Philippine

Literary Pieces
during the
Japanese
The Japanese Period
of Philippine
Literature
(1941-1945)
 Historical Background

Between 1941-1945, Philippine Literature

was interrupted in its development when the
Philippines was again conquered by another
foreign country, Japan.

Philippine literature in English came to a

halt. Except for the TRIBUNE and the
PHILIPPINE REVIEW, almost all newspapers
in English were stopped by the Japanese.
 This had an advantageous effect on
Filipino Literature, which experienced
renewed attention because writers in
English turned to writing in Filipino. Juan
Laya, who use to write in English turned
to Filipino because of the strict
prohibitions of the Japanese regarding
any writing in English.
 The weekly LIWAYWAY was placed
under strict surveillance until it was
managed by a Japanese named
ISHIWARA. In other words, Filipino
literature was given a break during this
period. Many wrote plays, poems, short
stories, etc. Topics and themes were
often about life in the provinces.
Three Prominent Literary Pieces
Under the Japanese Period

The Laughter Lupang Panday Pira

of my Father Tinubuan
 “Lupang Tinubuan” was adjudged the
best short story in Tagalog in 1943. A
series of short stories in English that
had appeared in a variety of periodicals
from 1934-1988.
1. How does
history/period
contribute to the “Lupang Tinubuan” was
making/writing of the written to commemorate
literary pieces? Was the struggles and
there a specific triumphs of the Filipino
event/person which heroes as they stood tall
for the nation’s freedom
triggered the
and independence.
making/writing of the
Through a series of short
literary pieces? stories, it proclaimed the
clamor for autonomy
against the Japanese rule.
2. What
insights/implication
s can teachers of
today learn from Teachers of today can
substantiate that “Lupang
these literary Tinubuan” sparked for
pieces? social change and it is
apparent that this literary
piece has shown the
bravery and strength of
the Filipino heroes. These
values must be taught by
teachers in enriching
students’ literary
knowledge.
3. How and when
can these literary
pieces be of use in
the classroom?
“Lupang Tinubuan” can
be used as springboard in
instilling values among
students, particularly on
bravery, courage, and
nationalism.
 “The Laughter of My Father” tells about a
wedding in a Philippine village; how a young
cousin outshone the author at dancing and
courting and his father's despair over it. To
redeem himself in his father's eyes he
compromised a girl, the scandal drove him to
America. It also comes up with a common
theme, namely, that wisdom can win over any
earthly power. Through phallic symbolisms,
dark humor, sexual innuendos and social
satire, Bulosan has succeeded in showing
himself to be an angry, discontented man.
1. How does
history/period
contribute to the
making/writing of the Because of the social
literary pieces? Was inequality during the
there a specific Japanese occupation,
event/person which Carlos Bulosan crafted a
triggered the book that highlighted on
making/writing of the wisdom and good deeds
which can outweigh any
literary pieces?
earthly power and desire.
It emphasized that a
simpler, less cluttered, and
hectic life has
immeasurable benefits.
2. What
insights/implication
s can teachers of What can teachers of
today learn from today reflect from this
these literary literary piece is that it is
pieces? easier to manage every
day life, work, unexpected
challenges, events, and
tasks if we choose to
remove the clutter,
distractions, and
complexities of life.
3. How and when
can these literary
pieces be of use in
the classroom? What can students learn
from this literary work is
that overcomplicating
things and overseeing that
happiness is tightly tied
with simplicity can result
to discontentment and
unfulfilling life.
 “Panday Pira” was a play written by
Jose Ma. Hernandez. It was a story of a
Pampango Indio blacksmith who is
acknowledged as "The First Filipino
Cannon-maker" and on how he managed
to work as an blacksmith during the time
of Rajah Sulayman and Gov-Gen Miguel
López de Legazpi. He migrated to Manila
in 1508 and established a foundry on the
northern bank of the Pasig River.
1. How does
history/period
contribute to the Panday Pira personifies
making/writing of the the Muslim Pampango
literary pieces? Was blacksmith who is
there a specific acknowledged as "The
event/person which First Filipino Cannon-
triggered the maker". He forged the
making/writing of the cannons in defending the
Muslim Kingdom of
literary pieces?
Manila against the
Japanese invaders. This
phenomenon triggered
Jose Ma. Hernandez to
write this literary piece.
2. What In this literary work, it
insights/implication has been emphasized that
s can teachers of our heroes helped define
the limits of our
today learn from
aspirations. We largely
these literary defined our ideals by the
pieces? heroes who had set a great
example. Teachers of
today can be this example
since they dispense
knowledge, values, and
attitudes which are
necessary tools for
students’ success and
transformation.
3. How and when
This literary piece can be
can these literary of use in the classroom in
pieces be of use in the enrichment of
the classroom? historical knowledge
among students. In
particular, Panday Pira
has provided us with a
deep glimpse into Filipino
sufferings and triumphs
that paved way for our
hard-earned
independence.