Figures of Speech
cookies as a good cook who could cook
10 Kinds of Figures of Speech
1. Personification
↳ Attributes human nature or
human qualities to abstract or
inanimate objects.
↳ For example, we often use
phrases like the howling wind,
dancing leaves, time flies etc.
↳ Examples:
- The opportunity knocked at his door.
- The plants in her house silently begged
to be watered.
2. Metaphor
↳ Used for implying a comparison
between two things that have
something in common but are in
general different from each
other.
↳ Examples:
- It is raining cats and dogs.
- He is the star of our class.
3. Simile
↳ Compare two things that are
different from each other but
have similar qualities.
↳ These are generally formed
through usage of the words ‘as’
or ‘like’.
↳ Examples:
- He is as brave as a lion.
- Her expression was as cold as ice
4. Alliteration
↳ Figure of speech in which a
sentence consists of a series of
words that have the same
consonant sound at the
beginning.
↳ Examples of alliteration in a
sentence include:
- She sells seashells on the seashore
shore.
- A good cook could cook as much
cookies
5. Onomatopoeia
↳ Used to express a sound.
↳ It involves the use of words that
imitate the sounds associated
with the action or object referred
to i.e. hiss, clap etc.
↳ Some examples of
onomatopoeia include:
- The buzzing bee flew over my head.
- The stone hit the water with a splash
6. Hyperbole
↳ Consists of an exaggeration.
↳ It is the usage of exaggerated
terms in order to emphasise or
heighten the effect of
something.
↳ Examples:
- I have told you a million times to not
touch my stuff!
- She has got a pea-sized brain.
7. Euphemism
↳ The usage of a mild word in
substitution of something that is
more explicit or harsh when
referring to something
unfavorable or unpleasant.
↳ Examples:
- He has passed away. (Euphemism for
He has died.)
- She is between jobs. (She is
unemployed.)
8. Irony
↳ Irony or sarcasm is a figure of
speech in which the usage of
words conveys the opposite of
their literal meaning.
↳ These are often used in a
humorous manner.
↳ Examples:
- Your hands are as clean as mud.
- The dinner you served was as hot as
ice.
9. Anaphora
↳ It is a repetition of a word or
phrase at the start of several
sentences of clauses.
↳ Examples:
- Dr. Martin Luther King Jr.: “I Have a
Dream” Speech.
- Charles Dickens: A Tale of Two Cities
10. Antithesis
↳ A striking opposition or contrast
of words or sentiments is made
in the same sentence.
↳ It is employed to secure
emphasis.
↳ Examples:
- Speech is silver, but silence is golden.
- Love and hate.
- Good and evil.
11. Oxymoron
↳ Is a special form of antithesis,
whereby two contradictions are
predicted at once by the same
thing.
↳ Examples:
- I am busy doing nothing.
- There is a deafening silence in the
room.
12. Pun
↳ The use of word in such a way
that it is capable of more than
one application, the object being
to produce a ludicrous effect.
↳ Examples:
- Is life worth living? – It depends upon
the liver.
- The wedding was so emotional that
even the cake was in tiers.
13. Metonymy
↳ Literally a change of name, an
object is designated to be the
name of something else which
is generally associated with it.
↳ Examples:
- The Crown, for the King.
14. Synecdoche
↳ A part is used to designate the
whole or the whole to designate
the part.
↳ Example:
- Give us this day our daily bread.
- England (the cricket team) won the first
test match against Australia.
15. Litotes
↳ An affirmative is conveyed by
negation of the opposite, the
effect being to suggest a strong
expression by means of a
weaker one.
↳ It is the opposite of hyperbole.
↳ Examples:
- The man is no fool. = (very clever)
- It's not rocket science.
16. Exclamation
↳ The exclamatory form is used to
draw greater attention to a point
than a mere bald or plain
statement of it could do.
↳ Examples:
- How sweet the moonlight is upon this
bank!
- It's a boy!
17. Interrogation
↳ The asking of questions.
↳ Examples:
- Are you crazy?
- Can you imagine that?
● CRITICAL ANALYSIS
↳ an in-depth examination of
some aspect of the literary work.
↳ The point of criticism is to argue
your point of view on a work of
literature.
↳ You do have to analyze a text
and support your assertions with
specific evidence from experts
and the text.
↳ The goal is to prove something
about the work. There must be a
point to the discussion. You
must answer the questions
Why? or So what?
■ Ex. Why is a recurring
symbol important? Or
why is the development
of the female characters
significant?...
● LITERARY THEORIES
↳ provide a framework for a
discussion of a text
↳ Use it as a starting point for your
own ideas and opinions
↳ Literary criticism has two
main functions:
■ To analyze, study, and
evaluate works of
literature.
■ To form general
principles for the
examination of works of
literature.
● NEW CRITICISM
↳ Meaning resides in the text—not
in reader, author, or world.
↳ Texts may contain numerous
messages, but must have a
unifying central theme created
by the perfect union of all artistic
elements.
↳ Texts are artistic creations.
↳ Close reading is the basis of
new critical analysis.
↳ The methodology for finding
meaning is clear cut----the tools
are unique to literary analysis
↳ Mantra: “The text itself”.
↳ one type of formalism
● FORMALIST APPROACH
↳ Attempts to discover meaning
by close reading of a work of
literature.
↳ Focus is on:
■ Form, organization, and
structure.
■ Word choice and
language.
■ Multiple meanings.
■ analyzing irony,
paradox, imagery, and
metaphor.
■ setting, characters,
symbols, and point of
view.
■ Consider the work in
isolation, disregarding
the author's intent,
author’s background,
context, and anything
else outside of the work
itself.
↳ Two Major Principles of
Formalism:
■ A literary text exists
independent of any
particular reader and, in
a sense, has a fixed
meaning.
■ The greatest literary
texts are “timeless” and
“universal.”
↳ Advantages
■ can be performed
without much research.
■ emphasizes the value of
literature apart from its
context.
■ virtually all critical
approaches must begin
here.
↳ Disadvantages
■ text is seen in isolation
■ ignores the context of
the work.
■ cannot account for
allusions.
 ■very difficult to perform
on longer work
research. New Historicism Approach
● READER RESPONSE APPROACH
↳ Two Important Ideas:
■ An individual reader’s
interpretation usually
changes over time.
■ Readers from different
generations and
different time periods
interpret texts
differently.
↳ Reader Response Approach:
■ Asserts that a great
deal of meaning in a
text lies with how the
reader responds to it.
■ Focuses on the act of
reading and how it
affects our perception of
meaning in a text (how
we feel at the beginning
vs. the end)
■ Deals more with the
process of creating
meaning and
experiencing a text as
we read. A text is an
experience, not an
object.
■ The text is a living thing
that lives in the reader’s
imagination:READER +
READING SITUATION
+ TEXT = MEANING
↳ Advantages:
■ recognizes that different
people view works
differently and that
people's interpretations
change over time.
↳ Disadvantages
■ tends to make
interpretation too
subjective.
■ does not provide
adequate criteria for
evaluating one reading
in comparison to
another.
■ New historicist critics
view literature as part of
history, and
furthermore, as an
expression of forces on
history.
■ New historicism
compares literary
analysis to a dynamic
circle;
■ The work tells us
something about the
surrounding ideology
(ex. slavery, rights of
women, etc.).
■ Study of the ideology
tells us something about
the work.
■ Readers are influenced
by their culture, so no
objective reading of a
work is possible.
■ Critics should consider
how their own culture
affects their
interpretation of the
historical influence on a
world
■ New historians assert
that literature “does not
exist outside time and
place and cannot be
interpreted without
reference to the era in
which it was written”
(Kirszner and Mandell).
↳ Marxist Approach and Marxist
Beliefs
■ Value is based on labor.
■ The working class will
eventually overthrow
the capitalist middle
class
■ …the middle class
exploits the working
class∗Most
 institutions—religious,
legal, educational, and
governmental—are
corrupted by
middle-class capitalists.
■ “Religion is the opiate of
the masses”
■ Bourgeoisie - “the
haves”
■ Proletariat – “the
have-nots”.
■ Marx thought that
materialism was the
ultimate driving force in
history.
● Karl Marx perceived human history to
have consisted of a series of struggles
between classes—between the ↳ Psychoanalytic Approach
oppressed and the oppressing.
↳ Marxist Approach examines
literature to see how it
reflects…
■ The way in which
dominant groups
(typically, the majority)
exploit the subordinate
groups (typically, the
minority).
■ The way in which
people become ↳ Psychoanalytic Approach:
alienated from one
another through power,
money, and politics
(Look for evidence of
oppressive ideologies of
the dominant social
group; look for uses and
abuses of power )
■ This system is an
attempt at complete
social and economic
equality
■ It’s a great theory but
doesn’t work in reality
↳ Marxist Approach
Commodities are:
■ possessions that give
power --- land and
money , social position,
knowledge, or even a
person.
■ Texts are commodities,
not timeless works of art
Truths are socially
constructed . Look for
what commodities bring
power and why within a
work of literature.
■ The successful working
class will then establish
a communist society.
■ In this ideal the labor,
the means of
production, and the
profits are shared by all.
■ views works through the
lens of psychology
■ looks either at the
psychological
motivations of the
characters or of the
authors themselves
■ most frequently applies
Freudian psychology to
works, but other
approaches also exist.
Freudian Basic Concepts
■ All actions are
influenced by the
unconscious.
■ Human beings must
repress many of their
desires to live
peacefully with others.
■ Repressed desires
often surface in the
unconscious, motivating
actions.
■ Psychoanalytic
Approach recognizes
symbols that are linked
to sexual pleasure
■ Female (Yonic):
concave images, such
as ponds, flowers, cups,
 and caves, images of
sustenance, fertility or
fecundity (gardens,
food).
■ Male (Phallic): if it
stands up or goes off,
objects that are longer
than they are wide
○ ∗ dancing,
riding, and
flying are
associated with
sexual
pleasure.
○ water is usually
associated with
birth, the female
principle, the
maternal, the
womb, and the
death wish.
↳ Psychoanalytic Approach
(Freudian) Core Issues
■ Fear of intimacy
■ Fear of abandonment
■ Fear of betrayal
■ Low self-esteem
■ Insecure or unstable
sense of self.
■ Oedipal fixation or
Oedipal complex.
■ Oedipus complex: a
boy's unconscious
rivalry with his father for
the love of his mother.
■ Electra complex: a
girl’s unconscious
rivalry with her mother
for the love of her father
(a.k.a. “daddy issues”)
↳ Archetypal Approach
■ based on the theories of
psychologist Carl Jung,
a disciple of Freud.
■ Collective Unconscious:
there are certain basic
and central images and
experiences that are
inherent in the human
psyche.
■ Assumes that there is a
collection of symbols,
images, characters, and
motifs (i.e. archetypes)
that evokes basically
the same response in
all people regardless of
culture.
■ Concerned with
enduring patterns and
how they are reflected
in literature.
■ Asserts that these
archetypes are the
source of much of
literature's power.
■ Some Archetypes:
■ Archetypal women :
the Good Wife/Mother,
the Terrible Mother, the
Virgin (often a Damsel
in Distress), and the
Fallen Woman.
■ Water - creation,
birth-death-resurrection,
purification, redemption,
fertility, growth.
■ Garden - paradise
(Eden), innocence,
fertility.
■ Desert - spiritual
emptiness, death,
hopelessness.
■ Red - blood, sacrifice,
passion, disorder
■ Green - growth, fertility
■ black - chaos, death,
evil
■ Serpent - evil,
sensuality, mystery,
wisdom, destruction
■ Seven - perfection
■ Hero archetype: The
hero is involved in a
quest (in which he
overcomes obstacles).
He experiences
 initiation (involving a
separation,
transformation, and
return), and finally he
serves as a scapegoat,
that is, he dies to atone.
↳ Archetypal Approach
Advantages:
■ Provides a universalistic
approach to literature
and identifies a reason
why certain literature
may survive the test of
time.
■ It works well with works
that are highly symbolic.
↳ Disadvantages
■ Literature may become
a vehicle for ↳ Feminist Approach
archetypes.
■ Can easily become a
list of symbols without
much analysis.
↳ Feminist Approach: Context
and Terminology
■ female (biological)
■ feminine (socio-cultural)
■ Feminist (political) ≠
feminism ≠ gender
studies
■ political vs academic
context and terminology
- focus on women vs ↳ Stages of Female Identity
focus on gendered
experience of being
human
↳ Feminist Approach
■ Concerned with the
role, position, and
influence of women in a
literary text.
■ Asserts that most
“literature” throughout
time has been written
by men, for men.
■ The male experience is
the “norm” against
which the woman or
“other” experience is ↳ Moral/Philosophical Approach
measured – the woman
is “otherized” thus
women assume male
values and ways of
perceiving, feeling, and
acting.
■ Examines the way that
the female
consciousness is
depicted by both male
and female writers.
■ May argue that gender
determines everything,
or just the opposite: that
all gender differences
are imposed by society,
and gender determines
nothing.
■ 4 Basic Principles of
Feminist Criticism
■ Western civilization is
patriarchal.
■ The concepts of gender
are mainly cultural ideas
created by patriarchal
societies.
■ Patriarchal ideals
pervade “literature.”
■ Most “literature” through
time has been gender
biased.
■ Feminine: the female
accepts the definitions
and roles male
authorities have created
for her.
■ Feminist: rebels against
male authority and
intentionally challenges
all male definitions and
roles.
■ Female: no longer
concerned with male
definitions or
restrictions; defines her
own voice and values.
 ■ asserts that the larger ■ Literature is a political
purpose of literature is tool—those in power
to teach morality and to decide what is “art”.
probe philosophical ■ Truth is relative Study;
issues. the author’s (and
■ authors intend to reader’s) life & times;
instruct the audience in locate tensions between
some way. conflicting cultures;
↳ Moral / Philosophical explore the “double
Approach Existentialism consciousness” of
■ Existentialism involves colonized & post
the attempt to make colonized writers;
meaning in a chaotic observe how colonizers
world. “refashion” the
■ Sartre argued, "man colonized.
makes himself."
■ Seeks to analyze
literary works, with
special emphasis on the
struggle to define
meaning and identity in
the face of alienation
and isolation.
↳ Moral/Philosophical Approach
ADVANTAGES:
■ useful for works which
do present an obvious
moral philosophy.
■ does not view literature
merely as "art" isolated
from all moral
implications.
■ recognizes that
literature can affect
readers and that the
message of a work is
important.
DISADVANTAGES
■ such an approach can
be too "judgmental”.
■ Some believe literature
should be judged
primarily (if not solely)
on its artistic merits, not
its moral or
philosophical content.
↳ Postcolonialism
■ Meaning resides in text,
history, and ideology.
● THE ORAL LORE ↳ Most Common Features of the
↳ Riddles and Proverbs
■ are the simplest forms;
■ mostly drawn from the
1754 Tagalog-Spanish
dictionary, Vocabulario
de la lengua tagala of
Pedro de Sanlucar and
Juan de Noceda.
■ Examples are:
■ Talinghaga (analogue,
metaphor, or figure)
■ Ambahan (may contain
monoriming
heptasyllabic lines or
single rimes and seven
syllables per line and
often chanted)
■ Tanaga- a stanza form
with a fixed number of
lines(4)
↳ Lyric Poetry
■ which displayed the
traditions of the people,
some pointed out their
political and religious
life., genealogies, deeds
of their gods. Etc.
folk Epics:
■ Narratives of sustained
length
■ Based on oral tradition
■ Revolving around
supernatural events or
heroic deeds
■ In verse form
■ Chanted or sung
■ With a certain
seriousness of purpose
validating beliefs,
customs, ideals or
life-values of people.
■ According to E. Arsenio
Manuel (1962), there
are 13 epics of Pagan
Filipinos, 2 of Christian
and 4 Muslim Filipinos

● PROSE NARRATIVES IN
PREHISTORIC PHILIPPINES
↳ Drama
■ in its simplest form is
usually of mimetic
dances imitating natural
cycles and work
activities.
■ consisted of religious
rituals presided by a
priest or priestess and
participated by the
community.
↳ Folk Epics
■ the most significant of
the oral literature
presumed to have
originated in the
prehistoric times.
PHILIPPINE POETRY
Julian Cruz Balmaceda Classified Three
Kinds of Tagalog Poets:
● Poet of the Heart (Makata ng Puso)
↳ These include Lope K. Santos,
Iñigo Ed. Regalado, Carlos
Gatmaitan, Pedro Deogracias
del Rosario, Ildefonso Santos,
Amado V. Hernandez, Nemecio
Carabana, and Mar Antonio.
● Poets of Life (Makata ng Buhay)
↳ Led by Lope K. Santos, Jose
Corazon de Jesus, Florentino
Collantes, Patricio Mariano,
Carlos Garmaitan, and Amado
V. Hernandez.
● Poets of the Stage (Makata ng
Tanghalan)
↳ Led by Aurelio Tolentino,
Patricio Mariano, Severino
Reyes, and Tomas Remigio
● Lope K. Santos
↳ The Father of the National
Language Grammar
↳ Masterpiece - Banaag at Sikat
↳ Balarila ng Wikang Pambansa
↳ Father of the Filipino Grammar
↳ “Apo” of the Tagalog writers
● Amado V. Hernandez
↳ A pillar in Tagalog Literature
↳ Masterpiece - Luha ng Buwaya,
Ang Panday
↳ Isang Dipang Langit
↳ First King of Balagtasan
● Jose Corazon de Jesus
↳ King of Balagtasan
↳ Masterpiece - Ang isang
Punongkahoy (A tree)
↳ Bayan ko
↳ Huseng Batute
↳ The Legendary Lyric Poet
● Aurelio Tolentino
↳ Father of the Tagalog Drama
↳ Masterpiece - Kahapon, Ngayon
at Bukas
↳ Coined the word “Dula”
↳ A theater at the CCP was
named after him - Tanghalang
Aurelio Tolentino
● Severino Reyes
↳ Father of the Tagalog Plays
↳ Father of the Tagalog
Zarzuela
↳ Pen name “Lola Basyang”
↳ Masterpiece - Walang Sugat
↳ Mga Kuwento ni Lola Basyang
THREE GROUPS OF WRITERS
● The writers in English imitated the
themes and methods of the Americans.
● The Period of Re-Orientation: 1898 -
1910
↳ By 1900, English came to be
used as a medium of instruction
in the public schools.
↳ ** From the American forces
were recruited the first teachers
of English.
↳ By 1908, the primary and
intermediate grades were using
English.
↳ *** It was also about this time
when UP, the forerunner in the
use of English in higher
education, was founded.
↳ Writers of this period were still
adjusting to the newfound
freedom after the paralyzing
effect of repression of thought
and speech under the Spanish
regime.
↳ *** They were adjusting the idea
of democracy, to the new
phraseology of the English
language and to the standards
of the English literary style.
 ↳ Writers had to learn direct
expression as conditioned by
direct thinking.
↳ **They had to learn that
sentence constructions; sounds
and speech in English were not
the same as in the vernacular.
↳ *** They had to discard
sentimentality and floridity of
language for the more direct
and precise English language.
↳ Not much was produced during
this period and what literature
was produced was not much of
literary worth. The first attempts
in English were in two
periodicals of this time:
↳ (a) El Renacimiento: founded in
Manila by Rafael Palma in 1901.
↳ (b) Philippines Free Press :
established in Manila in 1905 by
R. McCullough Dick and D.
Theo Rogers.
↳ POETRY In 1907, Justo
Juliano’s SURSUM CORDA
which appeared in the
Renacimiento was the first work
to be published in English.
↳ In 1909, Jan F. Salazar’s MY
MOTHER and his AIR
CASTLES were also published
in this paper. It was also in 1909
when Proceso Sebastian
followed with his poem TO MY
LADY IN LAOAG, also in this
same paper.
● The Period of Imitation: 1910-1925
↳ By 1919, the UP College Folio
published the literary
compositions of the first Filipino
writers in English.
↳ ***They were the pioneers in
short story writing.
↳ ***They were then groping their
way into imitating American and
British models which resulted in
a stilted, artificial and unnatural
style, lacking vitality and
spontaneity.
↳ Their models included
Longfellow and Hawthorne,
Emerson and Thoreau,
Wordsworth and Tennyson,
Thackeray and Macaulay,
Longfellow, Allan Poe, Irving
and other American writers of
the Romantic School.
↳ Writers of this folio included
Fernando Maramag (the best
editorial writer of this period)
Juan F. Salazar, Jose M.
Hernandez, Vicente del Fierro,
and Francisco M. Africa and
Victoriano Yamzon.
↳ They pioneered in English
poetry.
ESSAYS
The noted essayists of this time were: Carlos P.
Romulo, Jorge C. Bocobo, Mauro Mendez, and
Vicente Hilario. Their essays were truly scholarly
characterized by sobriety, substance and
structure. They excelled in the serious essay,
especially the editorial type. The next group of
writers introduced the informal essay, criticism
and the journalistic column. They spiced their
work with humor, wit and satire. These group
included Ignacio Manlapaz, Godefredo Rivera,
Federico Mangahas, Francisco B. Icasiano,
Salvador P. Lopez, Jose Lansang and Amando
G. Dayrit.
SHORT STORIES In the field of short stories,
DEAD STARS by Paz Marquez Benitez written
in the early 1920’s stand out as a model of
perfection in character delineation, local color,
plot and message. Other short stories published
during this time were but poor imitations of their
foreign models.
The UP College Folio was later replaced by the
Philippine Collegian. Newspapers and
periodicals also saw print during this time like
the Bulletin, the Philippines Herald (1920), the
Philippine Review, the Independent, Rising
Philippines and Citizens, and the Philippine
Education Magazine 1924.
● The Period of Self Discovery: 1925 -
1941
↳ By this time, Filipino writers had
acquired the mastery of English
writing. They now confidently
and competently wrote on a lot
of subjects although the old-time
favorites of love and youth
persisted. They went into all
forms of writing like the novel
and the drama. 1. POETRY
Noteworthy names in this field
include Marcelo de Gracia
Concepcion, Jose Garcia Villa,
Angela Manalang Gloria,
Abelardo Subido, Trinidad
Tarrosa Subido and Rafael
Zulueta da Costa. They turned
our not only love poems but
patriotic, religious, descriptive
and reflective poems as well.
They wrote in free verse, in
odes and sonnets and in other
types. Poetry was original,
spontaneous, competently
written and later, incorporated
social consciousness. 2. THE
SHORT STORY (1925-1941)
Probably because of the
incentives provided by
publications like the Philippine
Free Press, The Graphic, The
Philippine Magazine and college
publications like the UP Literary
Apprentice, poetry and the short
story flourished during these
times. Other writers during this
time include Osmundo Sta.
Romana, Arturo Rotor, Paz
Latorena’s Sunset, and Jose
Garcia Villa’s Mir-in-isa. From
1930 to 1940, the Golden Era of
Filipino writing in English saw
the short story writers “who
have arrived,” like Jose
Lansang’s The Broken Parasol,
Sinai C. Hamada’s Talanata’s
Wife, Fausto Dugenio’s
Wanderlust, Amando G. Dayrit’s
His Gift and Yesterday, Amador
T. Daugio’s The Woman Who
Looked Out of the Window.
Characteristics of the short
stories during these times:
There were still remnants of
Spanish influence in the use of
expressions that were florid,
sentimental, exaggerated and
bombastic. The influence of the
Western culture also was
already evident.
● Kahapon, Ngayon, at Bukas: A play of
Struggle vs. Imperialist Powers
↳ On May 14, 1903, Aurelio
Tolentino (October 13,
1867-July 3, 1915), a
Pampango playwright, poet,
essayist, educator, novelist and
public servant was arrested
because of his play, Kahapon,
Ngayon at Bukas (Larawan ng
Inang Bayan).
↳ It is an anti-imperialist play
attacking the new colonizers (at
that time), the Americans, while
not forgiving the old ones –
Mother Spain and Old China,
who want to feast on the
Philippines’ wealth.
↳ The play was shown at Teatro
Libertad in Manila on May 14,
1903 and its focus is the triumph
of Inang Bayan (Motherland)
over her tormentors, Haring
Bata (Child King) who is the
symbol of the Old China;
Halimaw (Monster), the symbol
of the Spanish friars who
continued dominating the
church and influencing local
politics despite the mock battle
in Manila Bay; Dilat-na-Bulag
(Eyes Open, yet Blind), the ever
‘royal’ Spain; and Bagong Sibol
 (The Budding One), which is the The first was when Spanish
new superpower of the capitalist authorities launched a
world, the United States of witch-hunt against suspected
America. Katipuneros in 1898 and
↳ Its main scene is the liberation Tolentino failed to elude
of Taga-Ilog or Juan de la Cruz authorities. He was imprisoned
who is, at the play’s beginning, for nine months.
shackled and in prison.
↳ ***In that particular scene, he
throws the American flag to the
ground and tramples upon it
until it is torn, then he breaks
the shackles and forces the jail
open.
↳ ***At this point the rest of the
characters shout: “Long live
Freedom! Long live the
Motherland!”
↳ According to Pampango blogger
Alex R. Castro, who dabbles in
history, when the actor was
about to do the act, “he froze for
he saw a number of Americans
in the audience.”
↳ ***Because of this, Castro wrote
in his blog, “Tolentino ascended
the stage and did the act
himself, to the horror of the
Americans who saw it as an act
of sacrilege against their Stars
and Stripes.”Castro wrote that
because of this, he was
arrested. When the authorities
turned to arrest the other actors
as well as those in the
audience, Tolentino saved them
by declaring sole responsibility
for the play as its writer and
director.
↳ Upon his admission of the
crimes he was accused of, he
was convicted of sedition,
rebellion, insurrection and
conspiracy and was imprisoned.
In 1912 he was pardoned by
then Governor-General W.
Cameron Forbes and a
US$7,000 fine was meted.This
was his second time in prison.