
At the end of this lesson, you should be able to0
na$e so$e literary #or!s published during the Spanish 9olonial Period, and analye so$e literary #or!s.
What literary #or!s #ere published during the Spanish occupation of the Philippines? What do those #or!s reflect about the life of &ilipinos during this period in history? )
Learn about it! Cotes on the Spanish 9olonial Period 21(1'1GHG3
xpeditions to the Philippines #ere sent by Spain in the 1Ith century. =n their conuest, the Spaniards brought 9hristianity #ith the$. The clergy $ade a great i$pact on faith, education, and go"ern$ent. Through the anila-Acapulco trade 21I'1G13, liberal ideas entered the country. Also, the trade ga"e rise to a #ealthier $iddle class. 9hildren in $iddle class fa$ilies could then be sent to urope to get an education. Bpon their return, they brought uropean ideals of liberty and freedo$ #ith the$. Such ideals #ould then gi"e rise to &ilipino nationalis$.
Philippine Literature during the Spanish 4ccupation The Spanish $issionaries taught the gospel through the nati"e language, so they hired nati"es to translate Spanish religious instructional $aterials. "entually, the nati"es beca$e fluent in Spanish and beca$e !no#n as ladinos. Ladinos $ainly #rote de"otional poetry. T#o of the$ #ere &ernando @agongbanta and aspar Auino de @elen. @agongbanta #rote
&rancisco @altaar 21GG-1GI(3, the $aster of traditional Tagalog poetry, beca$e #ell-!no#n for his #or! &lorante at Laura 21G*G'1GI13, the $ost fa$ous $etrical ro$ance of the country.
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Pedro Paterno 21G'1H113 #rote Sa$paguitas y poesias "arias 21GGK3, the first poetry collection in Spanish by a &ilipinoD and the no"el in Spanish Cinay 21GG3, considered to be the first &ilipino no"el. /ose Mial 21GI1'1GHI3, a pro$inent ilustrado and the country%s national hero, is fa$ous for the no"els Coli e Tangere and l &ilibusteris$o . These no"els portray the corruption and abuse of the Spanish officials and the clergy. Andres @onifacio 21GI*'1GH3, the founder of the Eatipunan, #rote the poe$
Summary Philippine Literature during the Spanish occupation #as $ostly influenced by 9hristianity as #ell as the uropean ideals of liberty and freedo$ through trade. &ilipino #riters either #rote in Spanish or in their o#n tongue or both.
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Lesson *- Philippine Literature during the A$erican and the /apanese Periods Objectives At the end of this lesson, you should be able to0
identify so$e &ilipino #riters #ho produced significant #or!s of literature during the A$erican and /apanese Periods 21GHG'1H+3, and analye a poe$ by the &ilipino poet &ernando ara$ag.
Who #rote during the A$erican and /apanese Periods? What !ind of literary for$s did they produce? What #ere the usual the$es in their #or!s?
Learn about it7 Cotes on the A$erican 4ccupation 21GHG'1H+K3
The BS established a ci"il go"ern$ent in 1HK1. &ree public education #as introduced. Also, nglish #as the $ediu$ of instruction. =n 1H*+, President Moose"elt signed a bill $a!ing the Philippines a co$$on#ealth. 4n ay 1+, 1H* anuel L. 6ueon #as elected president.
Literary Wor!s Produced The production of literary #or!s in nglish is the direct result of the A$erican coloniation of the Philippines. The first collection of poetry in nglish is &ilipino Poetry 21H(+3, edited by Modolfo Fato. The short story
and C. :. . onale #ere influenced by Anderson and 5e$ing#ay. &rancisco Arcellana #as influenced by Saroyan.
Cotes on the /apanese 4ccupation 21H+1'1H+3
4n Fece$ber G, 1H+1, the /apanese attac!ed anila. 4n /anuary (, 1H+(, /apanese occupied anila. They set up a 9ouncil of State in the country and started propaganda to re$old the &ilipinos. =n 4ctober 1H+* the /apanese declared the Philippines
Literary Wor!s Produced Furing the occupation, publications #ere censored by the $ilitary. Also, Tagalog #as declared an official language 2together #ith Cihonggo3. =n effect, Philippine literature in nglish ca$e to a halt. So$e &ilipino #riters then turned to #riting in &ilipino. The Tagalog short story reached its $aturity during the period. The best #or!s #ere co$piled by the Li#ay#ay $againe editors in Ang Pina!a$abuting ai!ling Eathang Pilipino ng 1H+* , #hich ca$e out in 1H++. =t is a collection of stories that #on a contest sponsored by the /apanese. The top four stories #ere
Summary The A$erican occupation of the Philippines spurred the #riting of &ilipinos in nglish. 4n the other hand, the /apanese occupation censored literary #or!s yet contributed to the $aturity of the Tagalog short story.
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Lesson +- Philippine Literature in the Post#ar and 9onte$porary Period Objective: At the end of this lesson, you should be able to identify post#ar and conte$porary literary authors and their #or!s and na$e their contributions to the de"elop$ent of literature in the Philippines. What are the literary #or!s published during the post#ar and conte$porary period in literature?
Learn about it! Post#ar and 9onte$porary Literature
Post#ar and conte$porary literature include all literary #or!s #ritten and published in the Philippines fro$ 1H+I. After World War ==, the Philippines had to deal #ith the econo$y and the need for rehabilitation and reconstruction of infrastructures. There #as political, econo$ic, and social confusion, as #ell as great po"erty, and these issues found their #ay into the short stories and no"els during that ti$e.
Furing the post#ar period, &ilipino #riters got their inspiration fro$ A$erican teachers and #ere able to learn their techniues, #hich also helped in $astering the nglish language. 14
Writers #rote fiction that focused on courageous deeds as #ell as the sacrifices and suff ering in the li"es of &ilipinos. =t #as also co$$on for #riters to #rite about the experiences of the &ilipino people under the Spanish and A$erican rule and the /apanese 4ccupation. 4ther sub)ects and the$es include0
religious faith superstitions
fantasy
social proble$s
po"erty
politics
nationalis$
$orality
Literary Wor!s Philippine literature flourished e"en $ore during the post#ar and conte$porary period. Writers #ere able to produce short stories, no"els, essays, and poe$s that continue to be read by &ilipinos today. xa$ples0 So$e #or!s #ritten in the post#ar and conte$porary period are0 ay Fay "e by Cic! /oauin, 1H+ Way#aya by &. Sionil /ose, 1HG* We &ilipinos Are ild Frin!ers by Ale)andro Moces, 1H+G The Meturn by dith L. Tie$po 5istory and Philippine 9ulture by 5oracio de la 9osta, 1HI Without Seeing the Fa#n by Ste"an /a"ellana, 1H+
xplanation0 Cic! /oauin, a Cational Artist for Literature a#ardee, #rote articles under the na$e of 6ui)ano de anila. 5is short story ay Fay "e, published in 1H+, is about lo"e in a patriarchal society. =t also $ade use of $agic realis$.
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&. Sionil /ose, one of the $ost #idely read &ilipino #riters in nglish, #rote the short story Way#aya, #hich is about pre-5ispanic society and the people%s struggle for $oral order. Ale)andro Moces, a &ilipino author, essayist, and dra$atist, #rote the short story We &ilipinos Are ild Frin!ers. This story focuses on the drin!ing habits and culture of &ilipinos and A$ericans. dith L. Tie$po;s poe$ The Meturn is a senti$ental piece that tal!s about life in old age. 5oracio de la 9osta #rote the essay 5istory and Philippine 9ulture, #hich e$phasies the i$portance of understanding and presenting a nation%s culture. Ste"an /a"ellana #rote the first post#ar &ilipino no"el in nglish, Without Seeing the Fa#n . This no"el narrates #hat people experienced during World War == under the /apanese rule in the Philippines.
Tip To be able to fully appreciate literature in the Philippines, as a reader and a critic, you $ust also be a#are of the country%s history, culture, society, and psyche 2hu$an spirit3.
Lesson - Life and Wor!s of /ose arcia :illa
Objective At the end of the lesson, you should be able to recognie /ose arcia :illa%s contributions to the de"elop$ent of Philippine literature. Who is /ose arcia :illa? What are his contributions to Philippine literature?
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Learn about it! /ose arcia :illa
/ose arcia :illa #as a &ilipino literary critic, poet, painter, and short story #riter. 5e #as born on August , 1HKG in anila. 5e gained both local and international recognition for his #or!s. 5e #as na$ed as the Cational Artist for Literature in 1H*, and he #as also a recipient of the uggenhei$ &ello#ship. Furing his college years, he #rote an Songs , a collection of contro"ersial poe$s that #as considered too bold by the Bni"ersity of the Philippines and beca$e the ground for his suspension fro$ the said institution. So$e of his #ell-!no#n literary #or!s are ir-i-nisa 2#on in the Philippines &ree Press in 1H(H3, and &ootnote to >outh 2published in 1H**3.
/ose arcia :illa as a Poet
As a poet, /ose arcia :illa is !no#n for introducing the re"ersed consonance rhy$e sche$e. According to :illa, in this $ethod, the last sounded consonants of the last syllable, or the last principal consonant of a #ord, are re"ersed for the corresponding rhy$e. Thus, a rhy$e for light #ould be #ords such as tile, tall, tale, etc. 5e is also !no#n for his co$$a poe$s , #here he e$ployed a co$$a after e"ery #ord. 5e used the pseudony$ Fo"eglion , #hich is deri"ed fro$ do"e, eagle, lion . 5e died on /uly , 1HH.
Analying a #riter;s #or!s #ill help you understand and identify his or her contributions to Philippine literature. xa$ple0 4ne of /ose arcia :illa;s #ell-!no#n #or!s is &ootnote to >outh. a. Setting The short story is set in a s$all to#n. 17
b. Plot
xposition Fodong, a se"enteen-year-old boy, tells his parents that he #ants to $arry his girlfriend Teang. Mising Action Teang secretly regrets $arr ying Fodong at a young age. She #onders #hat can happen if she has $arried Lucio, #ho is nine years older than Fodong. 9li$ax Fodong #onders #hy life does not get to fulfill all of a youth%s drea$s. &alling Action @las tells Fodong about his plan to $arry Tona. 9onclusion Fodong #ants to !eep @las fro$ $arrying Tona, but he cannot do anything about it. 5e feels sorry for @las.
c. The$e The story focuses on the conseuences of $arrying at an early age and starting a fa$ily.
xplanation0 =n the story &ootnote to >outh, Fodong is the sy$bol for the &ilipino youth. 5is decision to $arry his lo"e interest, Teang, at the age of se"enteen de$onstrates the passion of teenagers #hen it co$es to relationships. Those of the younger generation usually stri"e for ne# pursuits to learn things on their o#n, often re)ecting their elders% guidance. &ro$ the story, it is depicted that lessons are learned through experience. Fodong, as #ell as Teang, had $any realiations #hen he beca$e a parent.
Tips
=n analying a literary #or!, $a!e sure that you read it thoroughly and analye it #ell. Study the bac!ground of the author, as this #ill gi"e you insights regarding the setting of the story and the historical andJor social influences of the ti$e and place in #hich the author li"ed. 1'
Analye the concepts presented in the literary #or! by relating the$ to practices and traditions in the Philippines or in the place used as the setting of the story.
Lesson I- Life and Wor!s of 9arlos P. Mo$ulo
Objective At the end of this lesson, you should be able to identify 9arlos P. Mo$ulo;s contributions to the de"elop$ent of Philippine literature. Who is 9arlos P. Mo$ulo? What are his contributions to the de"elop$ent of Philippine literature?
Learn about it! 9arlos P. Mo$ulo
9arlos P. Mo$ulo #as a &ilipino diplo$at, states$an, )ournalist, and soldier. 5e #as born on /anuary 1+, 1GHG in =ntra$uros, anila and gre# up in 9a$iling, Tarlac. 5e #as the first &ilipino )ournalist #ho #as a#arded #ith the Puliter Prie in /ournalis$. 5e #as also the first Asian #ho ser"ed as the president of the Bnited Cations eneral Asse$bly. = a$ a &ilipino is one of the $any essays #ritten by 9arlos P. Mo$ulo. =t #as published in The Philippines 5erald in August 1H+1. 5e also #rote the boo! entitled = Sa# the &all of the Philippines , in #hich he narrated his personal experiences as an aide-de-ca$p to eneral Fouglas acArthur in 9orregidor. This boo! #as follo#ed by a seuel, = See the Philippines Mise , a )ournalistic account of the Philippine War in 1H++. A$ong his other fa$ous literary #or!s are other A$erica0 A Li"ing Story of Fe$ocracy , a discussion of his political ideals about A$erican 1)
de$ocracy in the Philippines, and = Wal!ed #ith 5eroes , his autobiography.
5e #as conferred as Cational Artist for Literature in 1HG(.
5e died on Fece$ber 1, 1HG.
About the ssay = a$ a &ilipino
= a$ a &ilipino is one of the "aluable contributions of 9arlos P. Mo$ulo to Philippine literature. Analying it #ould help one understand #hat he thin!s of the &ilipino and #hat it $eans to be one. =n the essay, the author spea!s of the pride and dignity of the &ilipino race, #hich is so$ething he #ants the future generation to uphold and culti"ate. The essay also explains the &ilipino identity as a product of the fusion of Western culture 2Spanish and A$erican3 and astern culture 2/apanese occupation and alayan roots3. 9arlos P. Mo$ulo stresses that the fight for freedo$ sprung up fro$ one%s pride of being a &ilipino. 5e ta!es pride in the bra"ery and sacrifices of the heroes #ho fought for freedo$ li!e Lapu-Lapu , Fiego Silang, /ose Mial , regorio del Pilar, Antonio Luna, and anuel L. 6ueon. 5e also e$phasies the beauty of the Philippines as blessed #ith bountiful natural resources and colorful history and culture.
Summary 9arlos P. Mo$ulo is a profound #riter #ho #rote the essay = a$ a &ilipino , #hich is one of the great contributions to Philippine literature not only because it sho#s one%s lo"e for his country and freedo$ but also of being proud as a &ilipino.
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Lesson - Life and Wor!s of &rancisco Arcellana
Objective At the end of this lesson, you should be able to identify the contributions of &rancisco Arcellana to Philippine literature by analying his literary #or!s. Who is &rancisco Arcellana? What are his contributions to Philippine literature?
Learn about it! &rancisco Arcellana
&rancisco Arcellana is a &ilipino teacher and a conte$porary #riter. 5e is one of the pro$inent &ilipino fictionists in nglish. 5e is !no#n for inno"ating and exploring ne# literary for$s and experi$enting #ith different techniues in short story #riting.
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5e #as a $e$ber of the group The :eronicans, #hich #as co$posed of influential &ilipino #riters #ho ai$ed to use sensible literature in order to create a greater i$pact on the Philippines. 5e #as also the first director of the Bni"ersity of the Philippines 9reati"e Writing 9enter. So$e of his #ell-!no#n literary #or!s are the short stories The an Who Would @e Poe, Feath in a &actory, A 9lo#n Me$e$bers, The ats, and Lina. =n 1HHK, he #as a#arded as the Cational Artist for Literature. 5is short stories &lo#ers of ay, 9hrist$as ift, and The ats, #ere adapted as screenplays.
Analying a #riter;s literary #or!s #ill help in identifying his contributions to Philippine literature. xa$ple0 @elo# are details regarding &rancisco Arcellana;s The ats. a. Setting The short story is set in the afternoon until e"ening at the house of the Angeles fa$ily. b. Plot
xposition r. Angeles co$es fro$ a periodic inspection trip in ari"eles. Furing the trip, he #rites to his fa$ily and gets the$ excited about the exceptionally beautiful and colorful $ats he bought fro$ an artist. Mising Action Bpon arri"ing, he gi"es the $ats one by one to his children. ach $at is #o"en #ith his child%s na$e and sy$bols. They are all happy to recei"e the $ats. 9li$ax There are three $ats that are to be unfolded. =n a loud "oice, he offers the three $ats to his dead children na$ed /osefina, :ictoria, and 9oncepcion.
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&alling &alling Action Cana $ilia, anguished, anguished, said he should not ha"e bought $ats for the$, but r. Angeles insists that they $ust be re$e$bered. 9onclusion The children feel the tension and see the grief in the face of r. Angeles and the sadness of Cana $ilia. The father unfolds the three $ats in silence. c. The$e 9oping #ith the death of a lo"ed one is a struggle. 9o$$e$orating his or her life is painful, painfu l, but it $ust be faced #ith courage and faith. xplanation0 &rancisco &rancisco Arcellana presented the story using a distinct style. 5e focused on the characters; actions and dialogues to re"eal the inner$ost feelings and $oti"es of the characters, #hich set the dra$atic tone of the short story.
Summary &rancisco &rancisco Arcellana is a &ilipino fictionist f ictionist #ho de$onstrated his crafts$anship in #riting great literary pieces such as The ats, a story that highlights &ilipino fa$ily "alues and pictures an interesting character coping #ith the death of lo"ed ones. =n this short story, he uses #riting techniues such as e$phasiing the characters% actions and dialogues to re"eal their inner $oti"es and e$otions.
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Lesson G- Life and Wor!s of Cestor :icente adali 2C.:..3 onale Objective At the end of this lesson, you should be able to analye literary #or!s by C.:. C.:.. onale and na$e his contributions contr ibutions to the de"elop$ent de"elop$ent of Philippine literature. What are C.:. C.:.. onale;s contributions to the de"elop$ent of Philippine literature?
Learn about it! C.:.. C.:.. onale onal e
Cestor :icente :icente adali onale is an a#ard-#inning a#ard-#inning &ilipino poet, essayist, fictionist, )ournalist, editor, editor, and teacher of creati"e #riting. 5e is the first president of the Philippine Writers% Association. 5e is also honored as one of the great &ilipino #riters #ho ad"anced literary traditions and culture. 5e #as a recipient of the follo#ing follo#ing a#ards0 The The Mepublic 9ultural 5eritage A#ard, the /ose Mial Pro-Patria A#ard, the 9arlos Palanca e$orial A#ard for Literature, and the Cational Artist A#ard for Literature in 1HH. So$e of his published #or!s are Se"en 5ills A#ay 21H+3, 21H+3, 9hildren of the Ash-9o"ered Ash-9o"ered Loa$ and 4ther Stories 21H+3, 21H+3, and The @a$boo Fancers 21H+H3, 21H+H3, #hich appeared in Mussian translation in 1HI 1HI and 1H+. Se"en 5ills A#ay is is a collection of short stories that s!etch s!etch the daily li"es of the &ilipino !aingeros in his ho$eto#n ho$eto#n pro"ince, indoro. The @a$boo Fancers is is a diasporic no"el that features the challenges faced by &ilipinos in A$erica.
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9arefully analying the #or!s #or!s of a #riter #ill help in deter$ining #hat his #or!s ha"e contributed to literature. xa$ple0 9hildren of the Ash-9o"ered Ash-9o"ered Loa$ is a short story that depicts &ilipino fa$ily practices and beliefs in a rural setting. a. Setting The story is set in a pro"incial place #here !aingin is is a co$$on practice.
b. Plot
xposition The story begins one sunny af ternoon #hen Tarang%s Tarang%s father arri"es #ith a pig to be ta!en care of by Tarang, a se"en-year-old boy. Mising Action Tia 4rang, an old $id#ife, sees Tarang and tells hi$ to infor$ his $other of her passing by. 9li$ax Tatay and Canay, Tarang%s parents, together #ith their neighbors are all set for perfor$ing religious rites after !aingin 2burning 2burning of trees3. They belie"e that these practices #ill ta!e a#ay a#ay all e"il spirits and #ill gi"e the$ a bountiful har"est. Tatay Tatay lays the pullet%s nec! and lets the strea!s of blood drop on the ash-co"ered ash-co"ered loa$. &alling &alling Action After the clearing of the land, Tia 4rang "isits the fa$ily and perfor$s hilot on on Canay and tells her that she is ready to bear a child. She also shares stories of e"il ones and spirits. 9onclusion Tarang, half-a#a!e, hears the noise outside, gets up, and accidentally stri!es a tree stu$p #ith his big toe. The The hurt does not concern hi$, for he is $ore interested in seeing ho# life e$erge fro$ the land as the rice grains pee! through the dirt. c. The$e Feath for$s ne# life. Feath and ne# for$ations of life are recurr ing $otifs in the story. When When a li"ing thing dies, a ne# life e$erges. The story paints a cycle of life and death for the fa$ily. The !aingin practice practice and the !illing of the pullet as a ritual are so$e 25
for$s of deaths that the fa$ily belie"es #ill bring ne# life li!e a bountiful har"est and another child. xplanation0
The use of #ords such as !aingin, hilot, Canay, and Tatay is part of C.:.. onale;s #riting style, as e"en his other #or!s sho#case ter$s that are uniue to the setting of the story. Analying a story #ill help readers see details such as this that #ill gi"e the$ ideas regarding the #riter;s contributions to Philippine literature. C.:.. onale is !no#n as a local colorist #riter. Local color is a literary techniue that features the uniue regional traditions of people and e$phasies the ordinary e"ents in their li"es. This is used by C.:. onale to present the sociocultural di$ensions of &ilipino fa$ilies and far$ers in the pro"inces. =n 9hildren of the Ash-9o"ered Loa$, #ords that sho# local color include !aingin, hilot, Canay, and Tatay .
ip
Since the ter$s used by local colorists $ay be unfa$iliar to you, you should analye and infer their $eaning by ta!ing note of context clues in the story.
Lesson H- Life and Wor!s of dith L. Tie$po Objective At the end of this lesson, you should be able to identify dith L. Tie$po;s contributions to Philippine literature by analying her literary #or!s. Who is dith L. Tie$po? What are her contr ibutions to the de"elop$ent of Philippine literature?
Learn about it!
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dith L. Tie$po
dith L. Tie$po #as a &ilipino #riter in nglish. She #as a poet, fiction #riter, and literary critic. She #as !no#n for using intricate and #itty representations to portray significant hu$an experiences. So$e of her #ell !no#n poe$s are The Meturn, a poe$ that describes the characteristics of old age, La$ent for the Littlest &ello#, a poe$ that presents a $etaphor to describe the plight of a sub$issi"e #ife under her do$ineering husband, and @onsai, a poe$ that gi"es a loo! at ho# tangible ob)ects could be !eepers of $e$ories and e$otions. As a fictionist, she #as !no#n for her $oral profoundness. 4ne of her re$ar!able short stories, The @lac! on!ey, #on third prie in the 9arlos Palanca e$orial A#ard. The @lac! on!ey, #hich is set during the ti$e #hen guerrillas #ere fighting against the /apanese during World War ==, narrates the tor$enting encounter of a #o$an #ith a $on!ey. She also #rote the no"el A @lade of &ern , #hich depicts the proble$s of &ilipino $iners of Cibucal in southern Philippines. She #as a#arded as the Cational Artist for Literature in 1HHH. She founded #ith her husband the Silli$an Bni"ersity Cational Writers Wor!shop, #hich produced great young #riters of her ti$e. Analying the literary #or! of a #riter #ould help in deter$ining #hat her contributions are to literature.
xa$ple0
@elo# is an excerpt of dith L. Tie$po;s poe$ The Meturn. The Meturn =f the dead years could sha!e their s!inny legs and run As once he had circled this house in thirty counts, he #ould go thru this door a$ong those old friends and they #ould not shun 5i$ and the tales he #ould tell, tales that #ould bear $ore than the spare Testi$ony of #illed #it and his grey hairs. 27
And he #ould li"e in the #hispers and loc!ed heads. Wheeling around and around turning bac! #as #here he started0 The turn to the pasture, a s#ift strea! under a boy%s runningD The s#ing, up a fe# ti$es and he had all the earth he #antedD The to#er trees, and not so tall as he had i$aginedD The roc!ing chair on the porch, you pushed it and it started roc!ing, Moc!ing, and abruptly stopped. 5e, too, stopped in the door#ay, chagrined. 5e #ould go a$ong the$ but he #ould not tell, he could be s$art, 5e, an old $an crac!ing the bones of his e$barrass$ent apart. The excerpts cited in this $aterial are copyrighted by their respecti"e authors. 6uipper ensures that the use of these #or!s has per$ission fro$ their authors and this effort is ongoing. Should you ha"e concerns regarding the proper use of these #or!s, or if you ha"e not recei"ed co$$unication fro$ us regarding this $atter, please let us !no# i$$ediately. xplanation0 4ld age is the sub)ect of the gi"en poe$. This poe$ describes the life of an old $an #ho lo"ed to tra"el in his youth. The phrases dead years, s!inny legs, and thirty counts denote the physical #ea!ness and isolation that the old $an feels. The old $an #ants to "isit his friends to bond #ith the$ and share to the$ his tra"el stories and experiences. 5opelessly, he sees only the things associated #ith old age0 irritability and illness, roc!ing chair, pasture, and the to#er tree. The the$es or $essages of the poe$ are0
Ti$e is irre"ersible, and $e$ories can only be re$e$bered and cherished. 4ld people face physical #ea!ness and e$otional challenges such as feelings of isolation, sadness, and frustration. 4ld age is an ine"itable period in hu$an gro#th and de"elop$ent.
Author%s Style dith L. Tie$po used a "ery conte$plati"e style in #riting the poe$ The Meturn. The the$e and the sub)ect of the poe$ are "ery serious. 5er narrati"e tone and "i"id "isual i$agery allo# readers to thin! deeply about old age and e"o!e e$otions of nostalgia and sadness fro$ the old $an%s perspecti"e.
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dith L. Tie$po is one of the fore$ost &ilipino conte$porary #riters in nglish #ho is !no#n for her style and substance. 5er language is considered descripti"e but #ithout scrupulous detailing. 5er literary #or!s are hailed for their artistic representation of significant hu$an experiences.
Tips
=n analying and interpreting a poe$, a reader $ust not confuse the sub)ect and the the$e of the poe$. The sub)ect is #hat the poe$ is about #hereas the the$e is the poe$;s underlying idea or $essage. A poe$ could ha"e t#o or $ore the$es.
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Lesson 1K- Life and Wor!s of &. Sionil /ose Objective At the end of this lesson, you should be able to identify &. Sionil /ose%s contributions to the de"elop$ent of Philippine literature. Who is &. Sionil /ose? What are his contributions to the de"elop$ent of Philippine literature? Learn about it7 &. Sionil /ose
&rancisco Sionil /ose, #idely !no#n as &. Sionil /ose, #as born on Fece$ber *, 1H(+ in Mosales, Pangasinan. 5is life and $ost of his #or!s are influenced by Fr. /ose P. Mial. 5e edited "arious literary and )ourn alistic publications, and he founded the Philippine PC, an organiation of poets, play#rights, and no"elists. 5e opened Solidaridad Publishing 5ouse in 1HI. A year after, he founded Solidarity , a $againe that produces content $ainly focused on current affairs, ideas, and the arts. 5e #as a recipient of nu$erous a#ards. So$e of #hich are the Ma$on agsaysay A#ard for /ournalis$, Literature, and 9reati"e 9o$$unications in 1HGK, the Pablo Ceruda 9entennial A#ard in (KK+, and the 4fficer in the &rench 4rder of Arts and Letters in (K1+. 5e #as conferred as Cational Artist for Literature in (KK1. 3*
&. Sionil /ose;s Literary Wor!s
&. Sionil /ose%s are generally #ritten in nglish and are translated to $ore than t#enty languages and produced #orld#ide. A$ong his $ost celebrated #or!s is the Mosales Saga . =t is a series of no"els that are set fro$ the Spanish colonial period to the procla$ation of artial La# in the 1HKs. This saga includes the follo#ing no"els0 Po-on , Tree , The Pretenders , ass,and y @rother, y xecutioner. 5e has also #ritten se"eral short stories, including the notable The od Stealer. =t is a story about the friendship of Philip Lata!, an =fugao, and Sa$ 9hristie, an A$erican #ho #anted to buy a bulol , a sculpture of an =fugao god. The story depicts the relationship and truths about the colonier and the colony. Way#aya0 le"en &ilipino Short Stories is a co$pilation of short stories about pre-5ispanic Philippine society. =n (KK+, he published the children%s boo! The ola"e and 4ther 9hildren%s Stories . To identify a #riter;s contributions to Philippine literature, it is i$portant to analye and ta!e a close loo! at his literary #or!s. xa$ple0
=n a nutshell, &. Sionil /ose%s The od Stealer tells the story of Philip Lata! and Sa$ 9hristie. Philip #as residing in the city for years against his fa$ily%s #ishes. Sa$, his colleague, #as an A$erican #ho #anted a bulol , an =fugao god sculpture, as a sou"enir before he gets bac! to @oston. Philip stole his grandfather%s bulol for Sa$, as he felt indebted to repay Sa$%s !indness. Then Philip%s grandfather died, and he no longer #anted to co$e #ith Sa$ bac! in the city. xplanation0
The story tac!les one of the $any effects of coloniation, that is, losing one%s identity. Philip represents the Philippines, #hile Sa$ represents A$erica. Philip%s #ay of offering the bulol to Sa$ out of gratitude sho#s ho# he tried to denounce his roots by e$bracing a ne# one, thus losing hi$self in the process. 31
Summary &. Sionil /ose is a$ong the $ost #idely read &ilipino #riters in nglish #hose no"els and short stories depict a #ide scope of social underpinnings and struggles of the &ilipino $asses. 5e is the country%s $ost influential li"ing #riter #ho e$ploys realis$ through his narrati"e techniues and styles.
Lesson 11- Life and Wor!s of :irgilio S. Al$ario
Objectives At the end of this lesson, you should be able to0
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identify the "aluable contributions of :irgilio S. Al$ario to Philippine LiteratureD and analye one of his poe$s.
Who is :irgilio S. Al$ario? What are his contributions to Philippine Literature? :irgilio S. Al$ario :irgilio S. Al$ario, popularly !no#n by his pen na$e Mio Al$a, is a &ilipino artist !no#n for his poetry and literary criticis$. 5e #as proclai$ed Cational Artist for Literature in (KK*. Al$ario, together #ith poets Mogelio angahas and La$berto . Antonio, pioneered the second $odernist $o"e$ent in &ilipino poetry. =n his o#n #ords, he defines $odernist poetry as sparing, suggesti"e, and restrained in e$otionD its "ocabulary and sub)ect are i$$ersed in the no#. A$ong his poetry collections are a!inasyon at =lang Tula 21HIG3, his "ery first collectionD Peregrinasyon at =ba Pang Tula 21HK3, #hich #on first prie in poetry in the 9arlos Palanca e$orial A#ardsD Fo!trinang Ana!pa#is 21HH3D ga Metrato at Me!#erdo 21HG+3D and uli Sa Eandungan ng Lupa 21HH+3. Al$ario%s earliest #or!s of literary criticis$ #ere published in the Fa#n, the #ee!ly organ of the Bni"ersity of the ast. So$e of those #or!s #ere later included in Ang a!ata sa Panahon ng a!ina 21HG(3, no# considered as the first boo! of literary criticis$ in &ilipino. 5is other critical #or!s include Taludtod at Talinghaga 21HI3, #hich tac!les the traditional Tagalog prosodyD and @alagtasis$o :ersus odernis$o 21HG+3, in #hich he presents the t#o $ain directions of the Tagalog Poetry.
Al$ario perfor$ed significant deeds in the field of Philippine literature. 5e founded the alian sa Arte at Tula 2AT3 #ith the other poets Teo Antonio and i!e @igornia in 1HKD and the Linangan sa =$ahen, Metori!a, at Anyo 2L=MA3, an organiation of poets #ho #rite in &ilipino, in 1HG. &ro$ 1HGI to 1HH(, he ser"ed as chair$an of the Bnyon ng $ga anunulat sa Pilipinas 2BP=L3, considered to be the biggest u$brella organiation of #ri ters. &ro$ 1HHG to (KK1, he ser"ed as executi"e director of the Cational 9o$$ission for 9ulture and the Arts 2C99A3. =n (K1* he beca$e the chair$an of the Eo$isyon ng Wi!ang &ilipino 2EW&3.
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xa$ple0 5igh Noociety Ci Mio Al$a asdan ang taga! sa li!od ng !alaba#, Parang birheng-birheng $anang Ca di-$adapuan ng langa# Sa ibaba# ng !arosa patungong si$bahanD At ang $ga de!adenteng gansa sa gilid ng la#a, alulu$a ang $ga donyang na!ahilata 5abang ibinibilad ang !uto at $uta. 5ayun ang $ga $arya!aprang paa#it-a#it, Parang $ga binibining u$ii!ot ang pu#it, Sa bul#agang hiti! sa $asalapi%t $a!i!isigD At ang $ga buru!ratang unggoy Sa tu!to! ng $ala-palasyong !ahoy, Pulu-pulutong !ung $agpulong Eung paanong $as lalapad ang papel at tu$bong. Caghahari%t $atiti!as na oso%t agila, Cag!i!i!il lang ng !u!o%t pangil tu#ing u$aga Para isa!$al sa !arne%t isuob na barya Eaya tu$ata$bo! ang tiyan at bulsa. Sa$antala, $atatalinong !u#ago%y naghihili!, alala!i nga ang $ata%y lagi na$ang pi!it, arahil, bagong paraiso ang la$an ng panaginip. Fi tulad ng bu#ayang laging abala Sa paghanap ng !ahit buti!ing $abi!ti$a, @undat na%y lagi pa ring na!anganga. Pero higit na $ag-ingat sa hunyango%t ahas Ca sa da$uhan ay nag!alatD Tu#ing $aghuhunos ng !ulay at balat, Pa!ay ay !ay-hirap $adalu$at. 2Meproduced by per$ission of Cational Artist, :irgilio S. Al$ario3 The excerpts cited in this $aterial are copyrighted by their respecti"e authors. 6uipper ensures that the use of these #or!s has per$ission fro$ 34
their authors and this effort is ongoing. Should you ha"e concerns regarding the proper use of these #or!s, or if you ha"e not recei"ed co$$unication fro$ us regarding this $atter, please let us !no# i$$ediately. xplanation0 The poe$ 5igh Noociety is part of the collection Fo!trinang Ana!pa#is 21HH3. Published during the $artial la# years 21H('1HG13, the poe$ and the rest of the collection are considered co$$itted poetry, that is, of social a#areness and concern. The title is a play on the ter$ 5igh Society, #hich refers to the rich and po#erful. 5igh Noociety has eight stanas follo#ing this pattern of nu$ber of lines0 +-*-*-+-+-*-*-+. =t uses #hat is called in Tagalog poetry as tug$ang !arani#an, #herein the last #ord of each line has the sa$e sound. The second, fifth, and se"enth stanas use tug$ang patinig, #herein the last #ords of the lines ha"e the sa$e "o#el #ound. 4n the other hand, the rest of the stanas use tug$ang !atinig, #herein the last #ords of the lines end in a consonant preceded by the sa$e "o#el sound. 5o#e"er, the poe$ has no regular $eter.
Key Points :irgilio S. Al$ario, or Mio Al$a, is a &ilipino artist !no#n for his #or!s of $odernist poetry and literary criticis$ on &ilipino poetry, #hich are "aluable contributions to Philippine literature.
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Lesson 1(- Life and Wor!s of Ale)andro Moces
Objective At the end of this lesson, you should be able to identify Ale)andro M. Moces%s contributions to the de"elop$ent of Philippine literature. Who is Ale)andro M. Moces? What are his contributions to the de"elop$ent of Philippine Literature?
Learn about it! Ale)andro M. Moces as a &ilipino Writer
Ale)andro M. Moces #as a &ilipino literary #riter. 5e #as born on /uly 1*, 1H(+. 5e #as a play#right, an essayist, and a shor t story #riter. 5e #as also a colu$nist at the Philippine Star , the anila Ti$es , and the anila 9hronicle . 5e attended the Ateneo de anila Bni"ersity for his pri$ar y and secondary education and the Bni"ersity of Ariona #here he earned his degree in fine arts. 5e pursued further studies at the follo#ing institutions0 &ar astern Bni"ersity 2$aster%s degree3D Ateneo de
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anila Bni"ersity, Polytechnic Bni"ersity of the Philippines, St. Louis Bni"ersity, and To!yo Bni"ersity in /apan 2doctorate3.
Ale)andro M. Moces #as !no#n for his short story We &ilipinos Are ild Frin!ers, a story about an A$erican soldier in the Philippines #ho brags about his drin!ing habits, but beco$es o"erly drun! after drin!ing la$banog offered by a &ilipino far$er. &ro$ 1HI1 to 1HI, he ser"ed as the Secretary of ducation under the regi$e of for$er president Fiosdado acapagal. 5e has also ser"ed as chair$an of the o"ie and Tele"ision Me"ie# and 9lassification @oard 2TM9@3 in (KK1. 5is other literary #or!s are y @rother%s Peculiar 9hic!en, a story #hich tal!s about t#o brothers #ho #ere arguing #hether the chic!en they caught #as a hen or a roosterD So$ething to 9ro# About , the first &ilipino aruela in nglish about a $an na$ed Ei!o #ho earns a li"ing by $eans of coc!fightingD and &iesta, a collection of essays about "arious Philippine festi"als. Ale)andro M. Moces #as conferred as Cational Artist for Literature in (KK*. 5e died on ay (*, (K11.
Mead the synopsis of <y @rother%s Peculiar 9hic!en8 belo#, one of Ale)andro M. Moces% notable #or!s. Synopsis0 Ei!o and his brother found a peculiar chic!en. They argued #hether it #as a hen or a rooster. Ei!o belie"ed that it #as a rooster, #hile his brother thought other#ise. Ei!o%s brother e$phasied that it could not be a rooster as the chic!en has neither #attles nor co$b. Their parents too! turns in loo!ing at the chic!en and had different thoughts about itD thus, they ended up arguing li!e their children. Ei!o and his brother as!ed the chieftain about it, and he thought that it #as a bird of a different !ind. They also as!ed r. duardo 9ru, so$eone #ho studied poultry raising, and he suggested exa$ining the insides of the chic!en, to #hich Ei!o refused. They both agreed to bring the chic!en to a coc!pit and ha"e it fight #ith a rooster fro$ Texas. 5o#e"er, the rooster perfor$ed a lo"e dance around the peculiar chic!en. =t turned out that the peculiar chic!en #as #aiting for a chance to attac!. =t stubbed its spur into the rooster, and #on. Ei!o%s brother #as 37
con"inced that the chic!en #as a rooster. 5o#e"er, #hen he #as holding the chic!en, it suddenly ui"ered and laid an egg.
5u$or is a literary de"ice #hich ai$s to $a!e the audience or readers laugh or be a$used. Ale)andro M. Moces e$ployed hu$or in $ost of his #or!s. There are "arious types of hu$or. So$e of #hich are exaggerationJhyperbole, surprise, and sarcas$.
Sarcas$ ' is a literary de"ice used to $oc!. =n the story, the chic!en cro#ed and Ei!o triu$phantly as!ed his brother if he heard it. Ei!o then $oc!ed his brother by saying <= suppose you are going to tell $e no# that hens cro# and that carabaos fly.8 xaggerationJ5yperbole ' is a literary de"ice used to $a!e an e"ent appear better or #orse than #hat it really is. =n the story, Ei!o%s brother shared ho# they #ere al$ost #hipped for arguing too $uch. Surprise ' is a literary de"ice co$$only found in unli!ely situation or an unexpected turn of e"ents. As the brothers ran fro$ the $ob, Ei!o%s brother #as con"inced that the chic!en #as a rooster based on ho# it defeated its opponent, until it laid an egg.
Summary Ale)andro M. Moces #as best !no#n for his short stories, y @rother%s Peculiar 9hic!en and We &ilipinos Are ild Frin!ers. 5e e$ployed hu$or in $ost of his #or!s, usually tac!ling the &ilipinos% fascination of coc!fighting. Lesson 1*- Life and Wor!s of @ien"enido S. Lu$bera
Objectives At the end of this lesson, you should be able to identify the "aluable contributions of @ien"enido S. Lu$bera in the de"elop$ent of Philippine literature, and analye t#o of his poe$s. Who is @ien"enido S. Lu$bera? What are his i$portant contributions to the Philippine Literature? What the$e do his #or!s ha"e in co$$on? 3'
Personal Life
Lu$bera, #ho #as called @eny #hen he #as a young boy, #as born in Lipa, @atangas on April 11, 1H*(. 5is parents had passed a#ay before he turned fi"e. @eny and his older sister #ere raised by usebia Teru, their paternal grand$other. When usebia died, @eny ca$e to li"e #ith his godparents, nriue and A$anda Lu$bera. @eny sho#ed natural aptitude for nglish. =n sixth grade, his #riting i$pressed his teacher so $uch that she once as!ed hi$, in an accusatory tone, if he did #rite his co$position hi$self. =n his third year in high school, his teacher ga"e hi$ difficult #or!s of literature to read. Lu$bera too! a degree in )ournalis$ at the Bni"ersity of Santo To$as in 1HK and graduated cu$ laude in 1H+. A year before his graduation, his first published #or!, the poe$ <&rigid oon,8 appeared in the Sunday $againe of the anila 9hronicle. 4n a full scholarship granted by the &ulbright 9o$$ittee, Lu$bera obtained his $asters and doctorate degrees at =ndiana Bni"ersity.
Literary @ac!ground Lu$bera #rites in nglish and &ilipino. @elo# are so$e of his #or!s. Poetry 9ollections Li!hang Fila, Li!hang Fi#a 21HH*3 @alaybay0 ga Tulang Lunot at anibalang 2(KK(3 9ritical Wor!s Abot Tana#0 Sulyap at Suri sa Cagbabagong Eultura at Lipunan 21HG3 Writing the CationJPag-A!da ng @ansa 2(KKK3 Tagalog Poetry, 1K'1GHG0 Tradition and =nfluences in =ts Fe"elop$ent 2(KK13
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Librettos Tales of the anu"u 21H3 Ma$a 5ari 21HGK3 Sa Sariling @ayan0 Apat na Fulang ay usi!a 2(KK*3
Lu$bera is a strong ad"ocate of the &ilipino language. According to hi$, the gap bet#een the #ell-educated &ilipinos and the $a)ority cannot be bridged until &ilipino beco$es their true lingua franca. Lu$bera has recei"ed nu$erous a#ards for his #or!. The $ost notable ones #ere the Special Prie fro$ the Palanca A#ards for his poetry collection Sunog sa Lipa at =ba Pang Tula in 1H, the Ma$on agsaysay A#ard for /ournalis$, Literature, and 9reati"e 9o$$unication Arts in 1HH*, and the Philippine 9entennial Literary Prie for Fra$a in 1HHG. Lu$bera recei"ed the title of Cational Artist for Literature in (KKI.
A ulogy of Moaches by @ien"enido Lu$bera @lessed are the coc!roaches. =n this country they are the citiens #ho last. They need no police to pro$ulgate their peace because they tolerate each other%s s$ell or greed. &riends to dar! and filth, they do not choose their $eat. Although they neither so# nor reap, a daily feast is laid for the$ in roo$s and !itchens of their pic!. The roaches do not spin, and neither do they #ea"e. @ut note the russet coat the sluggards #ear0 clothed
4*
at birth, roaches reuire no roachy charity. They settle #here they #ish and ha"e no rent to pay. "iction is a #ord uite $eaningless to the$ #ho do not ha"e to o#n their dingy crac! of #all. Cot !no#ing dearth or taxes, they increase and $ultiply. Sur"i"al is assured e"en the )obless roachD his opportunities pile up #here garbage gro#s. Fying is brief and cheap and thus cannot affright. A #hiff of toxic $ist, an agile heel, a stic! Othe s#ift descent of pain is also final death. Their annals $ay be short, but #hen the si$ple poor ha"e star"ed to si$ple death, roaches still circulate in cupboards of the rich, the strong, the #ise, the dead. 2Meproduced by per$ission of Cational Artist, Fr. @ien"enido S. Lu$bera.3
