The Arellano Star

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Part of The Arellano Star

Title: The Arellano Star
Issue Date: Volume III (Issue No. 1) July 1947
Year: 1947
Language: English
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extracted text: ARELLANO STAR Official Student Organ of J. Sumulong High School and A. Mabini High School, Arellano University, Manila. AGUSTIN A. ARROYO Editor-in-Chief AURORA J. TABLAN .Managing Editor REMEDIOS F. ADAMOS Associate Editor JUANITO RODRIGUEZ Assistant News Editor ARCADIO SUNGA Literary Editor SIMEON LAMA RODOLFO PULANCO News Editor Sports and Military Editor JOSE ZAPANTA Editor~ Tagalog Section EMILIANO PAYUMO, Jr. JESUS CRUZ Associate Editor FELIPE DELGADO JR. Assistant News Editor RICARDO SUPLEO Assistant Literary Editor FRANCISCO ABALOS Junior Assistant Assistant Editor, Tagalog Section • TOBIAS Y. ENVERGA Faculty Adviser WHAT THEY SAY Mr. Galimba is a very kind and con- I am proud to be a student of the siderate principal. Arellano University because she is not -Asuncion Trinidad after money but after the students' welfare. As is the President, so is the Are11a- -Romeo Calma no University. Democracy is actually practiced in -Rosnuro Gonzale.~ our school. Come to think of it. I never made a mistake when I enro1led in Arellano. -Jo,c;e Carreon 11-B To be a student of Arellano is in<leed an honor. -Conrado Reue.~ /1-B -Pedro Saba After all, impressive buildings do not count much. -Enrico Nano The university has a strong faculty. like the way it is run. -Constante Cabamhan The ARELLANO STAR VOLUME III, No. 1 July, 1:147 Editorial ¥ AND NOW SHINES THE ARELLANO STAR Three thousand students are enrolled in our high school. This means that there are three thousand different thoughts, three thousand different minds. The school has opened the classrooms, the laboratory, the library, the offices, the auditorium and the gymnasium to us, the eager seekers of truth and knowledge. But somehow, somethmg is missing. Something that cannot be supplied by the classrooms. the laboratory, and the library. For how can the school give practical training in the art of sttident journalism? How can the students be given practical training in fr;e expression-the alpha and omega of democracy? We need something else: a vehicle of free expression. And so, shines the Arellano Star. It is our aim to further the noble work of those who came before us. ·we pause for a moment to pay them honor. They did not fail us. They performed their parts well. \Ve are here, new members of the staff, to continue the work our vredecessors had so nobly begun. The Arellano Star aims to enlighten-to give the truth. For truth will surely enhance better relations. It will be largeiy responsible for the promotion of understanding among ourselves. There is no doubt, too, that it will further better relations with other schools. This, our Star shall serve as a veritable training ground for future journalists, poets and writers. And it will act as a merdium through which worthy materials for supplementary reading will be given the students. '\Vith these aims in mind, democracy in our school will live, not as an elusive thing, but as a reality. Democracy as real and substantial as the food we eat, as the air we breatht-. }""reedom of expression is academic freedom. Curtail the right of academic freedom and you sound the deathknell of democracy. 8uppres8 it and you invite chaos, deceit, and corruption. To do these would of course be appalling. But, wie are sure, the Star is here to stay-by you, for you and of you. The task ahead_, be it great or small, does not fully fall on us m·embers of the staff. The success of our work largely depends upon the support that you, our teachers and schoolmate!-', \\-'ill extend to II!'. \\'e know that with your support, the Arellano Star shalJ not fail to shine. -A. A. A. 3 4 The Arellano Star July, 1947 MABINl'S DECALOGUE 1. Love God and your honor above all things. 2. Wor.ship God according to the dictates of your conscience or what you think is right and proper. 3. Develop the special gifts which God has granted you. \Vork and study to the best of your ability. Be always just and righteous. 4. Love your country after God and your honor. Love her more than yourself. 5. Strive for the happiness of your country before you strive for your own. Make her a country of reason, of justice, and labor. 6. Strive for the independence of your country 7. Do not recognize the authority of a person who has not been selected by you and your countrymen. 8. Strive for a republic, never for a monarchy. 9. Love your neighbor as you love yourself. 10. Consider your countryman more than your neighbor. Consider him a friend and a brother. HIGH SCHOOL CALENDAH FOH 1947-1948 .. July 7 November 10 Novembe1· 11 November 14 November 14 ............. . December 1 .............. . Classes begin Day before Election Day (no class) Election Day Second semester begins Last day of school (special class) National Heroes Day (November 30 being Sunday) December 20 - January 4 . . . Christmas vacation March 1 - March 6 . . . . . . . . . . University Week March 25 . . . . . . . . . . . . . . . . . . . . Maundy Thursday March 26 . . . . . . . . . . . . . . . . . . . . Good Friday April 16 . . . . . . . . . . . . . . . . . . . . . Second semester ends (regular course) If I \Vere A High School Student By JACl:\TO S. GALIMBA Director, J. Sumulong High School and A. ~lahini High School If I were a high school student, I would cling tenaciously to the belief that the surest way to success is education. It cannot be gainsaid that in the strug-gle for existence only the fit can survive; and to be fit, one must be equipped with some kind of education. It is the desire of every individual to succeed, but success cannot be won through ignorance. Among the successful men of today are fanners, businessmen, politicians, engineers, doctors, lawyers, and educators. They are happy because they have developed their talents to such an extent as to be in a position to serve mankind. Life, to them, is worth living. Rizal could become the greatest patriot the Philippines has ever produced; Mabini could earn the distinction of br.ains of the Revolution: Quezon could attain the prominence of a Great President; Osmefi.a could build the prestige of a famous statesman; Roxas could make the reputation of a brilliant politician; Arellano could shape his destiny as the foremost Filipino jurist. But could it have been possible for these illustrious men to reach the summit of success had they not received the blessings of education? A great majority of the poor are ignorant. Their intelligence has not been discovered, developed, and liberated. They are poor because of ignorance and not ignorant because of poverty. For no matter how poor they may be, if they have the \viii, they always have a way. They are gifted with natural endowment, but this has not been developed by education. Failure, defeat, ineffeciency, and unhappiness constitute their sad lot in life. They live, however, not without consolations. Some of these are the beatitude that "blessed are the poor, for theirs is the kingdom of heaven," the maxim that, "it is easier for a camel to go thru the eye of a needle than for a rich man to enter the gate of heaven," and Lincoln's observation that God must have a greater love for the poor because He created so many of them. These sayings are excellent themes for contemplation; but in real life they cannot help the needy, they cannot feed the hungry, they cannot clothe the destitute, they cannot give shelter to the homeless. It is not a disgrace to be poor. Sometimes, poverty makes man great. But everybody whose means is scarcely enough to keep body and soul together will readily tell that to be very poor is extremely difficult. There are times when one who is in dire need cannot resist the temptation to steal. According to sociologists, poverty is one of the common causes of robbery. Education has many definitions. Among the most popular are that it is life and that it is preparation for Jife. In the light of these definitions, it can 5 6 The Arellano Star July, 1947 be logically said that one who has no education has no life or no preparation for Iifej that one who has little education has little life or little preparation for life; while one who has good education has good life or good preparation for life. If the foregoing is true, it is indispensable for one to bP adequately educated if he is sincere in his desire to live a life that is efficient, prosperous. and happy. When I was in the primary grades, Juan and Pedro were my friends. Juan was worth 95<1; ; Pedro, only 80';(. EYidently Juan was more intelligent than Pedro. After completing primary education, Juan stopped schooling-, while Pedro continued his studies. Now, Juan is a janitor with the salary of P75.00 a month. He has a wife and six children. They Jive in a barongbarong. They are unhappy because they are in the tight grip of the fear of want. The ferocious wolf of hunger is always howling at their door. Pedro, on the other hand, has become a successful doctor. He has a pretty wife and three healthy children who are all going- to school. They live in a palatial house surrounded with a beautiful garden; they ride in a nice automobile; they have a radio, a refrigerator, and a piano. They enjoy all the comforts of modern living. Their home is a little piece of heaven on earth. Juan and his family live a miserable life because his education is very little. Pedro and his family live an abundant life because he is well educated. There is no doubt that Juan could have become what Pedro has attained because at the beginning it was evident that he was more intelligent. But Juan did not realize that education is the best means of improving one's self, while Pedro did. If the success of a man correspondingly depends upon the degree of education he has acquired; if the educated have greater chances for success than the uneducated; if the lot of the ignorant is misery while that of the educated is happiness and prosperity; then, I would develop the unyielding determination to get the best education I am capable of obtaining if I were a high school student. SINGALONG-JONES BRllJGE Two American sailors were walking side by side when a jeepney with a sign "Singalong-Jones Bridge" passed by. "Say, Jack," asked the bigger of the two, "whadda mean-Singalong-Jones Bridge?'' "I'd be damned," said the other. "It means sing as you go along Jones Bridge." -Miguel Rivera Why I Enrolled In The Arellano University By FELIPE DELGADO, JR. Class of 1949 I can still remember the days when was looking for a school that would satisfy my thirst for knowledge. I spent days Yisiting different schools v .. ·ithout finding any that suited my taste. But then, luckily, came my chance. I had the good. fortune of Yisiting the Arellano UniYersity, then still a college. The building that confronted me was not impressiYe yet somehow it appealed my taste. I entered the building, looked over the faculty list and without any further ado, had myself enrolled. You must haYe been surprised at how easily I had made up my mind in such a short time. But I am sure I have had good reasons. Perhaps you noticed that I mentioned looking over the faculty list. Well, that single look satisfied my fastidious taste. The first ~ame on the list that greeted my eyes was the name of President Florentino Cayco. I knew that Mr. Cayea was noted for his educational work--one of the best educators in the country. "Well," I said to myself, "if Mr. Cayco is the President, then this is a pretty good school." I also learned that most of the teachers had come from public schools. That too, settled every doubt I had at that time. I am now a year old in the Arellano CniYersity. And during the past year I witnessed the record-breaking progress of a school that was still in its infancy. I witnessed the transformation of a College into a University. No\v I congratulate myself for not having been lured by the tall and impressive buildings of other schools! "Cnlike most students, I am not after the "cover." I am not after the school edifice. All that I am after is ihe way things are taught and practiced. I am proud to say that in the Arellano University I had found good, honest, and practical teaching-the kind of teaching that I had always dreamed of. Other schools have tall, big, spacious buildin!'s, but, I doubt, if I could find \Vithin those thick and impressive walls the kind of teaching that had made Arellano my ideal school. Teachers here have years of experience in their chosen profession. They have a profound interest in their work and in their students. In the students, specially. They are of the opinion that they should impart practical teaching in the most understandable way. And ... democratically at that. What more can a student ask for"? 7 Have you et•er thought of it? I AM A FILIPINO By CARLOS P. ROMULO I am a Filipino-inheritor of a g·lorious p[!st, he.stage to the uncertain future. As such I must prove equal to a twcfold task-the task of meeting my responsibility to the past, and the task of performing my obligation to the future. I am sprung from a hardy racechild many generations i·emoved of ancient Malayan pioneers. Across the centuries, the memory comes rushing back to me: of brown-skinned men putting cut to sea in ships that were as frail as their hearts were stout. Over the sea I see them come, borne upon the billowiiig wave and the whistling wind, caJTied upon the mighty swell of hope-hope in the free abundance of the new land that was to be their home and their children'8 forever. This is the land they ,sought and found. Every inch of shore that their eyes first set upon, every hill and mountain that beckoned to them with a green-an<lpurple invitation, every mile of rolling plain that their view encompassed,' every river and lake that promised a plentifu1 living and the fruitfulness of commerce, i:• a hallowed spot to me. By th(' strength of their hearts and hands, by every right of law, human and divine, this land f!nd all the appurtenances thereof-the black and fertile soil, the seas and lakes and rivers teeming with fish, the forests ,,.!~h their inex8 haustible wealth in wild life and timber, the mountains with their bowels swollen with minerals- the whole of this rich and happy land ha.s been, for centuries without number, the land of my fathers. This land I received in trust from them, und in trust will pass it on to my child1 en, and so on until the world is no more. I am a Filipino. In my blood runs the immortal seed of heroes-seed that f!owered down the centuries in deeds of courage and defiance. In my veins yet pulses the same hot blood that sent Lapu-lapu to battle against the first invader of thi.s land, that nerved Lakandula in the combat against the alien foe, ihat drove Diego Silang and Dagohoy into rebellion against the foreig·n oppressor. That seed is immortal. It is the selfsame seed that flowered in the heart of Jose Rizf!l that rmorning in Bagumbayan when a volley of shots put an end to all tl1at was mortal of him and made his spirit deathless forever; the same that flowered in the hearts of Ronifacio in Cnrlos P. Romulo, one time Arellano Univer."lity speaker, is a, delega .. te of the Philippines fo the UNO. He i8 the author of the following best-sellers: I Saw the Fall of the Philippines, Mother America, Brother Americans, and I See the Philippines Rise. July, 1947 The Arellano Star 9 Ba1intawak, of Gregorio dcl Pilar at Tirad Pass, of Antonio Luna at CalumJ~it; that bloomed in flowers of frustration in the sad hea1·t of Emilio Aguinaldo at Palanan, and yet burst forth royally again in the proud heart oi Manuel L. Quezon when he stood at last -011 the threshold of ancient M~dacaiian Palace, in the symbolic act of possession and racial vindication. The seed I bear within me is an immortal seed. It is the mark of my manhood, the symbol of my dignity as a human being. Like the seeds that were once buried in the tomb of Tutankhamen mr.:ny thousands of years ag-o, it shall grow and flower and bear fruit again. It is the insigne of my race, and my generation is but a stage in the unl'nding search of my people for freedom and happiness. I am a Filipino, child of the marriage of the east and the West. The East, with it~ languor and mysticism, its passivity and endurance, was my mother, and my sire was the 'Vest that came thundering across the seas with the Cross and Sword r-.nd the Machine-I am of the East, an eager pt'.rticipant in its spirit, an<l in its struggles .for liberation from the im11erialist yoke. But I know also that' the East must awake from its centuried sleep, ·Shake off the lethargy that has fpund its liombs, and start moving where destiny awaits. For I, too, am of the West, and the vigornus peoples of the \Vest have destroyed forever the peace and quiet that once were ours. I can no longer live, a heing apart from those whose world now trembles to the roar of bomb and cannon shot. I can not say of a matter of univer~al life and death, of freedom and slavery for all mankind, that it concerns me not. For no man and no nation is an island, but a part of the main, e:::nd there ih no longer any East and 'Vest-only individuals and nations making· those niomentous choices which are the hinges upon 'vhich history revolves. At the vanguard of progress in this part of the world I stand-a forlorn figure in the eyes of some, but not one defc:ated and lost. For throug·h the thick, interlr.:cing· branches of habit and custom above me I ha\·e seen the light of justice and equality and freedom, my heart has been lifted by the vision of democracy, and I shall not l'est until my land and my people shall have been blessed by these, beyond the powel' of any man or nation to subvert or destl'oy. I am a Filipino, and this is my inheritance. What pledge shall I give that I may prove worthy of my inheritance? I shall give the pledge that has come ringing down the corridors of the centuries, and it shall be compounded of the joyous cries of my Malayan forebears when first they saw the contour of this land loom before their eyes, of the buttle cries that have resounded in every field of combat from Mactan to Tirad Pass, of the voices of my people when they ·Sing: Land of the morning, Child of the sun returning. Ne'er shall invaders Trample thy sacred shore. Out of the lush green of these seven thousand isles, out of the heartstrings of sixteen million people all vibrating to one song, I shall weave the mighty 10 The Arellano Star July, 1947 fabric of my pledge. Out of the songs cl the farmers at sunrise when they go to labor in the fields; out of the sweat of the hard-bitten pioneers in Mal-lig and Koronadal; out of the silent endurance of stevedores at the piers and the ominous grumbling of peasants in Pampanga; out of the first cries of babies llewly born and the lullabies that mot1i.ers sing; out of the crashing of gears and the whine of turbines in the factori es; out of the crunch of ploughshares upturning the earth; out of the limitless patience of teachers in the classrooms and doctors in the clinics; out of the tramp of soldiers marching, I shall make the pattern of my pledge: "I am a FILIPINO born to freedom, and I shall not rest until freedom shall have been added unto my inheritance-for myself and my children's childrenforever." RETURN By CEFERINO E. DULAY Class of 1948 At last we wiped our tears For the Cause we defended; Again after all those years When the din of battle ended. But time has not shattered Our hopes and deepening dreams; Nor has age ever defiled The youth's effulgent beams. So here we are again Looking forward e\o·er lighter, For knowledge we want to gainHolding our torch ever brighter. What's Wrong With Us Students? By SIMEON LAMA Class of 1949 There are many things wrong with us students-from the way we tie our shoes to the way we think of others. I do believe, however, that all these things can be remedied. All is not irreparably lost and it is never too late to make good. We can still look straight into facts and uncover the hidden mistakes. A great author once said that 've should never attempt to make reforms at the click of the- finger. We should repair a damage done cautiously. 1Ne should try to rectify errors one at a time. Hence, instead of pointing to ALL the things wrong with us students, I wish to point out only tzvo of them.A re WG inconsidei·ate? That is one of the things wrong with us-we are inconsiderate. \Ve are sometimes unreasonable even. 'Ve think only of our own ::.·!g}1ts but never of the rights of other-1. For instance, we whistle at the sight ::>f a beautiful face and hoot at the sound of a female voice. We embarrass ladies with mean remarks. And we call all ·these love-making! Love making. Is this the courtship that we have in this Atomic Age? Is knighthood no longer in flower? Do we insult girls in the classroom and call it love? And is the school a hunting ground for fair ladies? Do we forget the purpose for which the school was established? We make love in school, shout at others, bother other students with silly noises and conversations, block the corridors, scatter pieces of paper around, etc., etc. Yes, we are so inconsiderate. Arc we students indolent? I think we are. Many students call themselves students, but are they studying their lessons? Many of us prefer idling in street corners to studying. Many of us seem to behave like lost souls wandering around while the library is empty -the books waiting for the companionship of diligent students. In our laziness, do we not think of our parents? Do we not think that our parents are working hard to send us to school ? I think that our old folks are expecting much from us. They believe that by the knowledge we gain we can help them later on. But then ... I mentioned here only two things wrong with us. I hope you know the rest. Overcome them. And be a good student. Make no display of your talents or attainments; for every one will clearly see, admire and acknowledge them, so long as you cover them with the 'beautiful veil of modesty. -Emmons 11 Do you like stra11gers? THE STRANGER By I. V. )IALLAIU My cl:.~ssmates in the Tonsuya Elementary School and I did not like David. It was not because we knew he was a bed boy, or because he had done anyone of us any harm. \Ye only knew we di<l 11ot like him. He was a stranger in our barrio. And we did not like strangers. Ours was a little barrio where everybody km:w everybody else. I knew all my classmates and their fathers and their mothers and their brothers and their sisters. And I was sure all my classmates knew me an<l my father and my mother and my brother <.:.nd my sisters. But we knew nothing about David 01· his father or his mother. We only knew that they had come at the beginning of the school year, and that they were renting the big house on the bend of the road. My father said that they had come from Pampanga, and that David's father was in charge of repairing the old I. V .• Ualari is a Superintendent-atlarge, professor, art critic, and connois;:;e10". According to a well-known literary critic, Jt;Jr .• ~allriri is "one of the two Filiplnos who can write u-ith ease and polish ... whose prose is like u polished pearl." He is also the author of "The Birth of Discontent". Hfa forthcoming books are "Vanishing Dawn," "H'ind in the Bamboos," an<l "Filipfoo Art." 12 bridge across Malabon River. David, therefore, was a Parnpang:o. Thi-s made us dislike r:nd distrust him all the more. We had heard terrible things about Pampangos. They ,.,·ere supposed to have du.gong aso-dog"s blood. Now, if Pampangos had dog's blood, they must be bad people. Dogs were all rig-ht! of course; but you did not pla~' with dogs the way you played with your classmates. So we dl eyed David with suspicion. " 1henever he tried to smile at us, we looked at one another and then lowered our eyes. \Ve did not like him any better '"·hen we found that he could answ~r the teacher'·s questions more readily than we could. He was, we decided, showing- off. He wanted to be the teach(·1 's pet. 'Ve never asked David to play with u&. He had to sit under the big acacia free in the schoolyard and watch us play. We gave one another gunvas and other fruit at recess, but we never offered David any. One day, however, David brought a g-rE>at big package to school. We were all curious about what the package contained, but we tried hard not to show cur curiosity. At recess, David approached us, shouting, "Hey, fellows, want any?" Then he opened the package. It was full of puto .-:eco, the most tempting· I July, 1947 The Arellano Star 13 had seen in all iny life. "\Vhere did you get it'!" I asked. 'My gn:mdmother sent it to me. She made it herself. Here, take some. It's Yety good." And he thrust a handful into my hands. I put a piece of 1mto sccu into my mouth. It was very good. I took another bite and another and another. "Hey, fellows," said, looking· Ul'oun<l. "Good, isn't it?" .My classmates could only nod thei1· heads in approval. Their mouths werl' too full. I looked <!t David. He was smiljng- and his eyes were shining. "Like it?" he asked. ''Yes, very much," I answered. "Did you say your grandmother made it herself?" "Surely," Da\·id replied. "She can make other things too. Doughnuts and sweets and things." ''Umm," I said. "She must be good." It was wo11dedul what a handful of puto ,.;£'CO could do. ])avid suddenly became very interesting to us, He was no longer so str.::.nge to us, althoug·h his accent was still rather funny to our curs. And we soon found out that David \\·as very entertaining. He told us about his home town, San Fernando. It was very much like Malabon, he said. He told us about the games that he and his friends used to play. Then it turned out that David has been in many places. Because of his father's job, the family had had to move v bout. Bacolod, Zamboanga, Aparri, and rnany other towns that we had only re-ad about in our geography book. Goodness, we had thought that these names only stood for little marks on the map. Now, we learned from David that they were actual places with houses and people and trees and schools and churches. David became important in our eyes. Here was a boy only as old as we were, hut he had been in a hundred interesting plu.ce·s; while we had not even gone beyond Kf!tmon or Sangangdaan. One day, David took us to his house. He was the only boy of the family, and lw had lots of toys. He had a pop gun <:.11d a small bicycle and small trucks and airplanes. There wa.s a huge case full of them. His mother was very kind. Very much like our own mothers. \Ve thought Pamr•ango mothers must be different. But she wa8 not, except that she spoke in a funny way. At least, it was funny to our cars. She was very fond of David. She said slw \Vas glad he had found new playmates. She wanted David to be happy. Hhe thanked us for being nice to him. And we thought rather guiltily of the way we had treated David at the beginning of the school year. Then she gave us good food--hot chocolate and Nmnan and some preserves that she said came from Pampanga. My, hut Pampangos could make good preserves. Even my mother could not make any better. They melted in the mouth. And I could ·sec that the other boys enjoyed the merienda as much as I did. Aftel'wards David sho\ved us pictures of the places where he and his family ha<l lived. There \vas a picture of him on hor.seback, with his mother standing beside the horse. There was a picture of him in swimming trunks. 14 The Arellano Star July "Do you swim?" I asked. "I like swimming a lot," said David. "My father taught me how to swim when I was a little tot, and I have gone swimming with my friends. In Bacolod, we also went banca riding. It was great fun.'' ''\Ve go swimming here too/' I said. "Suppose we go next Saturday. The tide'll be high, I'm sure. And we can borrow my uncle's banca. We'll take some food, and we'll eat on the salmnba-0." So the following Saturday, we stnrtcd rather early. There were six of us. v..·e took my uncle's boat and paddled out to Dagatdagatan. There we tied the boat to a salamhao, put our supply of food in a neat little pile, took off our clothes, and dived into the water. David was a g·ood swimmer. He could swim faster than any of us. His strokes were good. He said he had learned them in a summer camp in Laguna. He had a good teacher, he said, who had studied in America. Imagine learning swimming in America. No wonder David was good. Ry noon, we were rather tired and hungry. We decided we were going to rest and eat. But where was Pendong? "Pendong!" we all called. "Pendong, where are you?" No one answered. We bec[!me afraid. What had happened to Pendong? He was the smallest of us, and he was not a very good swimmer. ''There he is!" cried David. "And, my goodness, he seems to be sinking." Pendong had swum out too far out. He was in great danger. But no one dared go out for him. We were all tired out, and no one could swim out that far. "I'll go,'' said David. And he plunged into the \\'4ter. \\' e watched him, holding our breath. \\'hat if he did not reach Pendong- in time? The poor fellow seemed to be having a hard time keeping· himself afloat. But David was swimming as I had not seen him swim before. His feet churned the water like the propeller of a steamboat. His strokes were beautiful to watch. All we coulg,. 1.lo was to shout encoun:gement at him. \Ye hoped that he '' ould reach poor Pen dong in time. He di<l. And, in one voice, we shouted with relief. No\\· David was putting his left arm around Pendong's neck, expertly, to prevent Pendong from holding on t(J his. Slowly and laboriously, he was ~wimming back towards the salam.bao. But would he, we asked ourselves anxiously, ever reach his goal with his precious burden? Then, for the first time, I saw the boat that was tied to the sala.ntbao. ". e had forgotten all c:.bout it in our excitement. Now, hurriedly we untied it; and we all jumped into it. Then, furiously, we paddled towards David, who was showing signs of weakening. Soon we had hauled first Pendong then David into the small bout. Nobody talked, fascinated, as David, with the same .skill he had shown in rescuing Pendong, now bent over the half-conscious boy and tried to bring back his breathing. His effort proved successful. By and by, Pendong opened his eyes. Then we all laughed nervously, relieved that Pendong had been saved. "Buck up, Pendong," David finally 1947 The Arellano Star 15 said. "You're all right. And now, fellows, 3hall we eat?" few months before we called him dugong aso--dog's blood." "Gee," I said after a long while to David. "You were wonderful. 'Vhere <lid you learn all that?" "At the boys' camp," said David. "My teacher taught us life-saving.' ''Gee," I said again. "Suppose you had not been with us, \\rhat would we have done?" "Never mind," -said David. "You would have done something all right." David was the talk of the school the following Monday. Everybody looked at him now with pride. He was a hero. "Just think," a boy said, "that only a "But," I said, laughing, "don't you know that the dog is man's best friend?" From Boys and Girls, January, 1941 TOPICS FOR DISCUSSION 1. What is the message of the story? 2. Do you condemn the writer for hating David at first sight? Give your reasons. 3. Why did the writer happen to like David after all? 4. What do you think is the chief cause of hatred among mankind? >-e-< SllAD()WS By SIMEON" LAMA Oass of 1949 Just yesterday, we were happily chatting .. But now, where, where are you? You vanishe~ leaving no trace behind. Say then and try to say The words I said, as if each word Comes from your Jips unfaltering In your own voice, in your own way. I am only a part ot my own self, You are the rest of me. Say again of what we are And recall the shadows of yesterday. And tomorrow, face the shadows of life Caused by our standing in our own sunshine.. loyalty to Alma Mater Arellano Is Where My Heart Is By RE)IEDIOS F. AD1UIOS Class of 1948 The office of the bursar was so cro\Yded that I had to wait before ~ub mitting my registration card. Old familiar faces grinned how-do-you-do while greenhorns timidly stared at old gangs reuniting - shaking hands :rn<l slapping shoulders with a why-did-younot-take-summer look. Knowing that the crowd was sti!I a fighting and pushing mass, I left '..,he office and sat on one of the long benches outside. "Do you want to be a student of the - - - Uni,·ersity? Do you not Pke to graduate from a school famous for its beautiful buildings'! Look at me. You see me here now, not to register, but to get some papers. I'm studying in the - - - - Vniversity now. Don't you envy me?" A Yoice near me came harshly, startling- me for a moment. Looking sideway. I saw a stout girl talking with a former classmate of mine. "I'm not having any good time with my dassmates, transfer and we'll always be together. An~·way, you only have a vear left and what i~ the idea of spending your last year in a building practically falling down?" she resumed, pointing to the condition of our building - the Lagarda building;. Slyly, I glanced at my former classmate and perc.~i\·cd her getting red in 16 the face and buzzing with embarrassment. Even I was at a ·1oss of words. My mind whirring, poised for expression, I turned around to say something. But when my classmate said, "when a young plant grows at a certain place, its life is adapted to the climate and location. If uprooted and transplanted to another place, it will have to adapt its life all over again. Some plants could not re-adjust so \Veil that they turn out to be sickly-looking. The same thing could happen to a student. If she enters a school, she makes friends, impressions, and fits herself in a position inviting friendship and confidence of others. She treats her classmates as brothers and sisters. She acknowledges her teachers as her second parents to guide and instruct her as to what to do. Her ability to associate with others deYelops. After a year, she transfers. Like an uprooted plant, her foundation of friendship would be shattered. In other schools, sh•~ renews making friends and impressions." "Wait! That's not true with me. I have already made friends and had created a good impression." "Yes, I know, but why did you ask me to transfer in order to have good time together? Have you no good time with your new friends? You see, even if a July, 1947 The Arellano Star 17 girl succeeds, the memory of past sc~10ol days would rankle inside and set her wondering about her old friends. She would always compare her new friends with the old ones. She feels new, llntried, and there always would be the desire for old grinning faces. She acquires new teachers." A mist of silence enshrouded the two. I held my peace and inched closer, so as not to miss any part of the discussion. The stout girl proceeded, "Well, our building is more of a u'niversity building compared to this building now. 'Ne have good teachers and a united student body." "So you boast of your building. As I observe, many students make a grave mistake. in choosing a school from the surface. lf they see an imposing structure, they decide to study there. Little do they suspect that the unpretentious stream runs deep. The same is true of buildings. They seem old and dilapidated but what counts is the kind of instruction it gives. Just to show you - in the past bar examination, we obtained the second place. That is our standard. A student council - ,.,.·here we could choose leaders and let the majority rule, is evidence enough of the unity, and democracy. We could complain or express our sentiments freely, thus enjoying equal rights, regardless of sex, birth, religion, and social standing. In short, we have ever~·thing expected of a democratic school. Why should I transfer? I have understanding and \Vise teachers. The school is controlled by an excellent administration and has a well-pi~ked faculty. Can I haye reason enough to transfer? I would spend my last year here for loyalty to the school whe~ein my thirst for knowledge was satiated, my longing for friendship was satisfied, and where I had found people who had inspired me to do better things." "That's the spirit!", I muttered to myself as I pushed through the thinning crowd gathered b~fore the bursar's table. My eyes were moist. And I placed a hand of mine to my breast. "Arellano, I am loyal to you," my heart said. ···>·---->e-<--·<··· FOR FILIBUSTRRING A young criminal lawyer who had a difficult case in his hands sought Clarence Darrow's advice. Darrow advised that he address the jury for at least three hours. "\Vhy so long?" asked the young attorney. "The longer you talk", replied Darrow, ''The longer your client will stay out of prison." -Irving Hoffman Are we doomed to be imitators? FILIPINO: BE YOURSELF By SIMPSON M. RITTER I HA VE some Filipino friends and I'd like to have many more. ~n their own right the Filipinos are a fine people. They seem not yet to have realized this. Instead of fostering their 0\\"11 abilities they have elected to emulate the sorry abilities of other peoples. They appear especiall)· to have selected the Americans for imitation. ~c cause twice the Americans haYe freed them from tyranny, once Spanish ar1 d once Japanese? This does not make us the demi-gods the United States Information Service paints; nor, again, are we all the uniformed hoodlums who too frequently mock your ways, insult your women, and in their egotistic ifSnorance heap abuse upon you. Look upon us through your own eyes. Look at us with eyes wide open and not through the pretty prism of O".lr power-subsidized and sensation-seeking press. We are neither the dollar-de·•iling manipulators of the big advertisi:lg mediums nor the greedy sex-saturated maniacs of James M. Cain. America is not a kaleidoscope of John Steinbeck characters, Betty Hutton neurotic extroverts, Frank Sinatra bobbysoxers, nor the romantic, congenital idiots of the true confession magazines; the real America is very unlike the "B" pictures with which Hollywood inundates its less opulent markets, it is even leBs like the picture you conclude from <11 camp life and city misbehavior 11,000 18 miles from home and frightened in'.:o ill-mannered bravado by surrounding stl'angcness; it isn't at all like our insipid "comics," more psychiatric than humorous. Try to see the American as he really is. Invite him into your homes, to yo:.ir gatherings. Put the American at hi;:; ease and then study him as he really is. Americans are people like yourseLrP.s. You'll find some of them are worthless, others are fine folk. You'll dislike some of them, and learn to love others. If, as a young people just taking your place among the nations, y~u must have some guide, then seek out that "·hich America has that is deserving of bonowing. Do not attempt to mold yourself into our whole. Take from UE the worthwhile and pertinent portio-.'ls of The Declaration of Independence and The Constitution, our system of balances in government, our compulsory education, our free libraries, our fierce (b1 .it sometimes bigoted) pride in our po tenSimpson 111. Ritter, author of Filipino: Be Yourself, is a natfr·e New Yorker and author of more than 400 articles in 1.:a·rious A mer·ican magazines such as the Coronet, Pageant, and the National History Magazine. He visited the Philippines soon after the liberation and 1cas sW']Yrised at the attempt of Filipinos to imitate "e-verything" American. July, 1947 The Arellano Star 19 tialities, our love of sports (how much better a release of energy and emotion than marching and heiling), our eager acceptance of live and let Jive, our scholarships, our scientific institutions. This, and much else in America, is good. Take it, and add to it your own concepts of how to intelligently condu~t the affairs of that portion of the wo!'ld family most important to you. 'I: OJ have, or should have, a fresh perspec~h·e on living. More than likely you have something to offer worthy of emulati Jn hr the older nations, especially Amerira. Be yourselves. Individualism makes for greatness. No nation has yet sucteeded in reaching the pinnacle of po .ver or prosperity or culture by whoily practicing the ways of another. I don't like to see Filipinos copying American customs. You ha\'e your 0wn culture, your own traditions, your l'Wn customs, dress and philosophies. A co•11hination of savage, neolithic, barbaric Mohammedan and over-refined Spani.3.11.? A polyculture? What, then, is America with its 70 churches and 80 nations mid 90 languages'? Each has contributed, each has borrov.;ed. The whole is America. Adopt frorh amongst yourselves and from us that which fits your personality as a people, disregarding our prop.igandized crudities. One of the first things to strike the ...-isiting Americans are your costunws, both your own and the sorry American imitations, so ill becoming the Filipino and the Filipino scene. True, for a while clothes were at a premium, but now, with the shortage rectifying itself, there seems little effort to remedy t~1e bad taste. The other day I saw a handsome young Filipino wearing the complete uniform of the jitterbug, overbrimmed hat, pegankle-widekneed trousers, mammothlapeled-toolong skirted coat. He did not cut a good figure. He looked ridiculous and uncomfortably warm in a costume designed for a northern latitude. I carry in my mind, for all time, the picture of a Filipino girl I saw one d.::ty last October a few miles outside of Manila. She \Vore the native festive costume. No paint adorned her feE:.tures and she wore her long, black, \vell-brushed hair in two high, soft arches over her forehead and in a gentle, figur~-8 bun at the nape of her neck. Nor do I like to see Filipino \Vomc n disgrace their features with imported cosmetics designed to accent the anQmic, pink Western complexion, to U e masking of their own golden-hued coloration that needs no further dressing. In America hundreds of shades of lipstick, rouge and powder are offered to women whose complexion range is barely three units of color. Granted that proper cosmetics will complement the pigmentatil)n of any woman, would the Filipino girl not do ''"ell to wait until her countrymen devise for her a suitable kit, rather than spoil nature's excelle11t efforts with vagrant substances that profit only a distant manufacturer? I cannot help but stare in astoni.:.hment at the shoes my Filipino frienJs insist on wearing. Men and women alike, in ~n effort to copy the American mode of dress, wear ankle-high shoes of heavy leather in a climate that literally begs for the native wooden, open work clog. And the women falter ov~r the broken city streets in high heels that would throw an American chorine. 20 The Arellano Star July I grant that the high heel does something to the already beautiful FilipiJ10 feminine foot-line, but does it wanant the discomfort? I have been working with liter!lte Filipinos for some time now, and most of them, I have found, write well un+jJ they try to emulate what ihey imagine to be the American style. Their own literary heritage is based for the greater part on the sedate, grandiose Spanfah form and they are masters at the we!lrounded phrase, the lofty flight, and the courteous innuendo .. But when ·:hey try to write American fashion, they succeed only in producing a staccato azglutination that reads like the left side of a column of newsprint folded in haif -they have said nothing and even the words have lost their individual me:rning. The same is true of their speech. .\J y Filipino friends occasionally try to i:11press me and other Americans with their knowledge of what they believe is our native tongue. They sprinkle their :~on versation over heavily with idioms a:-1d slang. Again they fail to make themselves understood and in place of their usual dignified, well-rendered thoughts, we are tortured by a barrage of alien interpolations of twisted words r..nd phrases that, when they suggest anything, advance the opposite of what 1 he speaker is trying to say. I don't believe that anyone who has spent less than a decade in the United States eating, living and breathing American, as we u:,e it, can appreciate and use the fine sha:iings of our slang and idiom as it is mtended. Due to the pernicious influence of ·.•ur movies I have seen Filipino businc<.;smen, excellent people in their own hornts, trying to act tough and hardboiled wi~h one another and with Americans when transacting business: their cigars threatening out of one corner of their mouth and their words mumbled out of the ·Aher corner. A grotesque sight, indeed, ~~1d wholly unbecoming and unnaturally to a people whose background is the genteel courtesy of th~ Orient and of Latin culture. The Filipino will suc<:eed because he has moral strength. He withstood the totality of the Spanish feudal regime for :mo rears without going under, Jnsing his identity and his Will to be, c.1S did the Indians of .South and Centr'.11 America. While it is true that almost half the industry in the Islands in 1940 belong~d to Americans, Filipino management :.:.n<l labor produced goods sufficient not only for local needs but P300,000,000 worth of commodities for export to the Unikd .States and elsewhere. The program outlined by the Fili1JiPo people and their leaders is not that of an inferior people: public health, exploitation of Mindanao, resumption of light industry, redistribution of the excrescent rice estates. Such a program indicates strength of thinking and purpose. A people who won and attend such an abundance of schools cannot but succeed and humanely at that. Nowhere e.ise have I encountered so intense a desire for learning, such a willingness to nuke sacrifices on the altar of knowledge. There is nothing basically wrong with the Filipinos as a nation, and frequently with the individual Filipino as well, but a lack of confidence. He must realiz.e now that his is a nation and no longer a "colony." He must strike out for 1947 The Arellano Star 21 himself, utilizing his own best qualities and doing business with the world at large and amongst his own kind as a Filipino and not as an American protectorate. Legally the Filipino has come into his own. Up to now he has be~n Americais baby brother. Babyism ii' condoned. But now he becomes eith~r that Filipino chap or "you know, America's funny little brother." A "funny' little brother" may be half tolerated b\' big brother but the neighbors usually are less lenient and patient. The Filipino has the will, imagination and genius to succeed. .He has a cou11try sufficiently rich in natural resources, if properly exploited, to feed 3r~d clothe a population of not quite sev·:mteen million. He knows how to use modern machinery and understands modc··n methods. He has already done yeoman service for himself and the American.;;;, Tepairing the almost total damage i!1• flicted on the Islands by the Japanese invaders. He has but to continue -:t~r:i accelerate his efforts completely uw:l~r his own leadership. He can do it, Filipino style. From Th<' I'hilip11iuc-.4.111cricrJn Ma~a:.:ine TOPICS FOR DISCUSSION 1. Are the Americans a "superior people?" 2. What may Filipino.s imitate from the Americans? u. Should we imitate American dresses, manners, and customs? Vocabulary: demi-gods, hoodlums, egotistic, power-subsidized, pegankledwidekneed, mammothlapeled-toolong skirted coat, ,·agrant, grotesque, accelerate. PEARLY DINNER "\\"aiter," said the fussy diner, "I want some oysters. But they mustn't be too large or too Small, too old or too tough, and they mustn't be salty. I want them rold, and I want them at once." ''Yes, sir." bowed the waiter. "With or without pearls?" -Mills Warrior THE BIGGER THEY COME Ju.::.11: \Vhy did you let that guy bully you? Pedro: Aw, forget it will you? He's too big for me. Juan: Don't you know the saying·, "The bigger they are the harder they fall?" Pedro: Yea, I heard, but suppose he falls on me! .4 lovable characterAPOLINARIO MABIN/ (A Sketch) Ry Liwliwa Bitanga Class of 1948 Apolinario Mabini was the second of t:ight sons. His parents were Inocencio Mabini and Dionisia Maranan. His father had been a cabc::a and his mother was a school teacher's daughter. They worked hard to earn a living. Mahini first suw the light of day on July 23, 1864 in the little barrio of Talaga, Tanauan, Batangas. He was very studious and was a genius. He excelled the boys of his own age by reading the letters of the alphabet and memorizing· the rosary within a month'.s stay in school. He went to Tanauan to obtain his t:lementary education. Because his parents were not able to furnish his regular expenses, he worked as a servant h1 the house of a tailor. He made only a few friends in Tanauan as his only recreation had been taking short walks around the town on week ends. In 1881, he studied in San Juan de Letran. The following year war broklout and he was forced to go back to the furm at home. All schools were closed. From that time on he kept struggling a~·'.·ainst JKn;erty. He earned his living: by working in various ways just to keep body and soul together. He gave lessons in Latin and also worked in government offices as a minor employee. He wrote a decalogue which every boy and girl ~hould practice and implant in the heart. He criticized people who believed that ill order to be patriotic one must occupy a high school po:-iition. According to him anyone could be patriotic in any position, be it high or low, provided his purpcse was to do the best for his country and people. Mabini has long passed out of existence. He has gone to his final resting place; yet, his noble name will live in the heart and memory of every redblooded Filipino. TRUTH AND SUNSHINE Keep one thing forever in view-the truth; and if you do this, though it may seem to lead you away from the good opinions of men, it '\\ill assuredly conduC't you to the throne of God. -Horace Mann Keep your face always towards the sunshine and the shadows will fall behind you, -Whitman Cheerf11lness and content are great beautifiers, and are famous preservers of youthful looks, -Charles Dickens 22 JULY 4, 1946 By MAXIMO RAMOS This hour is what Malayan dreamed Embarking for a palm-girt shoreFair hour whose birth so distant seemed Some seasons but before. Blow the trumpet, sound the gong, Let the bells peal out in song Carol meditated long. \Vhat eager generations yearned To see this moment's flowering; What longings once our fathers burned To sing as we now sing: Let the mountains, let the sky, Let the fields where heroes lie Echo with glad Freedom's cry. Columbia's fairest foster-child Is fully blown from tut..lageThe Orient dowered full, besmiled With lucent heritage: And the brave who gave their blood Would that those for whom they stood Crowq lier shining nationhood. From Phi!ippili,c~ Free Prcs11 23 This was the examination given the candidates for editorship of the ARELLANO ST AR. Answer it and check. Answers on page 32. PART I. Enyfii:;/i and Literature, Ge11eral Iuformatior1, Spelling. A. TRUE-FALSE. 'Vrite a ton the blank before the number if the statement is true, an f if the statement is false. --1. We must believe everything stated in books and newspapers. --2. A magazine cannot be iriteresting unless it contains many illustrations. --3. An editor does not need courage now because it is peacetime. · --4. A good newspaper must ah'"ays praise the government. --5. The most important duty of a student editor is to serve his teachers and thereby gain favors. ---6. The editor ·should, always be C'omteous, fair, and fearless. --7. An editorial writer can do four things: teach, attack, defend, praise. --9. By writing sincerely and effectively about ideas, people, and happenings within their experience, .students can give their school magazine a pleasing literary style and local color. -10. A student mag-azine should reflect the spirit of.the school. R. WOTID MEANING. \\"rite on the blank before the number the letter of the word or phrase you think is nearest in meaning to the given word. - J. vivid (a. clear, b. not cleur, c. ha,.sh) -- 2. idle (a. lazy, b. object of ·worship, c. cunning·) -- 3. ordeal (a. sadness, b. business, c. trial) - 4. de luxe (a. important, b. luxurious, c. great) -- 5. cobbler (a. shoemaker, h.carpenter, c. machinist) - 6. catastrophe (a. punctuation mark, b. success, c. machinist) -- 7. sham (a. real, b. true, c. false) -- 8. exterior (a. outside, b. middle, c. inside) -- ~). foible (a. stone, b.·moral weakness, c. hope) --10. shrewd (a. barbarous, b. keen, c. dull) --11. censure (a. container of incense, b. blame, c. edit) --12. colle[!.gue, (a._ student, b. enemy, e. associate) --l:L fourscore (a. 20 years, b. 40 years, c. 80 years) --14. inimical (a friendly, b. unfriendly, c. £.ndeai·ed) --15. spontaneous (a voluntary, b. forced, c. kind of shell) --16. biased (a. just, b. delicate, c. influenced) --17. satellite (a. enemy, b. ·superior, e. follower) -18. pentameter (a. G feet, b. 6 feet, c. 8 feet) --19. edifice (a. post office, b. building, c. nipa hut) --20. endowmt:'nt (a. gift, b. occupation, e. borrowed money) 24 .July, 1947 The Arellano Star C. LITERATURE. 1. Matching -. -1. My Last Farewell --2. A Tale of Two Cities --3. The Good Fight --4. Sohrab and Rustum --5. Life of Andres Bonifacio :!. Matching --1. I Saw the Fall of the Philippines --2. The Reign of Greed --3. As You Like It --4. The Raven --5. Don Quixote a. autobiography b. biog-raphy c. lyric poem d. narrative poem e. letter f. novel p;. sonnet a. Rizal b. Longfellow c. Poe d. Cervantes e. Romulo f. Dickens g-. Shakespeare 25 3. Filling the blanks. \\"rite the correct. answer on the blank before the 11umber. -------- 1. Author of "Have Come, Am Here" 2. Author of "El Filibusterismo" - - - - - - - 3. Author of "Florante at Laura" - - - - 4. Author of ''The Laughter of My Father" 5. Author of "David Copperfield" - - - - - - - 6. Editor of the ;,llanila Tim''~ - - - - - - - 7. Editor of Philippi,nes Free Press 8. Editor of the Al"ellrmo Str11ulard (1946-1947) - - - - - - - 9. Editor of the Arellano Star (1946-1947) 10. Author of "I See the Philippines Rise" n. GENERAL INFORMATION. Fill the blanks. - - - - - - - - 1. President of Arellano University 2. Secretary of Interior 3. Secretary of Foreign affairs - - - - - - - 4. Hukbalahap Supremo - - - - - - - 5. President of the UNO - - - - - - - 6. Manila Chief of Police - - - - - - - 7. Commanding Geiwral, Philrycom 8. Secretary of Instruction 9. Leader of the Minotity Party 10. Filipino flyweight \Yho re<:entty won a fight in Glasgow 26 The Arellano Star July -------11. Spiritual leader of India -------12. Premier of England -------13. Author of "The Good Fight" -------14. A country called "Pearl of the Orient Seas" -------15. Famous college, first to be recognized as a University after the liberation. E. CORRECT USAGE. Underline the correct answer. l. Pedro was absent (from, in) the class yesterday. 2. She does not want to argue (with,to) her mother. 3. Rizal was born (in, on) June 19, ;1861. 4. Please listen to my (advise, advice). 5. Mr. Cruz has been (from, to) Quiapo. 6. The cla·ss will begin (at, from) 4:00 o'clock this afternoon. 7. Juanita was called (down, on) by his employer for misbehavior. 8. There is too much (furniture, furnitures) in his house. 9. Please give me all the (information, informations) you can find. 10. The army has new (equipment, equipments). 11. The (refreshment, refreshments) served were delicious, 12. I hope you are (alright, all right) in your class . .13. He is (already, all ready) a young mar1. 14. I know he ·will succeed (in spite, inspite) of his poverty. 15. The man is very (quite, quiet). 16. Someone has (stolen, robbed) Marcial's money. 17. The man was (run over, overrun) by an automobile. 18. Please (put out, turn off) the electric light. 19. I shall pick (out, up) from the shelf an interesting book to read. W. (It's, Its) a very warm evening. F. SPELLING (dictation) 1. embassy 2. embarrass 3. unnecessary 4. development 5. privilege 6. indicted 7. unbelievable 8. occasionally 9. irresistible LO. omitted 11. misspelled 12. continuous 13. commodity 14. parallel 1fi. maggoty 1947 The Arellano Star 27 PART 11. THEME WRITING A. Develop any one of the following topics: 1. What the ,lrellano Star Means to Me ~. The lmpol'tance of High School Journalism 3. A Funny Experience B. Write a brief news item covering the examination that we have today. Be sure that your news story answers when, where, how, and why. * STAFF MEMO Such will our Star be-a bright beacon which would illumine our way in our ~arch for knowledge'. Let's have a gimpse of the stars. Vrle have an intelligent third year student for an editor-in-chief in the person of Agustin A. Arroyo. He does not look it, but he is quite young and had always been getting first places during his past school days. He had been president of hfa freshman and sophomore classes. At present, he is the pl'esident of his class too. Our managing editor, a real Bulakei1.a, was born eighteen year3 ago. An honor student here last year, she was also a member of the student council and of the Dramatic Thespians. One of ou~ associate editor.s, Remedios Adamos, was born in Manila. She is a dyed-in-the-wool Zambalefia though. She was an honor student last year. The other associate editor, Jesus Cruz, is a senior. A Rizalefio, he is a quiet but intelligent student. Last year, he was the class vice-president. He topped his class. Another Rizalefio is our editor of the nineteen. A studious, congenial fellow. Our man-about-town with a nose for news is Rodolfo Pulanco, of Bauang, La Union. Last year, our "manong" had been class vice-president. He is the representative of fourth year, section one. We introduce our sports editor, Simeon Lama. He is an active editor and an honor student before. With plenty of gray matter. A junior, Arcadio Sunga, is our literary editor. Born in Manila and only seventeen years old, he could write articles about the atomic bomb and such. He is a new student here but had many activities in his former school. A former student of a local vocational school, Francisco Abalos, is at present one of our assistant editors. A native of Pangasinan and nephew of Speaker Eugenio Perez, he is seventeen years old and is handy with the typewriter. He is working in the Speaker's office. Emiliano Payumo, assistant editor, Tagalog section, hails from Cabanatuan, Nueva Ecija. He had won literary Tagalog section, Jose Zapanta. He is honors. Class honors, too. A prize winning swry THE DOG By CAROL REILLEY THE man said every son should ha':~ a dog. It was a part of his trainiHg, part of his growing up. The woman said she wasn't sure, after all, the furnitnre and all, you know. Of course, if it were a little dog ... "Little dog, hell!" The man pounrled his fist on the table, until the forks bounced, and the coffee splashed dangerously. A boy needs a big dog; little dogs are for women 3.nd sissies. It takes a big dog \vith a big heart for a boy. The man glared angrily, and the woman shivered back into her chair. f'h~ subject was closed. For a minute thenwas only the sound of knives and forks against the battered china plates. Thc11 the man began speaking slowly of h:s day at \Vork. But the dog still lurked in the shadows. Peter toyed with his food, mixing the horrible spinach and th~ horrible peas together, and then care· fully separating them into two sicken· ing piles. Dogs were not good thin1;s. He had never known one very well, but he knew they were not good. "Can you eat your peas, Peter?" t.1e woman asked. '"They're good for you. They'll make you a strong, big man." "Yes'm," Peter said, and squashed 011'3 cruelly with his spoon. He did not <la.,..·e look at her face. He knew that she wanted him to call her mother, but he could not. He felt sorry for her, dimly sensing the longing that la~· at the ho~ tom of her weakness. He squashed an· other pea. He \vondered if it felt the p~lin. He hoped it did. He hated peas. "Peter," the man said, "clean up your plate, and when you're finished, we'll go into the living room while Mother clea·:~ off the table, and we'll talk about ~I e dog. Would you like that, Peter, boy!"' Peter put his spoon down on th"! plate. He stared at the horrible peas. He felt suddenly, softly sick. "Sir," he mumbled, "I don't think l would care for a dog." He wiggled uneasily, sensing the man's hurt. uThey'r'...! so expensive and things," he a<lrle<I ,1uickly. "Nonsense," said the man. "~ow clean up your plate!" •'Oh, don't make him Charles, if he doesn't want to, just this once-" "Quiet!" shouted the man. "He'll € 0 1! that food before he leaves the table. H ~·s only been a coyple of weeks, and alrea:iy you want to spoil him!" The woman moved from the table, and silently cleared the dishes awar Peter knew that her silence was n:i~ anger. It had something t.o do with the hurt in her body, and the hurt in t.h~ body of her man. Peter knew that he The Dog lnJ Carol Reilley, 17-yearold ,tudent ol Garfield High School, 1'Vnshin9ton, is a first prize winninrt story in the Senior Scholastic. 111ort' than 140,000 entries were taken for coi1sideration in the contest. The Scholastic awards are the most coveted of all high .'{cliool atcm·ds in the United State.~. July, 1947 The Arellano Star 29 had put the hurt there. He ate the spinach and peas quie:ly. The sickness in his stomach was 1wt from them. There was a dark shadow in the corner by the stove. Peter moved on his chair, away from it. His ey~s kept coming back in tingling horrot. He was sure he saw the shapeless for;n of a dog, crouching there. Bed was a terrible thing, in this 11~,\· house. It was a frightening thi.1,i:, there, all alone in the room, high, cold, and white. Before, bed had alwa;vs been a little cot, lined up against the wail with four other little cots. Before it had been friendly, with pillow figh~~. and the light of a street lamp throu1~h the window, and sleep, and the quiet breathing coming from the moonlit humps of other boys. Here there was only loneliness. Tlv~re was not even a street light. There were only shadO\YS, blending into one frigfitl'ning shadow in the darkness. Peter hated bed in the new house. He !l3d never known his mother, never cri·~d for her, and inside he had always felt a superiority over those boys who sobbed softly into their pillows in the night time. But there, in the new house, he, too, knew the sickening sobs. When he could not sleep with his fear, he lay i.rnd eried for his little cot, and the wann~h of the Marshall Home. This night he climbed into the bed a .. d Jay trembling beneath the cold sheet. He lay still while the woman bent • .. o kiss him. He had never known .such fear. Every shadow was a dog. He could l~ot let the woman go. He clung to her. "What's wrong, Peter, darling?" ~be asked softly, He wa.s ashamed of his fear. "Xothing, ma'am," he said. She opened the window, and adjusted the shade. She smoothed the covers across his legs. He Jay stiff, unspe3.king, afraid of her leaving. "Goodnight, Peter, honey," she said. She smiled down at him. She turned 'Jut the light, and stood there for a moment, her fingers lingering on the switch. "Goodnight," she said again, and v .. ·ai1ed for his answer. "Goodnight, ma'am," Peter said. Sh~ 8ighed, and then he heard her ..shwh'· going down the steps. . He Jay stiffly in the darkness. .K.'! did not dare to close his eyes. He watched the shadows warily, fearful.!}, trying to make out the crouched figu~~ of a dog. He lay still, so it would :wt see him. He pressed his hands against his throat, to protec~ it from the tearing fangs. He waited. The shadows .Jr.~w together, came closer. There was a scraping across the floor. He could not breathe. There was a roaring in h'.s ears. A cold breath brushed his ne-:k. His stomach tightened. He clutched the sheets, and drew himself up. The <h.g shadows were all around him. A 11 around him ... Peter screamed. "Mother!" he screamed. "Father!" He choked, :.ind then screamed again, hysterically. He could not hear the sounds th-.!y made, until they were there, and the light had blinded on, and chased ·che shadow dog away. He sobbed, :~nd clung to them. They asked him things he could n-:::t bear to answer, until the sobs inside '1f him had died away. "Peter, Peter, honey!" the woman said, and her arms were closed around him, and her hand was warm in his hair. "What's wrong, son?" the man ~aid. "HaYe a nightmare, or something?'' 30 The Arellano Star July He lay quietly, sensing the ne·.v warmth in them. He did not dare to say anything about the dog. He was afraid the hurt would come back to their '?ye~. They sat with him a while. The mal'l's arms was warm across Peter's shoulder;;. "You don't need to be afraid, Peter, we're here. And soon you'll have a <lop.; of your O\Vn to sleep here with you .... , "On the bed?" the woman started to say, and then she stopped, and smiling, brushed her cheek across the :nan's chest. They left him there. 'jShould I leave the light on, Peb~r?" the woman said. "Yes-Mother," Peter answered 01rt>fully, "if you would." She came over to him, and kissed him again,and held him close. Peter }:new her hunger, and slipped his arm aroLJ1d her neck experimentally. She let him go, and moved a\n:y. "Goodnight," she said, and 'vaited. "Goodnight, Mother," said Peter ca1·2· fully. "Goodnight," Father." He heard them laugh. He heard the man say, "Youre spoiling him, darlinJ." The woman answered, l4 A boy needs a father to give him a dog, and n1ake a man out of him, and a mother to spoil him, just a little." Peter listened to their happy laughter. It was a new thing to him, and he kne\\" that he had put it there. He lay for a long time, his eye:. still open, staring unseeingly at the books and boys that lined the. walls of the lonely room. His mind was dulled fro1,1 fear. He did not actually think of the dog. He just lay there, dumbly, until sleep came. The next three days were slow one5. Peter tried very hard to remember t.-J call them "Mother" and "Father." It seemed such a little thing to pay, and he could sense the glow inside of them when he said it. He still could not make himself go Ll_n into the room, and play there with all the toys and books they had brought him. He was afraid to be alone in tl1e room, even in the daytime. The fear of that night was still with him. Bed was sheer t~rror. He spent tho::.:e next three days in shadow of the cnming night. They left the light on fer him now. The first time he asked fc-! it again, the man was angry. Lo1d. he shouted, what am I raising for a son: a pantywaist. The woman had pleaded \vith him, clinging to his arm. No, :10, he had cried. "Please, Dad," Peter had said. "Just for now," the woman hPgge<l. "Dad, please," Peter 'vhispered. The man had turned to him, hugg~d him close. "Damn," he had said. "l'ln spoiling him, too. For a while then. Peter, bu.t remember, if I get you a doz-, you'll have to act like a man, and n·Jt be afraid of the dark. Peter could say nothing, only ~lip back among the pillows, and pray lid· lowly the man would forget the deg. So the three days passed. Peter spent the afternoon of the third one in the kitchen with the woman. She \Vas making an apple pie. He stayed close to her, following her \-Vherever she went, not daring to be away from the \varmth of her body. "Be a good boy, Peter, darling," sl~e laughed, "and fetch me the sugar." "Yes ma'am," he said, and ran acro.:::s the floor to the cupboard. He Jjk~d 1947 The Arellano Star 31 the cold sound of his feet against L' e linoleum. He liked this linoleum. It was red, and white, and black, not the smooth, dull brown of the linoleum on the floors of the Marshall Home. He brought the sugar back to her, put ',he can into her \Vaiting hands. He 5aw a kind of pain around her eyes. He di ".i not like it there. "Here-Mother," he said, and smiled. The woman laughed, and tried to ti!'t him in her arms. "You're heavy, Peter," she said, "C'h Peter, Peter, you do lik~ it here don't you?" ' 4Yes, ma'am-Mother," he said. "We love you so," and she was r..C!t talking to him anymore::. ''We don't want them ever to take-to, oh, Pete:-, honey! Miss Rodgers is coming ton~c•i.' row, maybe, or Saturday. You know who she is. She brought you here. She'll .come quite often at first, once a rnnntl1 • maybe, until she's sure you're going to fit in here. And you will, Peter. '\V 'i'. love you so; we'll be good to you Sometimes, at night .... " She stopped and laughed, a little ashamed. She turned back to the mixing bo\~·I. ·"Your father will be home soon," ~iie said. "This will be a good night, Pet~c:· He slipped -to the floor, and sat co'ltemplating the good, clean, black anrl white squares of linoleum. He trac~d his fingers around a slim red line of circle. The color was warm, but th~ touch was cool. The woman moved back and forth beside him, humming and talking. H•"?r legs brushed his back. He did not listen to her words. He began playing a game on the squares, seeing how many he could touch, with his palm pushed d::>wn, and his fingers spread out across tl:e cold floor. The afternoon was gone, and dusk had come. The front door rattled. "It's your father," the woman sn.id. "You go, Peter." He gave his truck another shove across the soft living room rug, and then made himself stand up, and go to the door. He opened it slowly, :md stared into the dusk. The man was standing there, smiling. "Surprise, Peter," he said, and Peter watched dumbly, whil~ the man pulled gently at the rope in his hand. "It's a dog, Peter," the man said. "See, it's an Irish Setter. Isn't she a beauty"! Here, Peter." Peter stared at the dog. The woman came up behind him. "It is a little big," she said doubtfully, "but it is pretty." She rested a hand on J?eter's shou\flf'-r. "What's her name?" "Well, whatever Peter wants to c::lll her, I suppose," the man said. Peter lost the sound of their words in a dull drone. He stared at the dog. It looked back at him, and whimpered. _Peter backed up against the woman. "Don't be afraid, son," the man said. "Here, pet her. She won't hurt you.'' The man stepped inside. The <log moved toward Peter. Its cool nose brushed his hand. Out of the depths of his mind, a C·1id fear arose. It came from a cold, sharp, blue place, in the back of his head. it put its fingers around his heart, mJd pushed into his throat. It choked hia breath. The dog pushed its eager body agaim;t him. Peter screamed, and wrenchrd free. He ran, not knowing where he was going. He thought he could feel the breath of the dog against his neck. 32 The Arellano Star July, 194< He slammed the kitchen door shut behind him, and held it, screaming hv;~ terically. He swayed, and the linole1nn reeled dizzily up to meet him. Peter la~· thEre, .. md retched \\'eak!y all over the cool black and white square~, and the swimming red circles. The next day, Miss Rodgers came, ;~nd Peter went back with her. He clung to her, screaming, begging when she came, and the man and wornan stood together, stunned, and crying a little. "It happens this way, sometimes," Miss Rodgers explained, ·"that the ('hild doesn't adjust. Once in a while it comes ~uddenly like thin. Other times, it com1~-..; slow!~', several months, or even a year. Sometimes it is a difference in temperament not apparent at first, :.!P..d sornetimes, like this, it is a fear buri~d in the child. I'm sorry for this, but I think ~·ou'll understand." Peter got his coat, and Miss Rodger~ helped him pack some of his things _;n a little box. They left the bedroom, and there was no sadness inside of Pe· ter. They went downstairs to say goodbye, and he clung tightly to the famili.a:r warmth of her plump fingers. Miss Rodgers talked to the man and the woman a little longer, and then she told him it was time to go. "Say goodbye, Peter," she said gently. The woman sat lost in the heavy chair, and there were tears on i1er cheeks. The man stood beside her. The dog scratched on the basement door, and barked hoarsely. Peter r~~d not even shiver. The man swore softly. Peter saw the woman's fingers tighte~ around his hand. He knew again that there was hurt in their bodies, he kne''V again that he had put it there. "Goodbye, ma'am," he said softly ... "Goodbye, sir." All the way back to the Marsnall Home, he sat stiffly next to Miss Rodgers in the car. It was not until they were almost there that he began to cry,. softly, and slowly. He was not sure, jnside of him, the reason why. From S1,,nior Sr"holasfic .... ~·-----e>e-<-·<···· Answers to Examination on pngc 24 A. TRUE-FALSE B. WORD MEANING C. LITERATURE 1. false 1. " 11. b 1. Matching 2. Matching 2. false 2. a 12. c 1. c 1. e 3. false 3. c 13. c 2. 2. a 4. false 4. b 14. b 3. a 3. g 5. false 5. a 15. a 4. d 4. c 6. true 6. c 16. c 5. b 5. <i 7. true .. c 17. c 8. true 8. a J8. a 9. true 9. b 19. b 10. true JO. b 20. a What is your idea of a true student? A TRUE STUDENT By JESUS CRUZ Class of 1948 A student is loyal to his institution. He is a defender of his school against malicious comments. In upholding hi~ school's dignity and honor, he U3es democratic means. He does not resort to harmful means. He upholds it by rea.son rather than by violence. He is cautious. He does not attempt to commit a wrong act. Thi3, he knows will create a bad impression against hie; school. On the other hand, he is most anxious to perform worthy acts for his teachers and classmates. U11like others, he does not let :ime pass without accomplishing a thing. He makes time worth'\vhile for anything. He be1ieYes that time lost is irretrievable. He is ambitious. He wants to apply what he has learned not only in words but in deeds. He studies more and believes that through straight thinking, determination, and action, complete suecess i.:; achievable. In the classroom, he does not try to distract the recitation and the attention of his schoolmates. He does not create unnecessary noise. He knows that by listening, he will get the most of what his teachers teach. During examinations he avoids cheating. Honesty, according to him, is the best policy. For him, there are two ways to avoid "educational e.stafa," namely: 1. A thorough study of one's explanations. 2. Strict attention to explanations. He is humble and refined in manners. He defends the right and opposes the wrong. A real student therefore, works for the good only. In so doing he could liYc a happie1· life in the future. D. GENERAL INFORMATION 3. Filling the blanks 1. Florentino Cayco 12. Attlee 1. Villa 2. Zulueta 13. Quezon 2. Rizal 3. Quirino 14. Philippines :i. Balagtas 4. Taruc 15. Arellano 4. Bulosan 5. Spaak :), Dickens 6. de la Fuente (Crmtinued ne~rt ii. Bogusla\· 7. Moore pa,qe) 7. Dick 8. Galleg-o 8. Decena 9. Rodriguez 9. Atienza, Manalo 10. Marino 10. Romulo 11. Gandhi 33 PHYSICAL FITNESS By A. J. T. "A sound mind in a sound body" is a short but full description of a happy state in this wo~.·Id. Mrs. Cora de Jesus-Foster, desiring to impart this maxim, decided to vitalize health instruction. She has plans for a first-aid clinic to be maintained by the girls in her first-aid class. It will be open to all when organized. As there is a need for health-mindedness among us, she stressed the ~act that health education will be con·ela~ed with the physical education program. In connection "ith the health program, the third and fourth year students will take personal regimen as a subject. Its purpose is to develop the standard of living and appreciation of the value of the personal and social development of the high school girls. It also aims to develop in her an appreciation of the world about her, leading to tolerance, the wish to form new contacts, and a desire to improve herself physically (which counts much), mentally, and socially. E. CORRECT USAGE 1. from 11. refreshments 2. with 12. all right 3. on 13. already 4. advice 14. in spite 5. to 15. quiet 6. at 16. stolen 7. down 17. r1:1n over 8. furniture 18. turn off 9. information 19. out 10. equipment 20. It's 34 Plans are also underway for the f'Stablishment of :l special class for the study of foreign and native dancing. A try out for the accompanying pianist will be held. Girls who are interested may attend this class which will be in the afternoon. They will be given lectures. The class \\ill be introduced to the public at play day this semester. They will render foreign dances, calisthenics, community singing, and the like. Did those plans set you wonde!"ing whether they would remain as it is or be carried out? l assure you girls, these \Vould be accomplished. Better brace yourselves, folks, for it looks like a busy year for you. CHIT-CHAT The first day of school found the girls in clusters chattering (well, they always do, don't they?) about their petty experiences when they vacationed in the provinces. The:-e were the pilgrimages to Antipolo, to Bifian; the excursions to Los Bafios, Tagaytay, Baguio etc. AU these may be summed, thus: The girls are at it again. There was something noteworthy though. Everybody was in her Sunday best. Of course, there were the teach· ers who had to be impressed. Peplurn was in vogue with the usual frills and ribbons. The perfumy air lent its aroma to the occasion. Everyone was in gay spirits for now they could see their friends after a lapse of two months. On tlw language questwn The Future of English and Tagalog By SALVADOR P. LOPEZ EIGHT years ago I wrote an appraisal of the future of English m the Philippines in part as follows: "Mere accidents of educational emp"na.sis v.rill not deprive English of the favored position that it ~;n continue Lo enjoy in the commercial, intellectual and cultural life of the Filipino people. Ba~ ring a calamitous substitution of Amnican sovereignty in the Philippines hv that of a non-English-speaking country like Japan, for instance, English is <l~:; tined to be an important medium of everyday communication among the Filipinos . . . Instinct with the spirit of gro"···th, and serving with equal facility the uses of commerce and culture, English is distinctly for a country which, like the Philippines, must seek its place among the civilized nations Of tl:~ world ... " The "accidents of educational emphasis" did come to pass and so did, ;.;r a while, the "calamitous substitution'' of Japanese sovereignty for the Am£rican. Immediately before the war, the late President Quezon envisioned an ed•Jcational system wherein Tagalog would be the mediuin of instruction and ·l:'~nSafoador P. Lope;; is one of the c01mtry's leading writers in English. Jn 1940, he won first prize in the Commonwealth Literary Contest with his collection of essays, Literature and Society. glish would be taught as a foreign language subject in high schools and ..!31leges. Preparations were made towards this end. And so, later on, when the Japanese came, they thought the so] waR ready for their false and vicious teaching of cultural exclusivism: the fanatical doctrine that the Filipinos must jettison the entire body of their cultural heritage from the West ai)d retain only the elements of their ~-.n natiYe culture and the culture of tlie East. The uprooting of English was part of the- Japanese-inspired program Jf cultural purification. It was the l~in guage of the enemy and must speedily be replaced by Japanese. Tagalog came in for its share of the benefits of the new dispensation, for the Japane"e cunningly intended to -encourage Filipino nationalism at }east up to a pobt where it did not conflict with their own plans for a Japanese-dominated "co-prosperity sphere." But all their fine intentions did r;:.11; ~vail against the fact that English pro·red indispensable in their relations with us. They had to speak to us primarily in English, though they sometimes pr.~ ferred to use Tagalog as if their conscience bothered them. All that is over and English is back where it used to be, occupying a place of major importance in the life of our people. Nor is it likely that it will ever be dislodged from that commanding po.Ji35 36 The Arellano Star July ti on. Is this a matter for regret? There :s a growing resentment among the :?dvoc<.:tes of Tagalog over the new ascendancy which English once more enjoys. They seem to feel that Tagalog will l'e the loser by the new accession of vigot· and popularity which English has received since the liberation. I don't believe such pessimism to be justified. The place of Tagalog in our scheme of cultural development is secnre. Its position is guaranteed by the Constitution, and in twenty years it shail have grown so well and spread so widely throughout the archipelago as reaily to deserve the name and honor of bei11g our national language. What will most likely happen 1s that English and Tagalog will coexist as the two national languages of the Filipino people. Tagalog will con~ tinue growing and spreading as the rkhest in cultural content among our nath·e tongues and the one most directly exposed to the invigorating influen1!es of world civilizations. And we shall 11:tain English because it is our bond u~ direct understanding with the rest -nf the world-a precious bond which took us nearly forty years to forge as thou,ih with a foreknowledge of its incalculable usefulness .. How well we can adjust the claims of English and Tagalog on our attention will be one of the tests of our ahdity to adjust the twin influences of :nationalism and internationalism on Jt:r political, economic, and cultural life. The national spirit will find no worthi2r expression than in the growth and <l:ssemination of Tagalog and in secur!ng for it the prestige to which its •J\\'11 hig·h merits as a languag·e justly entitle it. But it shall be a nationalism ~1s broad as it is deep, proudly cherishi.ag the treasures of the native culture :11 <l yet admiting its obvious limitatio(ls. Only by this judicious combination d pride and humility can the Filipino people stand with dignity upon the solid foundation of their nationality withn·.tt at tJie same time appearing µncouth and awkward before the rest of the world. To keep English and Tagalog side ::) side will require judgment and a proper sense of values. In the education>1l field, it will necessitate for many vean: the use of English as the mediu;n ,_if instruction in the lower grades and uµ. and the teaching of Tagalog as a 1:;1nguage subject along with reading, writing, and arithmetic. In the absence of textbooks in Tagalog and of a sufficient number of persons to teach the language in the grades, this is the practice t.hat is actually being followed in the nonTagalog provinces. Through the met~1,)d is makeshift, the results have been reported to be satisfactory. Improved r::wthods and facilities \viii doubtless gl\·e better results. Outside of the schools, the invidit1u:ri gap which now separates those ·,1:ho write and speak English from those wh'1 write and speak Tagalog is bound tu di.:;appear. There shall come a time wh~n the culture of the average intelligent Filipino will be a fine blending <if +.i~e native as acquired through Tagalog, :rnd of the foreign as acquired through English and, to a lesser degree through Spanish as well. This is the shape of our langua~E problem as one can see it at this stage. It is not a grave and pressing prob\2111 July, 1947 The Arellano Star 37 like loans, war damage paymenh:, and rehabilitation, but nevertheless a11 inportant one \vhich we should try 1o solve with intelligence and vision. From l'llilippi11c-A111f'rican i\fa.ga:-.ine TOPICS FOR DISCUSSION l . Is it necessary for the Philippines to have a National Language? * 2. Can English and Tagalog exist side by side in the Philippines? 3. Is the development of Tagalog harmful to the development of English, and vice versa ? 4. Give some suggestions for the development of language and culture. V oca lmlwry: deprive, calamitous, medium, dislodged, incalculable, uncouth, invidious, makeshift. SILVER LININGS Collected by ARCADIO Sl'l"iGA \\'hoever you arc, be noble; w·hatever you do, do well; 'Vhenever you speak, speak kindly, Give joy wherever you dwell. Let me live in a house by the side of the road, And be a friend to man. -Ruskin -Foss He who robs me of my good name, makes me poor indeed. -Shakespeare Vessels large m&y venture more Rut little. boats should keep near shore. It is easier to go without a coat than without a friend. Give, give, be always giving·, Wbo gives not, is not living, The more we give, The more we live. The secret of being· lovely is being unsl'lfi.sh. -Franklin ---·Jenkins Jones -George Calvert -Joseph Holland NEWSMONTH This semester, the Juan Sumulong High School has an enrollment of nver 2,000 students. There is an increase of 500 over last year's enrollment. The A. Mabini High School in Zurbaran has an enrollment of over 500, as against )ast year's 250. To keep up with the growing enrollment, new instructors were added to the list. Some of them are: Miss Elisa Atacador from Nueva Ecija South High School, former girls' scout master, and critic of the N.E.S.H.S. organ; Mr. Jose Ga. de Guzman, P.N.S. salutatorian, high school valedictorian; Mrs Teresa Samonte, Rizal High School; Mrs. Ines Gatmaitan, sister of President Roxas; Mrs. Lutgarda Aviado, former public school teacher; Miss Paz Ramos, daughter of the late P.N.S. Superintendent, Apolonio Ramos; Miss Ester Roldan, from Santa Lucia Elementary School; Mrs. Marina Capistrano, wife of Dean Capistrano. EDITOR'S EXAMThe examination given the candidates for editorship of the Star on July 19, was a combination of easy and brainracking questions. The questions appear in this issue of the Star. The students who successfully paased the examination are as follo,vs: Agustin A. Arroyo, 91 % ; Aurora J. Tabian, 87.80%; Remedios Adamos. 87.40%; Jesus Cruz, 84.20%; Rodulfo Pulando, 84%; Arcadio Sunga, 82.60%; Juanito Rodriguez (A. Mabini), 80.40%; Simeon Lama, 80.20'/,c; Felipe Delgado, Jr. (A. 38 Mabini), 79.60'/l;; and Ricardo Supleo, (A. Mabini), 77 .60 ~,( . The above-named students were assigned as follows: Agustin A. Arroyo, editor-in-chief; Aurora J. Tabian, managing editor; Remedios Adamos, associate editor; Jesus Cruz, associate, Rodolfo Pulanco, news editor; Juanito Rodriguez and Felipe Delgado, Jr., assistant news editors; Arcadio Sunga, literary editor; Ricardo Supleo, assistant literary editor; and Simeon Lama, sports and military editor. Others appointed were Jose Zapanta, editor, Tagalog section; Emiliano Payumo, assistant editor, Tagalog section; and Francisco Aballos, junior assi!;;tant. PLEASANT SURPRISEOld students rebelled at the idea of transferring from the Legarda building to Guipit. The Legarda building has grown dear to them. Nevertheless, ther packed their belongings; were amazed when they found brand-new buildings with a very neat appearance. Well ventilated rooms and wide corridors changed their biased opinions. The boys were so pleased by the corridor leading to the library. The spacious library and its shelves filled with books has a look of solemnity and quietness. You, too, can pay the bursar now without elbowing through a crowd, for in the new concrete bursar's office, there is ample space for everybody. July, 194i The Arellano Star 39 Though the instant liking of the students to the new Guipit buildings was a matter of "love at first sight," they still do not forget the Legarda building, with its airy corridors. It is incredible that students could have forgotten the Legarda building 'vithln so short a span of time. It may be foretold that in a quarter of a ;year, the Legarda building and, what happened there, \Vould only be a mem')ry. LABORATORYThe school has the most modern laboratory equipment. The equipment bas just arrived from the United States. The new laboratory is in room 14, Guipit building no. 2. LIBRARYThis time the two branches of the A. U. library were merged into one. The library in the Administration Building was combined with the library in Guipit No. 2. It has a collection of over 17,000 copies of books. The library is open to everybody, everyday including Sundays. The library staff is composed of Miss Gli Dimaculangan, librarian-in-charge; Miss Juanita· Cadiz, Miss Mila Jader, Mr. Juan Napone, Mr. Melky de Leon, Mr. Jessie Fernandez, Mr. Gaudencio Dimaculangan, Mr. Graciano Lumarda. The Library staff requests that students should not smoke in the library. SCHOLARSThe following students have been granted scholarships for the academic year 1947-1948 in recognition of the meritorious scholastic work they had done during the previous school year: From the regular course Fow·th Year Average 1. Elisa Angeles 95% 2. Aurora Tabian . . . . . . . . . 92.5% 3. Remedios Adamos 92% Third Year 1. Agustin Arroyo 94% 2. Leticia Gatchalian . ...... 94% 3. Teresita Pantoja ... 93.5% 4. Ro.sauro Gonzales 93.5% Second Year 1. Arturo Gonzales 93% 2. Evangelina Res us . ...... 93<1r 3. Enriqueta Villasefior . .... 93% From the abrldaed course Third Year Average 1. Enrico Nano .... 93'/c Second Year 1. Teresita Vista 93% 2. Teresita Barroyo ........ 92% 3. Remedios Carrillo . ...... 92% Every one has two educations; that which is given to him and that which he gives himself. Of the two kinds, the latter is by far the more valuable. Indeed, all that is most worthy in a m~n he must work out and conquer for himself. -Jean Paul Richter 40 The Arellano Star July, 1947 ZURBARAN~ Mr. Angel Bejar, assistant director of the A. Mabini High School, has expressed the belief that the enrollment in the A. Mabini High School will reach a new high next semester. Tolentino, treasurer; L. Sales, Jr., representative. Fourth Year (special class, morning): Dorninador Tabago, president; Roman Padiernos, vice president; Emiliano Payumo Jr., secretary; Rose Dayola. This year, the Zurbaran branch has treasurer; Elena Vallina, rcpresentaan enrollment of about 500 students. It tive. has an increase of over 200 students ovei· last year's. Mr. Bejar has also announced the election results in the different classes in Zurbaran. First Year (morning session): Iluminada Figueroa, president; Rosita Roxas, Yice president; Naida Sarmiento, secretary; Josefina Santos, treasurer; Elias Reyes, representative. First Year (evening session) : Ricardo Chua, president; Conrado Constantino, vice-president; Carlos Santos, secretary; Angelina Montoro, treasurer; Marcia] .lota, representative. Third Year (evening): Ricardo del Rosario, president; Roman Dizon, vicepresident; Trinidad Garcia, secretary; Leonida Jueo, treasurer; Rosalina Ochoa, representative. Fourth Year (morning): Arturo Zialcita, president; Juanito Rodriguez, vicepresident; J o:sefina Roxas, secretary; Teresa Arceo, treasurer; Felizardo Padolina, 1·cpresentative. Fourth Year (evening): Ceferino Dulay, president; Pedro Saba, vice-president; Aurora Espino, treasurer; Aniana Surbano, secretary; Maximino Roberto, representative. Fourth Year (special class, evening): M. de Ja Torre, president; V. Samala, vice-president; S. Robles, secretary; L. Third Year (morning): Felipe Delgado, president; Urbano Cruz, vice-president; Minda Serrano, secretary; Virginia Montgomery, treasurer; Ricardc> Supleo, representative. Each class will be represented in the .Supreme Student Council by its respective officers. Mr. Tobias Y. Enverga,. Arellano Star Adviser, is also the adviser of the Student Council, A. Mabini High School. OLD FACESOld faces meet new faces. Among the latter belong vivacious Myrna Zafra; Luth Backet from Moroland; Remedios Olivar, the guerrillera and a lot of others more. The old timers Aida Clamor, Loreto Haber and the inseparable Priscilla Cenon and Elisa Angeles are as lovely as ever. A few of the budding beauties of the Arellano University are Clarita Londres, Trinidad Verroya, Corazon de Jesus, ar.d Valeria May Dayton. Someday we will see each of them a ~un fledged lady. My dear readers, this is just a brief going-over of a few of the numerous Rtudents of our school. You will know· all about them in the near future. Footnote Are You A Master Of Your Words? Once an English poet of the Victorian age, \\i'illiam Ernest Henley, in a burst of manly passion, wrote the following· line in his Invictus: "I am master of my fate ... " It was a brave challenge indeed, to be a mr~ster of one's fate. Y ct -,.\·hpn one pauses to consider the chal1enge, he has to understand that to be .a master of "fate" is to be a master of many other things. For what is fate? Is it not something abstract and obscure, a <":onglomeration of what had been, of the p1·esent, and of a "predestined course of ..events?" \Vebster gives, among many others, the following definition of fate: destiny. And what is destiny? We look up the dictionary again, hunt for meanings, read "between the lines"-and here we are, groping for words. . . Someone has rightly suggested that to be a master of hi·s ff!te, one needs first be a master of his words. May I ask then, are you a master of ~your words? Or, as is ·sometimes the case, are the words your master? I do not mean here of course that you have to be a master of all the words ill the dictionary. Ff!r from it. You have your own stock of words, haven't you? And there are words you are expected tc. accumulate and master in a certain grade, whether in the elementary or in the high school. Then when I ask whether 'Or not you are a master of your words, I am questioning you on the words you actually use in your themes ~nd in 4!Ve1·yday conversation and not on words that you do not employ. Two questions you may ask yourself, for instance, to get what I mean: Do I know the meaning of every word I use? Are the words properly used? If you know the meaning of every word you use, and you are sure they arc employed properly in such a way that e~ch word would mean exactly what you want to say, then my dear reader, you are a master of your words! Indeed words must be our servants. \Ve must command them to express our ideas exactly in the way we want. No more and no less. The right. number of words ,must be l"mployed for one cannot afford to be too extravag·ant with words. To employ more words than what is actually needed would be like taking in excess employees just for the ·sake of giving employment. To employ fewer words than what is actually needed, on the other hand, would be unjustly burdening the words employed with tasks they cannot hope to accomplish. And to employ words -one doe-s not understand would be like employing servants whose ability, tastes, and temper he does not know-undisciplined servants who, instead of \Vorking for your convenience, would work otherwi·se. You, therefore, must command your ,,,,.·ords-let them spring from your mind an<l heart to serve your purpose. Never Jet a word come as an impostor to be a n1astel' of yours. And before we shout, "I am master of my fate," we had better say first, "I am master of my words." -T. E. 41 Pangulong TudlingJOSE ZAPANTA Patnugot EMILIANO PAYUMO Katulong na Patnugot Ang Katungkulan Ng /sang Nagaaral Sa isang paaralan ang mga magaaral ay may malaking kapanagutan o tungkuling dapat isaalang-alang: isang tungkuling dapat isabalikat at pakabutihin sapagka't, ang kabutihan magiging bunga ay kabutihan rin nila at sampu ng paaralan. Hindi sapat ang siJ·a'y pumasok ara\Yaraw, makinig ng mga paksa at magtamo ng karunungan at pagkatapos ay umuwi. Hindi sapat ang siya ay magkamit ng mataas na marka sa pag-aaral. lyan ay ilan lamang sa mga bagay na tungkulin niyang gawin. Ilan sa ]along pinakamahalagang tungkulin ng nag-aaral ang siya'y tumulong sa pagpapaganda at pagsasaayos ng paaralan, hindi lamang sa pamamagitan ng pag-uubos ng lakas o pagpapatulo ng pawis o paggugol ng salapi, kundi sa maliliit na bagay lamang tulad ng pagtatapon ng pira-pirasong papel na lubhang napakapangit malasin sa isang paaralan. Ang paggamit ng kasangkapan at anumang bagay sa paaralan katulad ng mga luklukan at iba pa, ay dapat pakaingatan. Bagaman pangkaraniwan lamang o di maganda ang luklukan, kasiya-siya sa paninging ng madla kapag ito'y maayos. Ang paggamit ng aklat na ari ng paaralan ay kinakailangan pag-ingatan. Hindi 42 nararapat gawin ang anumang· ibig pagkatapos na ito ay magamit. Ang pagbabayad ng nauukol sa paaralan ay dapat tuparin sapagka't kapag hindi nagbayad ang mag-aaral a:ytiyak na walang pagkukunan ng ibabayad sa mga gurong umaakay at nagmumulat sa mga nag-aaral. Ang pagalipusta sa sariling paaralan ay isang napakalaking pagkakamali ng isang nag-aaral. Hindi ba't kung kaya siya pumasok sa nasabing paaralan ay sapagka't naniniwala siyang ang paaralan yao'y may mataas na uri ng pagtuturo at kasiy3.-siya sa kanyang kalooban? Oo nga't may karapatan at nararapa't pumuna rng mga nag-aaral laluna't ang kanilang gagawing pagpuna ay matuwid at makatarungan. Datapuwa't tila hindi gagawa ng anumang karumalan ang isang paaralan sapagka't batid nilang nasa pagtangkilik lamang ng mga nag-aaral maaaring umunlad ang paaralan. Ang pagtalima sa ipinag-uutos ng paaralan ay dapat gawin sapagka't sa pagsunod dito maaaring magkaroon ng mabuting pamalakad. Kailanma'y hindi maaaring mag-utos ang paaralan ng hindi sa ikabubuti ng mga nag-aaral. Ang paggalang sa mga guro ang higit na kinakailangan sa isang nagaaral.. KARUNUNGAN Tula ni E~IILIANO PAYUMO Jr. l\ang ang diwa ko'y mag'ising sa Daig,dig r.g Himala, Ay mayroong katanungang· sa isip ko'y bumulag·a; Ang· dunong· daw ha ay ano? Kayamanang mahiwaga? Bakit nasa ay kamtan ng lahat halos ng nilikh..i '? At nang ako ay lumaki ay saka ko naalamang Ito 1>ala'y kayamanan, di nga lamang kumikinang-; Subalit kung sa halaga ay walang kapantay Palibhasa'y ito na l'in itong buong· daig·dig·an. Sa pagtahak sa mahabang· landasin ng kabul~ayan Ay dunong ang magsisilbing sulong· saiyo'y tatanglaw; Sandata ring gagamiting· panang·galang sa labanan Sa pag·baka sa lu11it ng kaaway mong· kamuwangan. Ang lahi rnang sakdal yaman pag· salat sa karunungan Ay wala ring kaunlara't karaniwan ay busabos Pagkat talino'y sandigan ng 1>agsulong na maayos At vugad na himlayan ng ginhawang· di masasayod. Kaya pala sa bubong· ng· 11aarala'y dinudulang Mg·a gin tong butil ito, mahiwagang kayamanan; l\.'lahirap man ay mayaman kung ito ang makak.amtan .Ay pag-asang· masasabi nitong· ating Inang-Bayan. Ang guro ang siyang mga magulang natin habang tayo'y nasa Halim ng bubong ng paaralan. Sila ang nagbibigay ng mga pangaral; humuhubog ng mabuting pag-uugali at umaakay sa ikapagtatagumpay ng isang nag-aaral. lsang kagalakang umaapaw sa kaibuturan ng kanilang puso, ang makitang naging kapaki-pakinabang ang kanilang mga pagsasakit. tahanan ng mga nag-aaral, kaya't tungkulin nilang pag-ingatan at pakamahalin ito, igalang ang mga guro, sumunod sa ipinag-uutos at mga aral, at ipagsagisag nito. At kailanma'y, dapat patanggol ang kalinisan ng pangalan o kilala ng mga nag-aaral sa parnamagitan ng kanilang mga kilos, ugali at makamit na karunungan na ang kanyang paaralan ay karapat-dapaf sa pagtatangi't pagtitiwala ng madla. Anupa't ang paaralan ay mistulang J.C.Z. 43 BUNGA NG KASAKI.MAN Tula ni U. GliZMA~ CRUZ :\lay mag·kaibigang kapuwa ulila Sa 'sang munting dampa'y doon nakatira; Ano mang gawain sila'y magkasama Maligayang doo'y namumuhay sila. Hanap-buhay nila na pantawid gutom :\langahoy sa bundok sa buong maghapon; Hindi nagbabangay laging nagtutulong Di-batid ang lihim ng luksang kabaong. :\Iana'y isang ara"'· ang magkaibigan Tinahak ang dilim nitong kabundukan Dios ang may dulot nitong kapalaran Sa bunton ng ginto nilang natagpuan. Sabihin ang tuwang umapaw sa puso ~itong mag·katotong si Pedro't si Tino Pangarap sa buhay ay di rin nabigo Pagkat natagpuan kayamanang ginto. rmuwi si Tino't kumuha ng saKo At saka pagkain para sa katoto Sa bunton ng ginto'y nagbantay si Pedro Kung minsa'y tatawa at saka lulukso. -Kayamanang ito'y nang masarili ko Dapat na si Tino'y pugutan ng uloSaka hahalakhak taksil na si Pedro -Oras mo na Tino pagdating mo ritoJuly, 1947 The Arellano Star Di nagilang saglit dumating si Tino Taglay ang pagkai't sakong pinangako At nang malapit na 1,ay Pedrong kasuyo Ang sariling dugo ang ipinaligo. Kinuha ni Pedro ang pagkain.g hawak Sa kanyang· katoto na bangkay nang ganap Tadyak nitong sukab siyang iginawad Sa bangkay ni Tinong na kinapos palad. Ginawa ni Pedro siya ay kumain N guni't, paninging niya ay biglang nagdilim Pagka't ang pagkain ay may lasong lihim Han.gad din ni Tinong siya ay patayin. Ilang sandali pa't ilaw ay naglaho Si Pedro'y nahilig sa himlayang ginto: Sa tabi ng sako sa bunton ng ginto Patay na kapuwa si Pedro'l si Tino. Ito ang sinapit ng rnaglrnibigan Nagtanim ng sakim bunga'y Kamatayan Kung ang kasakima'y iniwasan lamang· Malig·aya sanang- ng·ayo'y nabubuhay. l\.ung walang masakim ay walang ingg-itan \Valang rnanlolooh at hukbong kawatan Gaya rin ng taong walang kabaitan Karaniwang· gawa'y bunga'y kasawian. Kaya sa JJ3K-ihig darning· lurnuluha Sa kasakirnan din tang·ing· nagmumula Tayo'y tag-a langit kahit nasa lupa Pag ang kasakiman ang tanging· nawala. 45 Ang Pagunlad Ng Pamantasang Arellano Ang Arellano, di tulad ng mga bagong lumilitaw na paaralan na halos ay parang r.auupos na kandila dahil sa kakulangan ng pagtangkilik ng mga nag-aaral, ay mabilis na umuunlad at masasabing lubhang pinagkakalooban ng tangkilik ng sang-bayanan. Bawa 't taon na dumating ay libu-libong nagaaral ang nadaragdag sa kanyang talaan. Kung ano ang sanhi at siya'y pinagdudumugan ng madla ay siyang ngayo'y ilalahad ng sumulat ng !athalang ito. Ang Are1Jano, tangi sa isa sa mga kaunaunahang nagbukas ng kanyang pinto pagkarating ng mga Amerikano, ay naging maingat sa pagpili ng mga gurong magtuturo. Sinikap niya na madulutan ang mga nag-aaral ng lubos na kasiyahan. At utang sa pamamalakad na ito ang mabilis na pagunlad ng Arellano. Isa pa sa mga sanhi ay ang' pagbabago ng kanyang pangulo. Palibhasa ang naging pangulo ay isang kilalang * magiting na taga-pagtaguyod ng kan1nungan, ay naniwala ang madla na ang Arellano ay magkakaroon ng ma ta as na uri ng pagtuturo. Ang pagkakahirang nga ng pangulo sa naging Panga1awang Kalihim ng Pagtuturo, na si Ginoong Florentino Cayco, ay masasabing isang kapalaran ng ngayon ng Pamantasang Arellano. Buuga sa pagkakahirang sa nasabing ginoo, ang Arellano sa 1oob Jamang ng halos ay dalawang taong pagkakatatag ay naging isa na ngayon pamantasan na sa uri ng pagtuturo at dami ng mga nangag-aar1l ay masasabing di huli sa alin mang pamantasan sa ating bayan. Ang mabil is na pagdami ng mga sa· ngay ng Arellano at ang kanyang pagiging pamantas:an ay !along nakahikayat sa mga nag-aaral. Kaya't ngayon ay pangatlo na ang Areliano sa dami ng mga nag-aaraL lnaasahan kong sa mga susunod na panahon ay }along mamamayani ang Pamantasang Arellano. -J. c. z. Ang bahay ko man ay bato Kung ang tumitira'y kuwago :\Iahuti pa ang isang kubo :'.';a ang nakatira'y tao. Ang lalaking mapangahas Tandaan mo't siyang duwag Pag sa harapan 1nalantad l:na-unang tumitiplag What they -;ay • . • You ask me what I think of Arellano? Well, what do you think of her? -Dionisio Calvo Jr. I had been particular about schools. I am glad I was. -Publio Arellano I did not make a blunder when I said that the Arellano University is a real home of learning. -Roman Padiernos I know I was right when I decided to stay in Arellano. -Luis Feliciano, III-B As we are old students, we stayed here partly due to loyalty and because we find that the standard of the school is high. -Benedicta Tayzon To a student like me, who is studying under the G. I. Bill of Rights, I find this university very systematic. -Remedios Olivar (a Guerrillera) I like to study here. The rapid progres.:; the school has' impressed me greatly. -Maria Qulnio I study here because I pay reasonM able fees and I find the instruction excellent. -Evelyn Gama This is the first school under the Republic to have progressed so much in so a short time. -Gliceria Lankayan Our instructors in Arellano are understanding. -Leticia Gatchalian III-B I'll stick with her (Arellano Universi:y) through thick and thin. -Domiago Lebatique III-B want the Arellano University as my Alma Mater, -Elena Arellano 1-B Life in high ~chool is enhancing especially if it is in the Arellano University. -Remedios A 11o The Administration is fine. -Mercy Beck love Arellano as a school and mother. -Tere . .:;ita Pantoja ~ 12 If. L IL ..l\ ~ 1() U~llVl:VSllT'1 Plaza Guipit, Sampaloc, Manila ·(Member, Philippine Association of Colleges & Universities) ····>-·->-e-<-·<··· COLLEGES & SCHOOLS • Areltano Graduate School • Arellano Law College • College of Arts & Sciences (Pre-Law, Pre-Medic, 4year A. B.) • College of Commerce • College of Education • Normal College • J. Sumulong High School • A. Mabini High School (Corner Zurbaran & Misecurdia) • J. Abad Santos High School, 351 E. Rivera, Pasay • Arellano Elementary School • Arellano University in Pa~ig ···>·->-•-<-·<···· FLORENTINO CAYCO President