Survey of Philippine Literature in English

Major 11 EL 113 (Survey of Philippine
Literature in English) 16
Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES
University Town, Northern Samar
Web: http://uep.edu.ph ; Email: [email protected]
COLLEGE OF EDUCATION
Major 11 EL 113
Survey of Philippine Literature in

English
First Semester, School Year 202 1-202 2
LEAH A. DE ASIS, EdD
All photos are from www.google.com/search

Module 2
THE APPRENTICESHIP PERIOD
The Apprenticeship
Period 2
(1900-1935)
We are now moving into the
2.1. Dead Stars literature of the Filipinos in
(Paz Marquez English. In the first module, we
Benitez) learned about the literatures of
2.2. What is an Educated the Pre-Spanish and Spanish
Filipino? periods. Much has been said on
(Franscisco Benitez) the attempts of the writers
2.3. Footnote to the Youth during those periods to expose
(Jose Garcia Villa) 2.4. The the societal conditions, the
Wedding Dance sentiments of the people, and
(Amador T. Daguio) their aspirations. Picture of
2.5. Ningas Cogon corruptions were vividly
(Francisco Icasiano) presented by both Rizal and
2.6. Sunset Balagtas in Noli Me Tangere
(Paz Latorena) and Florante at Laura.
2.7. My Ideal University
(Maximo Kalaw) 2.8. When This time, we will look into
Done for Thee the Learning Outcomes
(Alfred Litiaco)
 Discuss the characteristics of  Write scholarly précis of the

the apprenticeship period; representative selections;
 Examine the different issues,  Improve one‟s perspective
concerns, and sentiments of the in life;
writers and relate them to the  Form critical judgment; and
societal condition of the time;  Appreciate the efforts of the
 Use critical approaches in early writers in expressing
evaluating the events, their thoughts and ideas to
characters, and themes of the mirror the past societal
representative selections; conditions.
 Weigh the merit and demerit of
the turns of the events
emphasized in the selections;
 Illustrate parallel ideas found in
the selections;
 Relate the strengths and
weakness of the characters to
the present time;
literatures during the Apprenticeship Period (1900-1935). There are 10

chosen selections of notable writers during the period in different genres.
The Apprenticeship Period (1900-1935)

An Introduction
Philippine literature in English officially started in 1910, although as early as

1898, Manila was already capitulated by the Americans and by 1910 English
became the official medium of instructions in Philippine schools. In
1901, the Philippine Normal School was
founded to train Filipino teachers to take
charge of elementary education. In the
same year, Thomas, the American army
transport brought 600 American teachers
to the country. These teachers introduced
English and American literature to the
Filipinos. Works written by Irving, Bryant,
Poe, Hawthorne, Emerson, Thorean,
Longfellow, Holmes, Whitman, Lowel,
Chaucer, Shakespeare, Milton, Pope,
Wordsworth, Shelly, Keats, Byron,
Colleridge, and Lamb were introduced. These writers became the models of
the early writers in English.
The period 1910-1935 is generally called the period of apprenticeship or

imitation. Virginia R. Moreno, in her “A Critical Study of the Shorty Story in
English Written by Filipinos”, describes the years 1910-1935 as “a period of
novices with their exercises in fiction making and the rise of the new
language”. Pura Santillan-Castrence calls the early writers “pioneers”.
Amateurish mushy attempts were made in poetry. Most of the poems were
rather mawkish and sentimental; the diction and phrasing awkward and
sentimental.
Ramos and Valeros evaluated the works produced during the apprenticeship
and came up to a conclusion, that the creative effort of the Filipino writers
show a lack of artistic discipline; there was a tendency to wordliness and
painful sentimentality. Writers were also too blindly imitative of American and
English writers. Their writings were florid, unidiomatic, and tedious. The
writers were too busy learning the fundamentals of the language to pay
attention to the techniques and finer points of writing.
Leopoldo Y. Yabes, commenting on this period, says: “In their youthful

enthusiasm, they most often lost their intellectual and emotional restraint, and
the result was the production of works that reeked with mawkish
sentimentalism”.
I. V. Mallari, in his Brief Survey of Filipino Literature, says that the poems
written during this period “were merely exercises”. He calls the poets
“pioneers, great in their pioneering spirit, great pioneers, but not great poets”.
He adds that the playwright “should be considered as amateurs who dabbed
in the art of writing purely for the fun of it”.
When, however, we consider that the Filipinos had just begun to master the
English language our early literary output in English can be considered
definitely commendable.
Below is a list of some of the most important

information during the Apprenticeship Period.
1908 The University of the Philippines (UP) was founded. UP became the
center of literary effort and out of its classroom emerged our first
promising writer in English.
Sept. 1910 The first issue of the UP Folio came off the press.
1921 The American Folklore Society published Filipino Popular Tales,

edited by Dean S. Fansler.
1920 The Philippine Herald, the first Filipino daily in English was
founded.
1925 The period of apprenticeship as inaugurated by two (2)

significant events.
 Publication of the Philippine Education Magazine, later
became Philippine Magazine, the most influential literary
magazine in the country.
 Manila Tribune was established.
1926 Jose Garcia Villa began to turn out a stream of short stories
and poems.
1927  The UP Writers‟ Club was founded and began publishing

the Literary Apprentice, which became the most prestigious
college literary publication in the country.
 The Bureau of Education also published Philippines
Prose and Poetry.

 Literary output was further stimulated by literary contests.
 Philippine Free Press published the first anthology of
Philippine short stories written in English.
1930 Philippine literature, according to Yabes entered upon its period of

productivity.
 Dead Stars. It was written by Paz Marquez-Benitez. Considered as the

most significant short story of the period published by the Philippine
Herald on 20 September 1925.
 Sursum Surda. The first known
Philippine poem in English which
appeared in Philippine Free Press
in 1907.
 Filipino Poetry (1924). It was
edited by Rodolfo Dato. Known as
the first anthology of Philippine
poems.
 Thinking of Ourselves (1924).
Compiled and edited by Vicente
M. Hilario and Eliseo M. Quirino.
Named as the first notable
collection of Philippine essays in
English. The essays actually dealt with Philippine traditions and history,
religion, philosophy, ethics, literature and the arts, politics and
government, and other significant matters bearing on Philippine culture.
 Dear Devices (1933). It is a book of familiar essays.
 The plays produced during this period were described as mostly highly
emotional rather than intellectual experiences, either contrived
melodrama or broad comedies.
 The Radiant (1925) by Jorge C. Bocobo
 Daughters for Sale (1924) by Carlos P. Romulo
 The Husband of Mrs. Cruz (1924) by Vidal A. Tan
 The Waves (1924) by Hilarion P. Vibal
 Child of Sorrow (1924). Written by Zoilo M. Galang, was the first
Filipino novel in English.
 Nadia (1929). Written by Zoilo M.Galang
 The Man who Waited (1932). Written by Luis Serrano
 All of these novels were simple. The relationship between the
characters was too simple; it centered around love and jealousy
without any other problem to complicate the plot.

Are your still breathing? It’s just the prologue of the

Apprenticeship Period. Well, before you scan through the
next pages, have some break first. You may turn on your TV,
make sure it’s yours, hehehe. And, watch your favorite music
channel, NBA games, TV series, and movies. Enjoy.
Representative Selections
1.1 DEAD STARS

Paz Marquez-Benitez
“Greed – the desire to crowd into a moment all the enjoyment it would
hold, to squeeze from the hour all the emotion it would yield. Greed – forcing
the hand of time or fate (from text of Dead Stars).”
Summary:
More than four (4) years of friendship, three (3) years of engagement, a very
near wedding, perfect understanding between the parents, flowers,
serenades, notes, and months of intensity, until Alfredo Salazar meets Julia
Selas, a visiting sister-in-law of Judge del Valle one evening when he goes
“neighboring” with Don Julian, his father, a rare occurrence at judge del
Valle‟s residence.
Alfredo Salazar and Esperanza

are known couples in their town. They
are always together. They are not only
admired be cause of their social status
but also because of who they are.
Alfredo is a young lawyer, with perfect
physical repose, tall and slender, he
moved with indolent ease that verge on
grace and clear brain. Esperanza, on
the other hand, is one of those
fortunate women who have the gift of
uniformly acceptable
appearance, always herself, with light
complexion, a woman of elegance and

definitely not average.
The meeting between Alfredo Salazar and Julia Sales, has confused
Alfredo‟s feeling. Julia Sales has sweet smiles, the woman that could cause
violent commotion in Alfredo‟s heart. The woman who blocks his desire to be
with Ezperanza.
The rare “neighboring” of Alfredo becomes frequent. He and Julia exchange

stories but Esperanza or his forth coming wedding. Every opportunity to be
with Julia excited and troubled him. On the other hand, he seems to lose his
interest in his evening visits to Esperanza.
Julia Salas has to return home. Alfredo takes time to see her and is surprise
to hear Julia saying “I wish to congratulate you.” The two have serious talk. It
takes one to say a word, too long in betweens. While walking, they seem to
be lost in their thoughts. Nearing the house, there swept over the spirit of
Alfredo a longing so keen that it was pain, a wish that house were his, that all
the bewilderment of the present were
not, and that the woman by his side
was his long-wedded wife returning with
him to the peace of home.
Alfredo finally answers Julia on her congratulatory note “for your approaching
wedding”. He said in slow and thoughtful manner “Julia, did you ever have to
choose between something you wanted to do and
something you had to do?” When Julia said “no”, Alfredo said, “I thought
maybe you have had that experience; then you could understand a man who
was in such situ ation”. To answer Julia‟s question “Is – is this man sure of
what he should do?”, Alfredo responded, “I don’t know, but there is a point
where a thing escapes us and rushes downward of its weight, dragging us
along. Then it is foolish to ask whether one will or will not because it no longer
depends in him. Then, they bid goodbyes.
Alfredo visits Ezperanza after his emotional goodbyes with Julia Salas. Unlike
his previous visits, Esperanza seems to be different. There is an absence of
excitement, rather for the first time, she nags indirectly, using the case of
Calixta, who goes with a man. Alfredo and Ezperanza have a hated
argument. Now, Alfredo knows that Esperanza hears about Julia Salas.
“Why don’t you speak out frankly before it is too late? You need not think of
me and of what people will say. I am not blind, or deaf; I see perhaps some
are trying to keep you away from me.” Esperanza‟s voice trembled. Alfredo
was suffering as he could not remember ever having suffered before. What
people will say, what will they not say? What do they say when long
engagement is almost broken on the eve of the wedding?”
Alfredo‟s marriage to Esperanza is not unhappy. He felt no rebellion, only the

calm of capitulation to what he recognized as irresistible forces of
circumstances and of character. His life had
sim ply ordered itself, no more struggles, no
more stirring up of emotions. He is gentle to
Esperanza, but still in his eight (8) years of
marriage, he could not forget Julia Salas.
One day, he happens to be in the town of

Julia Salas as a lawyer. The town of Julia
Salas as a lawyer. The thought of Julia
Salas in that quiet place filled him with
sadness. How would life seem now if he
had married Julia Salas? Had he meant
anything to her? That unforgettable red-
and-gold afternoon in early April haunted him with a sense of incompleteness
as restless as other unlaid ghosts. He finds out that Julia Salas has not
married.
Finally, Alfredo meets Julia, the woman whom he dreams of, his star. Julia,
still the same – slender, with dark fine eyes. They exchange stories, about
this and that. Alfredo could not take his eyes from her face. What had she
lost? Or was the loss his? Gently he pressed her hand at parting, he feels
nothing extra ordinary. He felt undisturbed and emotionless. He is even
uninterested is she still cares.
Alfredo wonders since when his love for Julia Salas has gone, since
when his love for Ezperanza begins? So that was all over.
Note: The whole story can be read in these references:

1. Croghan, Richard V. The Development of
Philippine Literature in English, pp18-29.
2. Serrano, Josephine B. A Survey of Filipino
Literature, pp 7-18.
Assessment
Kindly answer the items below.
1. Compare and contrast Esperanza and Julia.

2. Pick out lines of the characters and elaborate on the state of minds of
the speakers when the lines were spoken.
3. What does Alfredo mean when he said, “did you ever have to choose
between something you wanted to do and something you had to do”?
4. How will you describe Alfredo, Esperanza, Julia, and the rest of the
characters?
5. If you were Alfredo, who and what would you choose,
5.1 Julia or Esperanza?
5.2 Word of honor or love?
6. What does Alfredo mean in this line, “Greed – forcing the hand of time
or of fate”? Discuss.
7. Why do you think the author titled the story “Dead Stars”?
8. Analyze the story using any of the literary approaches.
1.2 WHAT IS AN EDUCATED FILIPINO?

Francisco Benitez
Benitez was a pioneer in education and administration. He founded the

College of Education at the University of the Philippines, and he established
the National Federation of Filipino Teachers. He was also founder and editor
of the Philippine Journal of Education. He is considered as one of the
greatest education figures in the Philippines.
What is an educated Filipino and what qualities should distinguish him today?
The conception of education and of what an educated man is changes in
response to fundamental changes in the details and aims of society. In our
country and during the transitional stage in our national life, what are the
qualities which an educated man should possess?
Alterations in our Social Life

Great changes have taken place in the nature of our social life during the last
20 years. The contact with Americans and their civilization has modified many
of our old social customs, traditions, and practices, some of the worse and
many for the better. The means of communication have improved, and
therefore better understanding exists among the different sections of our
country. Religious freedom has developed religious tolerance in our people.
The growth of the public schools and the establishment of democratic
institutions have developed our national consciousness both in strength and
in solidarity.
Education has Changed in Meaning

With this growth of national consciousness and national spirit among our
people, we witness the corresponding rise of a new conception of education –
the training of the individual for the duties and privileges of citizenship not only
for his own happiness and efficiency, but for national service and welfare as
well. In the old days, education was a matter of private concern; now it is a
public function and the state not only has the duty but it has the right as well
to educate every member of the community – the old as well as the young,
women as well as men – not only for the good of the individual but also for the
self-preservation and self-protection of the State itself. Our modern public
school system has been established as a safeguard against the shortcoming
and dangers of a democratic government and democratic institutions.
1. Practical Activity. In the light of social changes, we come again

to the question: What qualities should distinguish the educated Filipino of
today? I venture to suggest that the educated Filipino should first, be
distinguished by power to do. The Oriental excels in reflective thinking; he is a
philosopher. The occidental is a doer; he manages things, men, and affairs.
The Filipino of today needs more of this power to translate reflection into
action. I believe that we are coming more and more to the conviction that no
Filipino, has the right to be considered educated unless he is prepared to take

an active and useful part in the work, life, and progress of our country as well
as in the progress of the world.
The power to do embraces the ability to produce enough to support

oneself and to contribute to the economic development of the Philippines.
Undoubtedly, a man may be and
often is, an efficient producer of
economic goods and at the same
time he may not be educated. But
should we consider a man who is
utterly unable to support himself and
is an economic burden to the
society in which he lives educated
merely because he possesses the
superficial graces of culture? I hope that no one will understand me as saying
that the only sign of economic efficiency is the ability to produce material
goods, for useful social participation may take the form of any of the valuable
services rendered to society through such institutions as the home, the
school, the church, and the government. The mother, for example, who
prepares wholesome meals, takes good care of her children, and trains them
in morals and right conduct at home – she renders efficient service to the
country as well as does the statement or the captain of industry. I would not
make the power to do the final and only test of the educated Filipino; but I
believe that in our present situation, it is fundamental and basic.
2. Acquaintance with Native History and Culture. The educated

Filipino, in the second place, should be distinguished not only by his
knowledge of the past and of current events in the world‟s progress but more
especially by his knowledge of his race, his people, and his country, and his
love of the truths and ideals that our people have learned to cherish. Our
character, our culture, and our national history are the core of our national life
and, consequently, of our education. I would not have the educated Filipino
ignore the culture and history of other lands, but can he afford to be ignorant
of the history and culture of his own country and yet call himself educated?
3. Refinement in Speech and Conduct. The educated Filipino, in

the third place, must have ingrained in his speech and conduct those
elements that are everywhere recognized as accompaniment of culture and
morality so that, possessing the capacity for self-entertainment and study, he
may not be at the mercy of the pleasure of the senses or a burden to himself
when alone.
There are, then, at least three (3) characteristics which I believe to be

the evidence of the educated Filipino – the power to do, to support himself,
and contribute to the wealth of our people; acquaintance with the world‟s
progress, especially with that of his race, people, and community, together
with love of our best ideals and traditions; and refined manners and moral
conduct, as well as the power of growth.
Assessment
1. a. At what point in Philippine national life was this essay written?

b. How does the period in history contrast with today?
2. What is the new concept of education?
3. a. According to the author, what is the first quality which should
distinguish the educated Filipino? b. What does he mean by this?
4. What should be the second quality of en enhanced educated Filipino?
5. Explain the third quality of an educated Filipino.
6. Which of the three (3) qualities do you consider the most important?
7. Write your concept of an educated person.
1.3 FOOTNOTE TO YOUTH

Jose Garcia Villa
Jose Garcia Villa (5 August 1908 – 7 February 1997) was a Filipino poet,
literary critic, short story writer, and painter. He was awarded the National
Artist of the Philippines title for literature in 1973, as well as the Guggenheim
Fellowship in creative writing by Conrad Aiken.
Summary:
Dodong is 17, he thinks he is no longer a boy, he is a man, a grown-up

man with muscles and thinks he could do anything. After unhitching the
carabao, he starts homeward, thinking how he would break his news to his
father that he wants to marry Teang, also of his age, the girl who causes him
wild dreams.
Teang, Dodong‟s girl has small brown face and small black eyes and
straight glossy girl. She is desirable to him. She makes him want to touch her,
to hold her, and made him dream even during the day. He has decided to
marry her.
Dodong lives a simple and hard life with his parents. As farmers, they
toil the land to survive.
That evening, after eating, Dodong tells his father, without any effort at
all and without selfconsciousness that he will marry Teang who has already
agreed. His father looked at him silently. The silence becomes intense.
Dodong feels uncomfortable and becomes angry because his father keeps
looking at him without uttering nything. Dodong repeats saying “I will marry
Teang”, then his father
said, “must you marry, Dodong?”. Dodong resents his father‟s questions and
thinks his father is selfish. He is 17, no matter what his father says, he is old
enough to marry Teang.
Dodong marries Teang. He is immensely glad he has asserted himself.

He confines his mind of dreaming of Teang and himself. Sweet-young
dreams, of fantasy, and of roses.
Reality comes, Dodong realizes he is young, felt queer, troubled, and

uncomfortable of becoming a young father. Suddenly he felt terribly
embarrassed as he looks at his
mother calling him to come up
because Teang has already given
birth to their son. He is somehow
ashamed of his youthful paternity, but
he has to face his fear.
Dodong and Teang have many
children. It seems that the coming of
children could not be helped. Dodong
got angry with himself sometimes.
Teang does not complain, though she
is shapeless, thin, and haggard. There
are so much works to be done. She
wishes she has not married at all, not
even Dodong, whom she loved. She
wonders what would be her life if she
marries her other suitor, Lucio, older
than Dodong by nine (9) years. Lucio
has married another girl but childless.
Dodong, in the midst of his hard life has many questions in mind. One
of them is why life did not fulfill all of youth‟s dreams, why it must be so, why
one was forsaken after love.
After 18 years, Blas, Dodong‟s son comes home very flushed and
happy. He tells him that he is going to marry Tona. He wants to stop Blas, to
tell him of what he experienced and his remorse in marrying young. Dodong
knows, like him before, Blas, his son will never be stopped. Dodong knows,
he could not do anything. Youth must triumph … now. Love must triumph …
now. Afterward … it will be life. Dodong looked wistfully at his young son in
the moonlight. He felt extremely sad and sorry for him.
Just before you take the assessment, enjoy a cup of coffee. And, pair it with a
cookie of your personally acknowledged reallife footnotes.
Assessment
1. Explain the line, “you must triumph … now. Love must triumph … now.
Afterward … it will be life”.
2. Explain the title of the story.
3. Compare the attitude of the youth before and now when it comes to
marriage.
4. Examine the style of the author, noting especially the words which
appeal to the senses.
5. Why did Teang in her thought said that “Dodong made life ugly”?
6. Discuss realities in life discovered only after suffering consequences.
7. Write a narrative of your experience of going against your parents and
the consequences.
1.4 WEDDING DANCE

Amador T. Daguio
Amador T. Daguio was born in 1912 in the Mountain Province, which

became the setting of his stories. He studied in UP and won various prizes in
college and national magazines for fiction and poetry. He took up a graduate
course at Stanford University, specializing in Creative Writing.
Summary:
Wedding Dance is a sensitively written story bringing out the tragedy

inherent in native traditions. The main characters, Awiyao and Lumnay have
been married for almost seven (7) harvests but fail as a couple because of not
having a child. It is a tradition in the tribal village where they live that after
seven (7) harvests without having a child, by all means, the couples have to
part ways and find new husband/wife
The story opens the night of the wedding of Awiyao to Madulimay.

Everyone, including the elders is in the wedding ground to enjoy and to
witness the wedding dance. Gongs could be heard near and far. Lumnay has
to be present. She is expected to attend the wedding of Awiyao, her husband
for seven (7) years and for her to find a new husband. Awiyao wants her to be
happy and to find someone, but Lumnay, unlike other women of her fate
decides to stay alone in the hut where she shares with Awiyao, at least for
that night to reminisce her happy wishful nights with Awiyao.
Awiyao, after knowing that Lumnay is not in the wedding dance

decides to find her in the hut. He calls Lumnay, there is no sound, only
darkness in the hut. He knows that she
hears him and his heart pities her. He
crawls on all fours to the middle of the
room; he knows exactly where she is.
“I’m sorry this had to be done. I am
really sorry. But neither of us can help
it,” he tells Lumnay. He tells her to join
in the dancing to find a new man.
Lumnay said sharply, “I don’t want any
man, I don’t want any other man”.
Awiyao responds that he does not
want any woman either, but a man has
to have a child, or he will be mocked
by other men.
The villagers believe that life is
not worth living without a child. A man
has to have a child to prove his
manliness. Awiyao loves Lumnay as
Lumnay loves him, but his love is
overpowered by his pride. That night,
Lumnay and Awiyao have talked
seriously. They know that it
is impossible for them to stay
together, that love of being a good
husband or a wife, of being industrious
and prayerful are not enough in
marriage. The elders would insist that
each must find a new partner for life to continue.
Despite the pleading of Awiyao for Lumnay to join in the dancing,

Lumnay insisted to stay for the last time in the hut. Tomorrow, she said she
will be away, alone, with only memories of her happy days with Awiyao.
Awiyao tells her to key the house for herself, that he has a new hut for
Madulimay and him stay. Lumnay in emotional pain just ask for the beads as
remembrance of this love.
Awiyao, before going back to the wedding dance looks at Lumnay and
said, “If I fail, I’ll come back to you. Then both of us will die together. Both is
us will vanish from the life of our tribe.” These are the last words of Awiyao.
Alone, Lumnay decides to go to the wedding dance not to join in the

dancing but to question the unwritten law. She will tell the elders that it is not
right to decide on the fate of the couple. She is too determined to be the first
to question the law. Hence, while she is very near the venue, she loses her
courage. She has seen Awiyao dancing with Madulinay. Awiyao has to
succeed, he has to bear child.
Lumnay walks away from the dancing ground away from the village, all
alone by herself in the cold breezing moonlight.
Note: You are required to read the whole text to know

the detail of the events in the story.
Assessment
1. Pick out the spoken lines in the story. Identify the speaker and analyse
the tone, emotion, and messages.
2. Write your comment on the following:
 “Life is not worth living without a child.”
 “I’m sorry this had to be done. But neither of us can help it.”
 “If I fail, I’ll go back to you. Then, both of us will die together.”
3. Write a critical judgment regarding the values, tradition, concerns, and
issues faced the villagers.
4. Identify the practices, beliefs, and traditions in the tribal village and
relate them to present time.
5. If you were Lumnay/Awiyao, would you do the same? Why?
6. What can you say about our laws on marriage today? Are you in favour
of divorce? Discuss your argument.
1.5 NINGAS COGON

Francisco B. Icasiano
Most of Icasiano’s essays were published in periodicals under the pen name
of “Mang Kiko”. He wrote on various subjects, often in a light vein although
there were always deeper implications in his work. The essay which follows
deals with a common Filipino characteristic.
Summary:
Time, that faithful friend who comes to us so slowly and subtly heals
away all wounds, often leaving many a scar, has a double-edged sword. One
side healeth, the other killeth. One wipes out all traces of the painful and the
galling and the bitter, the other deals a coup de grace to all passion, to all
interest, to all enthusiasm.
Are you broken-hearted, dear little girl, because you broke your doll‟s
head? Take heart, or rather, wait. Time shall put your heart together again
and bring you more dolls to break, to your healed heart‟s desire. For so Time
will teach you to break a million doll‟s heads, real dolls, living dolls, dolls of
sawdust, and dolls of flesh and blood, without a qualm, without a quiver! But
beware, dear young lady. For the same Time that teaches you to take a
flippant pleasure in breaking dolls‟ heads also kills your interest in what those
dolls represent – and what you lose is often greater than what you gain.
Recently, oh months ago, timid young creature sent in a note asking –

of all things! – a big question. The question, alas, is one of those I am not at
liberty to divulge. I put the note away, promising myself to answer it the first
time I had a chance. Like all good chances, however, this chance never
came; at least it never tapped me on the back and said, “Here I am!” The
letter still rests where I kept it, its big question still unanswered. What irks me
most is that, while I realize I had done the timid young thing an injustice, I am
sensibly awkward about making amends because of the length of time that
has elapsed. She probably is no longer interested. I keep hoping that she has
forgotten about everything that it might embarrass her even to get a reply after
all these ages.
There were many men like me, it quite consoles me to believe; and
women, too, for that matter. We are a race gifted with the talent to put things
off with an honest resolve to act on them first chance we have. The long
records of unanswered petitions – official, semiofficial, unofficial, private;
secret prayers and passionate protests of one-sided affection – testify to the
deadliness of Time‟s devastating sword. After a while, the petitioner loses his
energy, then his passion, then his interest, then all semblance of hope or
knowledge of the thing desired at all.
At one time or another, I have seen a bit of fine work – say, a

wholesome suggestion in the papers, and improvement over the ordinary
drive that gets by wholesale, a neat piece of verse, an essay with tidbits of
sense hidden among the bushels of chaff, a good story well told, a
commencement speech that it is not merely different and clever in a cheap
way but really thought
out, an honest act
unsullied by the vulgar
suggestions of a
votegetting political
gesture. And I have told
myself,
“This is good work. My
approval of it would not
hurt the author; in fact, it
might help him
encourage him perhaps.
At any rate, I must thank him for expressing or doing in a fitting manner what
other people like
me would want to say or do but can’t. I will return the kindness he has done to
me.”
But this is the end of a noble resolve. I never write the encouraging
note. I never tell the author anything. In this passive way do we allow talent to
languish away in utter neglect and finally die along with other living
enthusiasms. A slow and perhaps gentle way to swell the number of lost
causes.
****
In this paradise of the tropics is reed-like plant of the grass family which
usually grows near river beds and in wide uncultivated lands. It is called
cogon. In early summer the plant matures. The long slender stalks and leaves
soon after dry up and offer to the playful and the lazy an excellent temptation
to set them on fire. A lighted match carelessly thrown sets the dry cogon
crackling up in flames, and in several minutes a few acres of cogonal land are
blackened with charred stems and ashes. Thus cogon burns very hot and
furiously, even with little or no breeze to fan its flame, and the flames die out
as fast as they are set.
This quality of the reed-like plant has given the Tagalogs an idiom
ningas-kugon, „burns like the cogon‟. It burns fast and dies fast. Under it falls
all enthusiastic beginnings that are themselves swan songs – patriotic
movements that spring up now and then, cooperative associations, societies
that give grand inaugural receptions and balls, commercial concerns that
open business most conspicuously, monumental projects that become
monuments to lost causes.
Time, it seems, has a way of stealing over us and of leaving

unapprehended all the lessons of American efficiency coming to naught.
While this dolece far niente did prove
satisfactory during a previous era when
galleons took many moons to arrive here
from Acapulco, when our little paradise
seemed truly to be a distant Eden that
could forever remain unspoiled and naïve
while our forefathers loafed under
coconut trees and waited for fruits to fall
by the will of Bathala – today it has
become increasingly difficult to stay away
from world currents or to move against the world‟s inevitable tempo without
being lost in the motion.
We as people have been torn, as it were, between languor and

efficiency. Our political transition period, one-half of which has elapsed, might
as well be a transition from one attitude to another, from stultifying passivity
and lack of push to aggressive, disciplined action. There is not a choice left.
Either we push or somebody will come and push us out. The inevitable laws
of biology, the relentless struggle for survival of the fittest, will make no
exception.
Out in our little barrio we have a practice. Some people think it is bad,
others say it is healthy for the soil. Our farmers in clearing a piece of land
covered thick with cogon, burn the cogon and plant the area thus cleared to
palay and other crops.
I am not going into the scientific values of the practice, but I am

interested in the significance of burning cogon, in doing away with all
shortlived enthusiasms.
Assessment
1. Discuss the essay and write your comments.

2. Identify the symbols used by the author to elaborate his points.
3. Why does the author compare burning cogon with short-lived
enthusiasm?
4. Evaluate the productive and counter-productive values of the Filipinos.
Elaborate your positions or convictions.
5. Do you agree with what the author says that the Philippines is a
paradise of the tropics? Justify.
1.6 SUNSET
Paz Latorena
Paz Latorena was born in Boac, Marinduque. She was educated in Manila
from elementary to college. She earned a B.S.E. degree in UP. She then took
graduate courses in UST, where she taught literature and creative writing.
Her stories are included in Philippine Prose and Poetry.
Summary:
The plot of the story centers in the plight of a young country girl who
has found a new world in the shoemaker‟s shop to escape from the worldly
desire of a wealthy man, hoping a bright future, believing in the promise of the
cobbler but realizes that she is destined to suffer.
The woman has nowhere to go. She runs under the rain to escape
from the younger brother of the Señorita, the lady who hires her as maid. So
terrified, she takes shelter in the shop of the cobbler until the rain stops. She
has fallen asleep on a chair. The cobbler looks at the woman while sleeping
and desires for her.
He would marry her, the cobbler told himself. They live together and
promise the woman a marriage license. They have to wait, however, until they
save money.
Life is not easy, money

is of scarcity, still no marriage
happens yet the woman is
hoping and waiting. She wants
to go back to the house of the
Señorita to work and to help
the cobbler.
The cobbler wants the woman to stay in the shop. He does not want
her to go anywhere. The woman agrees, hoping for the marriage promised.
One day, while walking, the woman meets the Señorita, tells her
brother has gone away and will never return. She told the woman that hires
detective to find her and wants her to work for her again. The woman tells the
Señorita that she is living with the cobbler and is about to be married. The
Señorita has given the woman her salary and gifted her with the money.
The woman goes home excited. She will give the money to the cobbler
for the marriage license. She waited the whole day, the following day, and the
next day. The man has now the money but has not mentioned any wedding.
She feels betrayed. She thinks the man has no intention of marrying her.
Marriage license is not a priority. She tells him she has to work. This
time, the man has not stopped her, instead he gives her the surprise which he
promised and which she thinks their wedding. It is a violet scarf which she
could use in going to her work.
The story ends while the woman is on her way back to the Señorita.
Take few moments of reflection – it relaxes your heart, calms

down your spirit, and allows your mind to think clearly, for the
better – and be grateful of the things that make your life shine.
Assessment
1. Explain the title.

2. Why do you think the author considers the plight of the woman a
tragedy?
3. Do you agree that somehow the scenes and plot are somewhat
psychologically forced?
4. Discuss the plight of the woman from the countryside in the modern
world.
5. Write your analysis using any of the critical approaches.
6. How important is a marriage license to the woman in the story? What
about to you? Discuss.
1.7 MY IDEAL UNIVERSITY

Maximo M. Kalaw
Dr. Kalaw was a college teacher, legislator, lawyer, and writer. He was born
in Lipa, Batangas, on 10 May 1891. He received an AB from George
Washington University and an LLb (Bachelor of Laws) from Georgetown
University. He then took his PhD in Political Science from the University of
Michigan. He married Maria Tyico y Lopez, of Molo, Iloilo. Kalaw was editor of
the College Folio, the first periodical to appear at the University of the
Philippines (UP). He served as associate editor of the Manila Times from
1915 to 1918. He was also a professor of political science and the Dean of
the College of Liberal Arts in UP. He was the first Filipino to teach in an
American university, serving as an exchange professor at the University of
Michigan. He lectured on Philippine affairs at many different colleges. He was
secretary for the first Philippine Mission to the United States in 1919, and
later a technical adviser to the second Philippine Mission. Dean Kalaw wrote
several books on politics and government.
Summary:
Educators and university administrators must now and then pause in

their work and indulge in speculative idealism. The routine of administration
and the monotony of the classroom must at times be forgotten to see whether
or not we are marching toward the ideal. A campus rich in the
instrumentalities of knowledge, replete with association with the great minds
of all nations yet inviting to the fellowship and the sports of the present; a
student body in reverent attitude toward
the past yet eagerly enthusiastic and
willing to try new avenues in the future,
wedded to the national ideals of the
country without losing that
cosmopolitanism which fits them to
become citizens of the world; a faculty
enjoying the bounties of academic
freedom yet fully conscious of their moral
responsibilities toward their students and
their country, an inspiration in the
classroom and on the campus yet
researchers and scholars within their
laboratories and in their libraries – these
and a hundred more elements complete
the picture of an ideal university.
Higher Learning Free Serene

The ideal university must live a free life, cooperating with, yet financially
independent of, the vital political and economic forces of the country,
sympathetic toward the national purposes and ideals yet free from the
passions and inconsistencies of contemporary politics.
It will be a university conducted on a business basis where the peso must be

made to run the longest way; but it must shun that business efficiency which
stifles the creative spirit and produces mere bureaucrats and automations.
The university administrator must look rigorously into the financial side but
must intrude as little as possible into the broad academic field where the
intellect must rule an empire all its own, unhindered and unfettered.
Taking the University to the People
The ideal university will not be content with merely conducting efficient
instruction in the classroom, with having an up-to-date laboratory, or with
merely sending forth men efficient in their respective trades. Two (2) other
activities must be added to the functions of the modern university: the task of
helping enlarge the stock of human
knowledge and the duty of serving with
technical help its own people and its own
country. In fact the ideal university will not
only be found simply on the campus or in
the city where its buildings are located. It
will be found wherever its benevolent
influence is felt, in the farthest plantation
where its professors may be experimenting
on the sugar cane, in the factories which its chemists and engineers have
helped establish, in every town, which its publications or lectures may reach,
and in every home which opens its doors to its correspondence courses or to
its radio messages.
Ideal?
Yes, I am only discussing my ideal university; for universities, like men, must
have their ideals.
Assessment
1. a. Mention some qualities for an ideal university.

b. What qualities are especially needed today?
2. Give an outline of this essay.
3. a. What would you suggest as the main ideal for a new university?
b. How would this ideal be accomplished?
4. a. What mood does the essay create?
b. How is this mood created?
5. a. How does the author envision the university‟s role in the life of the
country as a whole?
b. Do you agree with the author‟s opinion?
1.8 WHEN DONE FOR THEE

Alfredo E. Litiatco
Alfredo E. Litiatco, poet, critic, and editor, wrote “With Harp and Sling”, a
collection of poetry posthumously published by Federico Mangahas in 1943.
Litiatco’s sonnets comprise the significant portion of his book. The best
sonnets of Litiatco are: “The Least Thing Touching You,” “Love Will Not Be
Denied,” “Beauty Shall Not Sleep,” “Benignant Fates,” “It Does Seem
Strange,” “Not Fear,” “No Ill Will,” and “Neither Can the Floods.”
The greatest tasks most trifling seem
When done for thee, my dear; And for all the self-same reason, great
The trifling ones appear.
Thus picking up a handkerchief,
Or pulling up a chair,
Becomes, when „tis for thee, a most
Important affair.
Whilst setting out to face the world,
To fight one‟s way to fame,
Chills not but rather fires
If essayed in thy name.

Assessment
1. Interpret the poem connotatively and denotatively.

2. What is being suggested by the author in the title?
3. Do you agree with what the author say in the lines? Why?
4. Evaluate the points of the author.
5. Paraphrase the lines.
6. Differentiate the idealism of the Filipino with other races when it comes
to love.
References
Balabar, Corazon B. Gems in Philippine Literature. National Bookstore,

Philippines, 1989.
Croghan, Richard S. The Development of Philippine Literature in English.

Phoenix Publishing House, Inc., Quezon City, Philippines, 2000.
De Malanta, Ophelia. Philippine Contemporary Literature in English,

University of Santo Tomas Press, 1995.
Del Castillo, Teofilo and Buenaventura S. Medina. Philippine Literature from

Ancient Times to the Present
Maramba, Asunsion. Philippine Contemporary Literature. Bookmark, Inc.,

Makati City, 1990.
Roseburg, A.G. Pathways to Philippine Literature in English. Phoenix

Publishing House, Inc., Quezon City, 1996.
Serrano, Josephine and Trinidad M. Ames. A Survey of Philippine Literature

in English. Phoenix Publishing Hose, Inc., Quezon City, 1996.
Tan, Arsenia. Introduction to Literature. National Bookstore, Manila,

Philippines, 1987.

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Major 11 EL 113 (Survey of Philippine

Republic of the Philippines

Survey of Philippine Literature in

LEAH A. DE ASIS, EdD

All photos are from www.google.com/search

 Discuss the characteristics of  Write scholarly précis of the

literatures during the Apprenticeship Period (1900-1935). There are 10

The Apprenticeship Period (1900-1935)

Philippine literature in English officially started in 1910, although as early as

The period 1910-1935 is generally called the period of apprenticeship or

Leopoldo Y. Yabes, commenting on this period, says: “In their youthful

Below is a list of some of the most important

1921 The American Folklore Society published Filipino Popular Tales,

1925 The period of apprenticeship as inaugurated by two (2)

1927  The UP Writers‟ Club was founded and began publishing

Prose and Poetry.

1930 Philippine literature, according to Yabes entered upon its period of

 Dead Stars. It was written by Paz Marquez-Benitez. Considered as the

Are your still breathing? It’s just the prologue of the

1.1 DEAD STARS

Alfredo Salazar and Esperanza

complexion, a woman of elegance and

The rare “neighboring” of Alfredo becomes frequent. He and Julia exchange

Alfredo‟s marriage to Esperanza is not unhappy. He felt no rebellion, only the

One day, he happens to be in the town of

Note: The whole story can be read in these references:

Kindly answer the items below.

1. Compare and contrast Esperanza and Julia.

1.2 WHAT IS AN EDUCATED FILIPINO?

Benitez was a pioneer in education and administration. He founded the

Alterations in our Social Life

Education has Changed in Meaning

1. Practical Activity. In the light of social changes, we come again

Filipino, has the right to be considered educated unless he is prepared to take

The power to do embraces the ability to produce enough to support

2. Acquaintance with Native History and Culture. The educated

3. Refinement in Speech and Conduct. The educated Filipino, in

There are, then, at least three (3) characteristics which I believe to be

Kindly answer the items below.

1. a. At what point in Philippine national life was this essay written?

1.3 FOOTNOTE TO YOUTH

Dodong is 17, he thinks he is no longer a boy, he is a man, a grown-up

toil the land to survive.

Dodong marries Teang. He is immensely glad he has asserted himself.

Reality comes, Dodong realizes he is young, felt queer, troubled, and

Kindly answer the items below.

1.4 WEDDING DANCE

Amador T. Daguio was born in 1912 in the Mountain Province, which

Wedding Dance is a sensitively written story bringing out the tragedy

The story opens the night of the wedding of Awiyao to Madulimay.

Awiyao, after knowing that Lumnay is not in the wedding dance

Despite the pleading of Awiyao for Lumnay to join in the dancing,

Alone, Lumnay decides to go to the wedding dance not to join in the

Note: You are required to read the whole text to know

Kindly answer the items below.

1.5 NINGAS COGON

Recently, oh months ago, timid young creature sent in a note asking –

At one time or another, I have seen a bit of fine work – say, a

Time, it seems, has a way of stealing over us and of leaving