Sa Hope for the Flowers (1972) ni Trina Paulus na binasa mi kaito sa klase ni Mr. Abonal, dai ko nalilingawan itong “part” na si Stripe sagkod si Yellow nakaabot na sa ibabaw kan pigparasákat nindang “caterpillar pillar”—tapos sabi ninda ni Yellow, “mayò man baga digding nangyayari”.
“Ano man daa ‘ni?”
Hunà ko ngaya magayon digdi. Napayà si duwang ulod.
Si Yellow kayà sagkod si Stripe duwang ulod na nagkanagbuan sa kumpol-kumpol na mga ulod—sa pagkadrowing ni Trina Paulus garo nganì mga lipay, o alalásò—na nagpaparatiripon nagkakaramang nagsasarakat sa caterpillar pillar.
Hunà kaya ninda kun ano an pigpaparaurusyúso pigpaparákaramángan pigdúdurumanán kan mga kauulúdan pasákat sa halangkáwon na ito.
Kada sarò nakisùsùan sa kadakuldakul na arog ninda antes na magkanupáran an duwa sa hìbog kan kauulúdan na ito. Kan mahiling ninda mismong nagpapatirihulog sana man palan an mga ulod na nakaabot na sa ibabaw, nadisganár si duwa.
An nahiling ninda, pagkatapos kan pagparapakisùsùan ninda sa gatos-gatos na ulod na nag-iiridós nagkakaramáng nagkakaranáp pasiring sa tuktok, mayò man palan nin saysáy. Kayà piglukot na sana ninda an mga sadiri sa kada sarò. Dangan luminitong sinda ta nganing magpatihúlog marakdág makahalì sa tuktok na ito. Nakabalik giraráy sinda sa dagà.
Mayo palan daa duman an hinahanap ninda—kun anong dapat nindang gibohon mayo man duman.
Sa pag-agi kan mga aldaw, nakahiling sinda nin sarong arog man nindang nakabítay sa sangá, saka sana ninda naaraman na malúkot palan sinda kan sadiri. Mabitáy sa sanga. Máluom sa saindang sápot nin haloy. Duman mahilumlòm. Ta nganing magsanglì an saindang itsura. Magdakula, magtalúbo.
Dangan magin sarong magayon na alibangbang. Apod ninda sa Ingles butterfly.
‘Hope for the Flowers’ came alive to us because Mr. Abonal didn't just assign us but took effort to read the story with us—meeting after meeting after meeting.
Our English class then was a bedtime of sorts, with Mr. Abonal reading classic stories to us throughout the year.
He was feeding into our minds that we were Stripes who had to be taught when and how and why we will be meeting the Yellows of our lives even as we were dazed and confused about why we had to go join the other caterpillars who were going somewhere—yes, I remember—to the top of the caterpillar pillar where, well, there’s nothing.
Dai palan daa kaipuhan na magin ulod na sana. Kaipuhan magrisgo—kaipuhan magnegar kan sadiri tanganing magdakulà. Magtalubò. Magbàgo. Ta nganing makua an sinasabing “more of life”.
Kayà palan. Swak sa “magis” philosophy kan mga Heswita. Now I know why it has been a required reading.
So an siram kan buhay palan—segun sa buhay kan alibangbang—yaon sa burak. The caterpillar ought to become a butterfly to be able to feed on the flower’s nectar to pollinate it. And make it bear fruit. Tà nganing may saysay. Tà nganing may bunga. May kahulugan. An buhay. Bow.
Ano daw tà—siring kan Little Prince ni Antoine de-St. Exupery o The Prophet ni Kahlil Gibran—mga arog kaining libro an minatatak sa nagbabasa?
Haros gabos ming binaràsa sa klaseng ito ni Mr. Abonal daradara ko sagkod ngonyan. Yaon an dramang “Lilies of the Field” ni William Barrett na pinelikula kan Hollywood tapos binidahan ni Sidney Poitier, African-American, na saro sa mga enot na nagrumpag kan all-white Hollywood kan manggana siya nin mga honra sa pag-arte.
Sa “Lilies of the Field”, yaon an makangirit na pag-urulay-ulay kan tolong lengwahe—Espanyol, Aleman sagkod an colloquial American English. Sa mga madreng Aleman na binuligan niyang magtugdok nin chapel, nanùdan ni Homer Smith an balór kan teamwork, kan collective effort. Na “no one can really do it alone” na garó man sana “no man is an island” kan metaphysical poet na si John Donne na garo man lang ngani “together each achieves more,” o T.E.A.M. Balik-GMRC?
Binasa mi man an short storyng “Flowers for Algernon” ni Daniel Keyes, manongod sa deterioration kan sarong 32-anyos na lalaking may helang sa payó.
Kawasà epistolaryo an style kan obrang ini, nasúsog mi an istorya kan pasyenteng si Charlie Gordon sa mga daily log, o diary entry niya—puon kan siya momóng pa, o an IQ 68 sana, dai aram an isfelling kan mga pangaran ninda—astang maglumpat an saiyang IQ sa 185, nagin matalion siyang magsurat—kawasa sa gene surgery na piggibo saiya—tapos kan buminalik na siya sa dating IQ niya, sagkod na siya magadan bilang garo consequencia. Pesteng bakuna—tibaad man Dengvaxia!
Nahiling ko giraray an ining istorya ni Charlie kan madalan ko an pelikulang “Phenomenon” (1996) ni John Turtletaub na binidahan ni John Travolta. Talk of “selected readings” in the truest sense of the phrase.
Ano daw ‘to? Nátaon sana daw na puro may flowers an gabos na idto? O bakò man daw itong Year of the Flower? Selectang-Selecta an flavor kan literaturang pinabarasa niya samo kan mga 15 o dies y seis años pa sana kami.
Antes nagin serbidor kan siyudad nin Naga, haloy na nagin maestro sa English si Mr. Abonal asin principal kan Ateneo de Naga High School.
Masuwerte kaming mga estudyante niya kaidto: kadakuldakul kaming giniribo sa English 4 ni Abonal. Pagkabasa mi kan “Julius Caesar” ni William Shakespeare, nagpublikar kami nin mga diyaryong petsadong 44 B.C. para i-Balalong, i-Aniningal i-Weekly Informer i-Vox Bikol mi (man daá) an pagkaasasinar ki Julius Caesar, an emperador kan Roma.
Then, in one quarter, we were required to dig deep into the life of one prominent person in history from A to Z. Assigned to the letter “F”, I short-listed Michael Faraday, Robert Frost and Sigmund Freud. Eventually I chose Freud. Whose episode, if you may, merits a separate essay. These were no days of Wikipedia ever—we had to source out the lives of these famous people from books and other hardbound materials in Amelita’s Verroza’s Circulation and Periodicals Sections of the high school library then in the ground floor of the Burns Hall.
Some of us even had to ‘invade’ Ms. Esper Poloyapoy’s and Mrs. Aida Levasty’s cubicles across the hall inside the College Library where I, for instance, found the juicier Freud—in the definitive biography by his confidante, er, bosom buddy Ernest Jones. Encyclopedia Britannica, World Book, American, all encyclopedias and primary sources—these were the heyday of index cards filed in that brown box—title, author and yes, subject cards. I did not know why oh why but of all these cards, it’s the subject card that looked the most beautiful to me.
In that single class, some fifty personalities were featured enough to collect in a compendium of sorts. We were also asked to present these famous men and probably women in class (ambiguity intended). That project alone was legendary.
Sa parehong klase, pigparapatararam niya pa man kami—as in speeches, as in oratories—poon sa mga classic poems na yaraon sa libro mi kaidto sagkod sa mga popular song na nadadangog sa radyo, pati na an sadiri ming obrang sinurusog sa mga bersikulong binarása hale sa Biblia.
Ano man daw ‘to ta kada quarter, igwa kaming obra-maestra kumbaga—kun bako sa pagsurat o pagtaram, sa pagbasa?
We also produced an album of our recorded readings of the some verses we wrote or poetry we chose from anthologies. That was how busy we were in this class. Our English skills were really being put to use, exhausted and maximized in this class—listening, speaking, reading and writing.
In this class, too, he made appealing to us a topic as uninviting as diagramming—or subject-verb agreement—like I never saw in any other teacher.
Cool and composed, he tackled tenses and conjugation as a doctor does with a scalpel. He made grammar literally clinical. We, his apprentices, looked to him with notes and keen eyes—and probably asked ourselves: “Really? Is this how it works—so it can be done!”
He discussed grammar and usage with such passion so that I, for one, would eventually see coordination (and, or, and ; ) and subordination (but, while, despite, etc.)—and later transitional devices (meanwhile, however, furthermore, therefore, etc.)—not only as necessities but also styles in writing.
Coming in the classroom, he would cut a small figure—but carrying books which we knew contained enormous ideas he knew like the back of his hand.
Our principal—rather, this particular English teacher—discussed pieces of literature with finesse. Articulate and fluent, he read the text aloud in class, raising points for discussion and urging us to participate and speak back. In turn, we were rather always made speechless by his opinions on passages—and enjoined to make our own—whether aloud or later in our papers.
An English major from the same school himself, he was steeped in the text he was sharing to us. He graduated in the 1960s, deemed the Golden Days of English—well, beginning in the 1950s—of this Jesuit school, along with others in the city including University Nueva Caceres and Colegio de Santa Isabel.
It was a great time to be a student of English and literature. Saen ka pa ka’yan?
Pigtaram ko bilang oration piece an “People Are People” kan Depeche Mode; nagdrama man daa ako para ihiras sa iba an lyrics kan “Lift Up Your Hands” ni Nonoy Zuñiga na sarong gospel song.
Mantang an iba paborito kan mga klase ko si mga sikaton kadtong kanta ni Bette Midler na “From a Distance” kan mga early 1990s sagkod an “My Way” ni Sinatra. After reading and discussing Langston Hughes’ “Dreams” series in class, we were also made to recite poems that we ourselves chose.
I remember a classmate of mine picked Alfred, Lord Tennyson’s “Charge of the Light Brigade”. He delivered it in class much to our pleasure and admiration—how he internalized it so much that until now his voice, his enunciation and inflections still resonate. Some thirty years later.
While I chose Howard Nemerov’s “Trees”. What? What poem is that? Ini sarong dai-bantog na lyric poem—siempre manongod sa mga kahoy. But I remember I chose it because I thought it best to shy away from the staples or usual favorites Langston Hughes, Shakespeare, siisay pa? Ano pa ngani ‘to, “Desiderata?”
While Nemerov is not popular but also not obscure (he’s a poet in the Americas along with Wallace Stevens, Robert Penn Warren and W.S. Merwin), that seventeen-line verse didn’t even rhyme. I chose it because I felt I was going against the grain.
Pinasururat niya pa kami nin sadiri ming short story dangan pig-urulayan mi si tolong pinakamagagayon sa klase.
Dahil man sana to ta sa kada meeting mi araaldaw—kaiba na kan Practical Arts—duwang sessions palan an igwa kami. Suba suba ka ka’yan. English Lit Combo overload man nanggad.
Sa gabos na giniribo ming ini sa klase ni Sir Greg, siisay man dai maoogma ta an marka sa kada quarter kun bakong 99 o 97, 100? Si iba nganì daa 103. An sábi.
As if these were not enough, the English teacher made us keep a journal every quarter where we could write random reflections—insights, now blogs, or v-logs, or what this social media site now calls “status updates”. Yes, he termed them journals, or albums, probably to do away with the dreaded, hackneyed “diary”— which might have otherwise scared us off.
Each week, we needed to turn in entries so that he would return them to us the next, with his responses, insights and pieces of advice, not as a principal—but like a parent ‘quite removed’, like a friend to his tropa, his barkada. Throughout the year, each of us must have produced four albums.
Through these journals, the avid language teacher must have patiently pored over our impressions on anything but also probably laughed at our impressionable, infantile incantations on crushes and first loves—and surely teenage angst.
One day, he gave each one of us a copy of “Roots”, an illustrated monograph of Latin root words, prefixes and suffixes and asked us to study it—so that we could score high in NCEE’s verbal aptitude section which tested vocabulary.
It details how most English words are derived from dozens of roots but are also created through affixations or adding prefixes and/or suffixes. More than anything, he advised us to learn the meanings of the entries there so that we could guess or recognize them, or make them out in any words that we encounter. I still have my copy.
These were not all, indeed. Parts of our afternoon sessions were also devoted to reading lyric poems including those by Sara Teasdale, Edgar Allan Poe and some Frost. And of course, his favorite—or rather everyone’s favorite: Langston Hughes.
You guessed it right. We, too, read Rudyard Kipling’s rather more famous lyric “If” and worked with our seatmates to read an assigned couplet asking ourselves if it related to our lives at all or plans whatsoever. And he didn't stop there. He also asked us to assert all these thoughts—or however we believed in the words we wrote—in speech.
He designed our class as if they probably designed “Pistaym”, at the time Ateneo's academic and sports field day, or even the school’s intramurals itself—seamless, organized, efficient. Such attention to detail, such incisiveness, such efficiency.
All those days in English at the Ateneo—steeped in the wonders of the language and the beauty of literature—generously invited me to a life of words—and worlds—which I have relished and would always look forward to.
One which I have now, one which I wouldn’t trade for anything else.
Sa ining maestrong pirming busy kadakuldakul pinapa-activity, mayong lúgi an agít-agitán na estudyanti.
