420. REMEMBERING HOLY ANGEL ACADEMY’S HIGH SCHOOL DAYS OF 1941

DAY OF ALL DAYS. The town motorcade is one of the highlights of the pre-war High School Day celebrations of Holy Angel Academy, with thematic floats created by different classes taking centerstage on Angeles roads.1940s.Personal collection.

The stirrings of an imminent global war were already being felt in Europe in 1941, as Germany’s assaults continued all over Europe and in Africa. London had been bombed, and the U.S. had also been girding for war in the Pacific with the appointment of Admiral Husband Kimmel as Commander of the US Navy. News of the impending spread of the escalating war made the front-page of newspapers every day.

But to students of Holy Angel Academy in Angeles, the war--in 1941--seemed far, far away. Since its founding in 1934, Holy Angel Academy had grown to become a premiere school in the province, with a reputation for accessible, quality education, known for a perfect balance of academics and activities. At least, for now, the war was no cause for worry,

That year’s edition of Holy Angel’s High School Days was truly special, as a new high school building had just been completed in the sprawling campus. The week-long event from 18-23 February was packed with many activities that would be hailed and talked about by local papers for days.

The kick-off event began on February 18, Tuesday, with an English operetta, “The Magic Ruby”, staged for the public by students. The stage décor, the costumes, and the performance of the actors earned rave reviews, but the highly-anticipated Wednesday parade got even more enthusiastic media responses. Each high school class fielded a carroza (float) that visualized a relevant theme.

A reporter from Pamitic, a local paper, gushes: “ Ding carroza mipapatlu la casanting…Quing iquit cu queting parade, aburi queng dili ing macabansag “POWER”, uling masanting yang tutu sasabian. Queting carru, lerawan de ding qñg cuartu añu, ing TRES CAIDA na ning Apung Guinu. Qñg lugal ning Apung Guinu, binili reng mamusan qñg cruz ning Democracia. Iting tragedia ning Democracia tatañgalan nang Juan de la Cruz at Uncle Sam cabang ding bansang-upaya macapadirit la qñg Democraciang misubsub. Ila ding Judios?” (The floats are beautiful…In what I have seen in the parade, the one that I like most was the one that had for its theme-“POWER. The float was made by seniors  in the manner of the “Third Fall of Christ”. In place of his cross,  Christ is made to hold the Cross of Democracy.  Juan de la Cruz and Uncle Sam stare at this tragic scene, while powerful countries surround the “fall of democracy. Do they represent the Jews?)

Also joining the parade of floats was Miss Holy Angel Academy, Maria Narciso, who was met with resounding applause from people who lined up the road to watch the colorful proceedings. “Cabud iquit me,  aguiang emu uculan, macapacpac ca. Ing jinjin na bague na ning cayang lagu!”.  (Once you see her, you will instinctively clap. Her demure manner fit her beauty!)

Day 3 ( 20 Feb.) was Field Day, in which calisthenics demonstrations, folk dances and games were held on the school grounds. Notable was the “Bailes de Ayer”, choreographed by Miss Aranda and danced by the high school seniors, which included the reigning Miss HAA, Maria Narciso and Miss 4^th Year, Clara Setzer. “Iting terac da, e ca marine”, the same reporter noted,  “apaquilimpu mu qñg masanting diling folk dance king America at Europa” (You'll be proud of their dance;  it can stand alongside the best folk dances of America and Europe) .  As for the games, ”Spot the Spot” drew the most participation and enjoyment.

On Friday, 21 February, different high schools from Pampanga vied for the governor’s tropy—Copa Baluyut—in the military exercise competitions. Adding excitement to the contest was the presence of the Philippine Army Band which thrilled the audience with various march music. Five officials from Camp Del Pilar and Camp Olivas judged the drill contest that was hotly contested by Guagua Institute and Stotsenburg Institute. In the end, the cadets from Guagua Institute won the coveted Sotero Baluyut Trophy. The host contingent from Holy Angel did not win, but their bevy of corps sponsors were adjudged the most beautiful.

Saturday saw the return of HAA alumni in a grand homecoming, and the re-staging of “The Magic Ruby” in the evening that was open to the general public. The High School Days drew to a close with an exciting basketball tournament highlight. The  school was jampacked with students and Angeleños who watched  the nationally-ranked U.S.T. college team play against an elite MICAA (Manila Industrial and Commercial Athletic Association) selection.

In just 10 months, the Japanese would attack Pearl Harbor, and then invadethe Philippines on 8 December.  World War II would take away much from Pampanga, but not the memories of that year’s Holy Angel’s High School Day—six special days that are still fondly remembered by oldtimers and alumni who witnessed these and all—“ding mangasanting nang pepalto ning Holy Angel..”.

SOURCE:
Ing Pamitic, local weekly Kapampangan newspaper, February 1941 issues.

*415. THE KAPAMPANGAN COLLEGIAN

PAMPANGA COLLEGE STUDENTS. Attending an educational workshop in Baguio. 1920s.

 The Kapampangans, during the Spanish colonial period, were a favored lot, primarily for their ready assistance to Spain in their military exploits. The rewards of loyalty included the giving of privilege to children of Kapampangan principalia to study in exclusive Spanish schools in Manila.

 In the 17th century, schools such as the Colegio de San Jose and Colegio de San Felipe de San Asturias began admitting Kapampangan students. Secondary level education in Manila schools, like San Juan de Letran and Ateneo de Manila, were preferred by Pampanga’s elite in the 19th century, as they carried more prestige.

 A small number of Kapampangans went on from secondary schools to higher schools of learning for their college degrees. Local choices included University of Santo Tomas, Ateneo and the Dominican run-Letran. A few Kapampangans like Jose Alejandrino of Arayat, managed to study abroad; he went to school in the 1890s at the University of Barcelona in Madrid (along with Rizal, del Pilar and Luna) and finished chemical engineering in Belgium.

 With the coming of the Americans, education became an important concern of the colonial government. Significant reforms were instituted—three levels of education were established: . Elementary (four primary years and 3 intermediate years), Secondary (4-years of high school) and College. New schools—from vocational to business, agricultural to normal--were opened in cities and provinces. This paved the way for more educational opportunities for college-age students. Some of the most important colleges and universities were founded during the American rule.

 As Pampanga’s economy boomed, the province drew closer to the sphere of Manila and affluent Kapampangans adjusted by becoming more cosmopolitan in behavior and outlook—and a college degree became every parents’ dream for their children.

 Early on, Kapampangan showed a relatively high commitment to advanced education. Kapampangan students with teaching ambitions flocked to the Philippine Normal School when it opened in 1901. In the first decade of the founding of the University of the Philippines, a substantial number of Kapampangans enrolled in courses from Medicine, Pharmacy, Nursing, Music, Law, Education with Liberal Arts and Fine Arts.

 Beginning in 1903, students who excelled academically, were given U.S. government scholarships, and were sent to America as “pensionados”, to specialize in their fields of studies. The first batch included 3 Kapampangans—Jose Sanvictores, Miguel Nicdao, and Joe Espiritu. In the 2nd batch of 18 scholars were future justice and hero Jose Abad Santos; future Pampanga governor and civil engineer Sotero Baluyot who studied in Iowa; future solon Fabian de la Paz of Macabebe, who was enrolled at the Western Illinois State Teachers’ College; and medical student Gervacio Santos Cuyugan, who would become one of Pres. Quezon’s personal physicians.

 As more colleges and universities were established in the capital city-- University of Manila (1914), Philippine Women's University (1919), Far Eastern University (1933)—local private schools also sprouted in Pampanga which would eventually become centers for tertiary education.

Guagua National Institute (now college), founded in 1919, offered first year subjects in Junior Normal and Associate in Arts beginning in 1939-40. Holy Angel Academy (1933 now Holy Angel University) became a college in 1948 when it opened its College of Commerce 1948, followed by Liberal Arts and Education.

 In the post-war years, Republic Academy (now Republic Central Colleges) was founded by the Lazatins and became a full-fledged college in 1947 with the opening of its Normal and Education programs. Meanwhile, University of the Philippines put up its Clark Field branch in the 1950s to serve both American and Filipino students wishing to earn college diplomas.

 Assumption College (now University) opened in 1963 with initial A.B. Arts, BS Commerce, and BS Education programs. Angeles Institute of Technology (now Angeles University Foundation), which began as a technological school in 1962, would achieve university status after just 9 years of operation.

 Schools with history-- like the Bacolor School of Arts and Trade (1861) and the Magalang Farm School (1885)-- have metamorphosed into full-service universities—now known as Don Honorio Ventura Technological State University and Pampanga Agricultural State University.

 Our local colleges and universities have also become more competitive with Manila schools. Premium courses like law, medicine and its allied sciences, and highly specialized courses in engineering, are available locally. Linkages with Manila and international corporate partners have made on-the-job training abroad possible. Their graduates have also been doing well in professional board exams, with consistently high passing rates.

But in the end, easier access to education means merely a foot in the door to the future. On the part of the college student, it takes a firm hold on one's dream and the will to succeed.

*403. TOTS IN STOTS: Life as a Soldier’s Kid in Clark Field

CHILDREN GO WHERE I SEND THEE. A military officer and his wife, hold their Pampanga-born twin babies in front of their Stotsenburg quarters. It was a challenge to raise kids in a camp before it became an urbanized, self-contained community in the 1970s. ca. 1920s.

The expansive sawgrass-carpetted land northwest of Kuliat that soldiers of the U.S. Army claimed in 1902 and later named Fort Stotsenburg had, by the 1920s, become a liveable place with a growing reputation as a preferred assignment by military servicemen. The camp became a self-contained community with many amenities that improved immensely its social environment.

Many American officers were given the privilege to bring over their families to the Philippines and reside inside the camp, helping them ward off homesickness and boredom. In 1909, there were just about  95 dependent children of both American officers and enlisted men, but by the mid-1930s, almost all of the American officers came with their wives and children. The birth of American babies further increased the child population, posing several issues such as finding domestic helps as well as establishing a school system on-base.

There was no problem looking for nannies, as labor was plentiful and affordable. American officers’ wives not only had Chinese cooks,  gardeners, lavanderas at their employ, but also had Filipino, Japanese or Chinese nannies and nurses to look after their babies and toddlers. When the sun went down at the camp, nannies would take their wards to the Officers’ Line (now the Parade grounds) for their regular afternoon promenade, a  leisurely stroll likened to a veritable “march of nations”.

In the course of the year, a program of events was planned for the amusement and social entertainment of Stotsenburg children—ranging from birthday parties, elaborate picnics,  aircraft rides at Kindley Field, animal and pet shows, to Santa’s visit  every December. Christmas trees were shipped from the U.S. and were set up on the porches, which kids then decorated.

Schooling of kids proved to be a challenge in the early years of the camp as there were not enough students to warrant a full-time school. The post chapel, in the 1900s, served as a school house, and there was also a separate school for the children of African-American soldiers by 1922.  Tutors were employed to teach five grades in one room , including a certain Miss Edmonds who was hired after a fruitless stint at a local Filipino school.

Two schools were built inside the camp in the 1920s—the 4-room Dean C. Worcester School (1925) and the Leonard Wood School (1929) which offered instructions from Grades 1-12. The schools flourished until the early 1930s.

It was only after World War II that the base went on a school-building spree, including an array of secondary schools for dependents. In 1949, the first Clark Elementary School for grades 1-8 was constructed near the site of the  future Wurtsmith/Wagner High School site. Six sawali buildings housed Grades 9-12. Eight teachers from the U.S. arrived in June 1949 to complete the faculty.

The Clark Dependents’ School, which started in 1950, evolved into the Wurtsmith School that offered both elementary and high school level education  The new Wurtsmith Memorial High School building was opened in 1961, and was designed for “tropical teaching and learning” (it was air-conditioned). On the other hand, Wagner High School, named after the WWII pilot Lt. Col. Boyd David Wagner,  was inaugurated in October 1962.

During school breaks, parents enrolled their hyperactive kids at the Hobby Shop that taught arts and craft subjects like pottery and leather-tooling. Other air force kids favored swimming and going to the outdoor theaters to while their time away.

Sadly, many of these places closely associated with the growing up years of American children in the heyday of  Clark,  are all gone, devastated by the great eruption of Mount Pinatubo. So, too, are the children who once had a run of the place—they have moved on, with many returning home to America as adults, fathers, mothers, grandparents themselves. But for many of them, a part of their childhood remains in a once-mighty military base that became their temporary home far, far away--Pampanga’s Clark Air Base.

*399. A Tireless Thomasite: DR. ADAM C. DERKUM

PAMPANGA TRADE SCHOOL PARTY IN HONOR OF DR. ADAM C. DERKUM
Division Superintendent of Schools. Dated March 13, 1925.

The American contribution to Philippine education began with the arrival of Thomasites – a band of American teachers who came to our shores in 1901, lured by a sense of adventure, prospects of employment in the exotic Far East. and a genuine will to serve and build a new nation.

Of the thousands that were sent to help establish a modern public school system were the Derkums, from Richmond, Wayne, Indiana. The Derkum family, however, traces their beginnings in Wales, before becoming Hoosiers in America. Born in 1874, Adam C. Derkum studied and graduated from the University of Southern California. He was appointed to the civil service on 30 December 1903.

On 1 March  1906,  Dr. Adam Derkum, together with his wife Agnes, were assigned to Mexico, Pampanga. Alan became a supervising teacher, while Mrs. Derkum was put in charge of the intermediate school. In the years that followed, Dr. Derkum assumed a more prominent role as a Division Superintendent of schools in Zambales and Tarlac. He acquired a driver’s license in Manila so he could be more mobile as he attended to his duties in the region, often attending commencement exercises and giving addresses and speeches.

 On 31 March 1915, for example, he was at the evening graduation ceremonies of Iba central School in Zambales, where he awarded certificates and gave an inspirational talk to the class .  "The clear and distinct singing and speaking of the small boys and girls have won my heart”, Dr. Derkum said, “I believe that Zambales will be the first English speaking division of all the divisions in the Philippine Islands. Thus, it means that the larger part of the future young leaders and assembly men will be from Zambales”.  Hi address was met with deafening applause, as expected.

In the meanwhile, fellow Thomasite Frank Russell White,  had opened the first Philippine public high school building in Tarlac on September 1902. By 1915, the Tarlac Provincial High School had incurred much damage wrought by usage and time. Dr. Derkum, who had become the Division Superintendent of Tarlac schools, had a new building erected at a new location.  Wife Agnes Derkum became a teacher at this school and was the adviser of the 1918 pioneer graduating class.

In fact, at this first annual commencement exercises of the Tarlac High held on 27 March 1918, Dr. Derkum was in attendance as a guest speaker. He was there, along with Tarlac governor Ernesto Gardiner and principal Matthew D. Ashe to award diplomas and medals to class members, led by the valedictorian, Luciano Salak.

On 1 August 1925, he accompanied Mr. George R. Summers of the General Office  on a visit to Pampanga Agricultural School in Magalang.Both spent the whole day at this school observing academic classes and inspecting the nursery gardens and students’ farm reports.

Dr. Derkum took the lead in organizing various training programs for students,  through teacher camps and educational missions held in different provinces. He also looked into the conduct and performances of teachers ( for example, the status of a certain Miss Gilmer was investigated by his office).  As part of the American effort to promote physical education and national fitness, Dr. Derkum took part in the creation of the Philippine Amateur Athletic Federation, and became one of its founding members, that also included Manuel L. Quezon, Camilo Osias, Regino R. Ylanan and Jorge R. Vargas.

On a lighter note,  Dr. Derkum found much enjoyment when he attended the week-long "Pampanga Carnival and Provincial Fair", held from 20-26 February, 1925.  All the 22 municipalities of the province—including Camp Stotsenburg—participated in this exposition began with a parade of town floats presided by a princess-elect from the same. The fair was opened to the public by Princess Floridablanca, Eloisa Wolfert, after the speeches of Dr. Derkum and Gov. Sotero Baluyut.  

The next year, Dr. Derkum was chosen as President  and Chairman of the Executive Committee tasked with organizing the 1926 Pampanga Fair and Provincial Garden Day, This was to be one of  his last major activities as division superintendent of schools. Later in the year, the Derkums---with their four Philippine-born children in tow—returned to America where they would spend rest of their lives in California, even as the results of their life works in education continue to be enjoyed by a grateful Philippine citizenry.

*398. A Reunion: PAMPANGA HIGH SCHOOL, CLASS OF 1933

PAMPANGA HIGH SCHOOL CLASS 1933 ALUMNI AND THEIR FAMILIES. Reunion. Brookside Swimming Pool, owned by Renato Tayag and family.  Dated April 13, 1952

Pampanga’s premiere high school was just a little over a decade old when it graduated its classes of over 240 senior students in 1933. Some two decades down the road, members of this batch gathered in a resort in Angeles to hold their grand reunion. By then, many had established careers that for some, would flourish even more in the near future.

 From this large 1933 class, we can single out a few distinguished alumni who are certainly worthy of a place in the school’s historic roll of honor.

 Leading the list is Renato "Katoks" Dayrit Tayag (b. 9 Oct. 1915/d.1985) who graduated as the class valedictorian (Rosalina Catap was the salutatorian). “Katoks” went to the University of the Philippines and earned a Law degree in 1939, where future president Ferdinand E. Marcos was a classmate. Tayag later joined his law firm as a partner. During World War II, he saw action in Bataan as a field artillery officer. He was sent off to the U.S.in 1945 to study at the Judge’s Advocate School in Michigan. Tayag is well-known for his writings and journalistic feats. His most daring accomplishment was going on a forbidden journey to Red China in 1964. Tayag's books include The Angeles Story, Sinners of Angeles, Farewell to Irian, Odyssey in Southeast Asia, At Home and Abroad and Recollections and Digression, published in 1985 while a director of the Philippine National Bank. Angeles City, his birthplace, celebrated his birthday centennial in 2015.

 A batchmate who also embarked on a career in law was, Moises Sevilla Ocampo (b.27 Feb. 1916/d.1997) who gained national fame as a brilliant trial lawyer.Not only did he enjoy a long legal practice but he was also found success in politics, having been elected as a member of the Provincial Board of Pampanga. He spent the rest of his life in California.

 Choosing a different path was Diosdado F. Garcia. He pursued a career in the military, and as war clouds gather in the Pacific in 1941, Garcia worked as an instructor in the Infantry School at Camp Murphy under Gen. Mateo Capinpin, tasked with training new military graduates. Garcia rose to the rank of a Brigadier General Commanding General of the Armed Forces of the Philippines from 1962-1963, during the term of fellow PHS alumni, Pres. Diosdado P. Macapagal.

 Two classmates from the same batch became respected figures in Philippine media arts. The first, Jose Luna Castro (4 Mar. 1915/d.?), finished his English degree at the Union Theological Seminary before going to Syracuse University in New York for his Master in Journalism and Political Science. At one time, he was the press officer of the Philippine Embassy in Peking. Castro rose to become the Executive Editor of the Manila Times Publishing Company, which put out Taliba, Daily Mirror, Sunday Time Magazine. In 1966, he authored the Manila Times Handbook of Journalism, which has become an indispensable style guide for mass communication and journalism students today.

 On the other hand, Liborio “Gat” Gatbonton made a mark in the field of cartooning during the 1940s and 1950s. he did not proceed to college after graduating from PHS at age 17. Adept with drawing, the imaginative Candaba teen submitted his first cartoons which saw print on the newspaper, Tribune. Before long, he created the popular series "Jappy Days," a comic book that satirized the Japanese rule in the Philippines. “Gat” became the chief cartoonist and art director of the Manila Chronicle owned by the Lopezes. He illustrated covers, did editorial/political cartoons and was the first Filipino to win in international cartooning competitions, winning the Stanvac Journalism award for 7 times!

 On the distaff side, Dr. Evangelina Hilario-Lacson, who counts nationalists, patriots , writers and poets among her family, became the leading light of the province in the promotion of Kapampangan writing and language. She taught English and Literature at the Far Eastern University for over twenty year before joining the government as a regional manager for the SSS. After her retirement, she returned to the academe, and held  key positions at the Pampanga Agricultural College and Angeles University. Her book, “Kapampangan Writing; A Selected Compendium and Critique”, published by the National Historical Institute in 1984, has become a major reference of scholars of Kapampangan Literature. 

There have been others from this batch who may have taken different career paths, whose lives today may not be as high-profile as others. But regardless, all are bound by a common experience of being educated at Pampanga’s foremost institution of learning, proud graduates all of the Class of 1933.

*376. A PAGEANT OF BELENS IN GUAGUA

BELENISSIMO! The characters of Bethlehem come to life in this school production which were staple presentations in many Pampanga schools come Christmas time. Dated 1953.

 Christmas in old Guagua, like in all Catholic towns of Pampanga, is centered on the celebration of the birth of Jesus, in a decrepit stable in Bethlehem. The scene is etched in our minds this way: Jesus lying on a manger wrapped in swaddling clothes, His parents, Mary and Joseph standing watch. Around them, the Savior’s first well-wishers: shepherds and their flock, townsfolk, and the three Magis from the East. Above, an Angel hovers mid-air, proclaiming to one and all, “Gloria In Excelsis Deo!”(Glory to God in the Highest). This enduring image of the Nativity has remained with us since time immemorial, perpetuated in art and religious iconography.

Every Christmas, as late as the 1950s, the scene is replicated in many homes in Guagua, where a “belen”—a depiction of the Nativity using miniature figurines—is set up on a table, instead of the usual Christmas tree. More wealthy homes displayed marble, porcelain, wax or celluloid figurines figurines of the Baby Jesus, and all His attendant companions, housed in a constructed wooden stable, complete with real hay and grass. Modest homes were contented with cardboard replicas of these characters.

 Children would often gather around the “Belen” to gaze with wondering eyes on the scene before them. The owner of the house or a family elder would then recount the beautiful story of the Savior’s birth. Today, of course, Christmas stories would include the tales of Santa Claus, Rudolph, the Red-Nosed Reindeer and Frosty the Snowman! On Christmas Eve, the silent story told by the “Belen” is becomes a moving, living pageant.

An hour before midnight, a re-enactment of the Nativity story begins with the procession of the images of Birhen Maria and San Jose around the town. The procession stops at certain houses in the neighborhood, and a man, representing San Jose, starts to beg the house owner for refuge for his infanticipating wife. His pleadings are expressed in the form of a song. The house owner, enacting the role of a Galilean innkeeper, dismisses them. His refusal for accommodation is also rendered as a song.

 In the next few hours, the two images, followed by their entourage, continue to move from one house to another, where the actor’s implorings are met with the same cold treatment. They finally arrive at the Church, where a stable is found waiting for them. Here, the images are installed—the Virgin and his spouse finally find rest and a roof over their heads. Their arrival signals the beginning of a beautiful Misa Pastoral, or midnight mass, presided by the cura.

 The message of the Belen story, retold every year in Christmas pageants such as this Layunan tradition has never changed—it is one of birth and renewal, of redemption and resolution, of re-dedication to the cause of peace and goodwill. Heartfelt greetings of the Season, and sincere wishes that good health and fortune betide you and your families, throughout the coming years!!

*374. THE SUBJECT WAS SHOP

IF I HAD A HAMMER. Lubao Elementary School Shop Class for boys. 1936-1937.

 My least liked subject during my elementary days was Industrial Arts. Taught to fifth and sixth graders, industrial arts was meant to equip students with manual and vocational skills that one may find useful in a future career in woodworking, cottage industries and native crafts.

 American teachers paid attention to this non-academic subject as Pampanga’s economic activities seemed to revolve around those industries. Crafts such as buntal hat and basket weaving, pottery, blacksmithing, furniture making were known in such towns as Betis and Apalit. Which is why, when the Bacolor School of Arts and Trade made its curriculum, it included advanced courses in carpentry, furniture-making and iron works. It was just a matter of time that the subject was adopted in public elementary schools, under the name ”Industrial Arts”.

 I was a total klutz when it came to handling tools, and I couldn’t even tell a screwdriver from a can opener. So it was with much anxiety that I entered the Industrial Arts building located at the rear of the school—students simply called it “shop”. It was lined with long work tables and had cabinets full of carpentry tools, each little gadget in its own space. The teachers manning the ‘shop’ had a reputation for being ‘terrors’ so this did not help me in appreciating this subject.

But luck was on my side when I found out that our class was assigned to the more mild-mannered Mr. Dimabuyu. My parents knew him personally and they requested him to go easy on me. I had such a weak constituent that even a simple chore like pounding a hammer could trigger an asthma attack. So, for the next weeks, I was spared of carpentry work and was given drafting duties instead. I learned to draw schematic diagrams of every conceivable geometric figure known to man, using a T-square, a triangle and a ruler. I wonder if I could actually make a living out of this. After awhile, boredom set in and I started watching and helping my adept classmates with their handiworks that were becoming more interesting every day.

 The first project was a dustpan fashioned from old cooking oil cans and a piece of wood. The next was a shoe mud scraper made from soda crowns hammered onto a plank of wood. Simple enough. But the succeeding projects became even more elaborate, requiring more sophisticated tools and skills.

For the fruit tray, one had to be good not just in handling the jig saw but also in weaving rattan strips that constituted the side of the tray. The serving tray was the piece de resistance—individual bamboo tiles had to be cut and glued into place much like parquet—and then made even with a shaving plane. The surface was then hand varnished to gleaming perfection. Each finished piece had to be presented to Mr. Dimabuyu for grading.

With his critical eye, he took note of the accuracy of dovetailed pieces, the craftsmanship and the over-all aesthetics. Every flaw was met with a frown while the outstanding ones merited words of praise. In Grade 6, I felt courageous enough to take part finally in our shop class even if I was now under a terror teacher.

The first project stumped me though, a wooden animal pull toy with wheels. I simply could not handle a jigsaw, so I cheated by asking Sidring, our househelp, to do all the sawing, drilling and assembling.

Every day I would bring the pull toy, a work in progress, to the shop, sandpapering it to death so it would look like I was busy with it. I did the painting though, a no-brainer, but still I got a deduction for painting the toy dog green.

 Later, in the school year, a radical set-up was introduced for intermediate students—both boys and girls-- which took us by surprise. The role-reversal experiment called for the girls to take Industrial Arts and Gardening, and the boys to study Home Economics. We had to learn the parts of the sewing machine, do kitchen work and hawk merienda food from class-to-class. That was the worse part as the sight of boys in aprons selling kakanins always caused people to snicker. The girls, on the other hand,  were actually doing well with their bamboo-and-paper parol project.

 It was only when I began living alone that I learned to appreciate this subject now absent in most school curriculum. Industrial arts did not make a handyman out of me, but it sure did prepare me in coping with the challenges of home improvement and repair, which I think I am now capable of doing. With my basic knowledge of carpentry, I could frame pictures, install shelves, mend broken furniture—thanks to the subject I loved to hate—industrial arts!

*370. TEATRO SABINA: Where Zarzuelistas Take Centerstage

LIFE STAGES. The venerable Teatro Sabina of Bacolor, is the venue for the play, "Reina Malaya", produced and performed by students of Pampanga Trade School. Note the figure of Uncle Sam on the left, which would suggest that this play had a patriotic theme like many plays of the period. Ca. 1927.

In early 20^th c. Pampanga, Bacolor’s first and premiere theatre – Teatro Sabina – was where Kapampangan actors and singers, playwrights and composers,  congregated to give vent to their new, artistic pursuits before an adoring town audience.

One such novel art form was the ‘zarzuela’, a play that was both sung and acted by performers,with dialogues and song lyrics in Kapampangan. The Kapampangan ‘zarzuela’ was a product of a brainstorm by the 3 leading poets and dramatists of their time: Proceso Pabalan (Byron) , Juan Crisostomo Soto (Crissot) and Felix Galura (Flauxgialer), who thought of combining declamations and songs in one stage play, sometime in 1900.

Previous to this, staged drama consisted of moro-moros and kumidyas, which only had straight and long dialogues that caused many an audience to sleep in the middle of a play. The group enrolled the services of composer Amado Gutierrez David to create song melodies, and soon, the first zarzuelas emerged from their prolific pens. Pabalan wrote his zarzuelas (Ing Managpe and Magparigaldigal) and Soto his ‘Paninap ng San Roque’.

The rehearsals for the ‘zarzuelas’ were held in the spacious residence of  Mateo Gutierrez-David, father of composer Amado and another zarzuelista—Jose Gutierrez-David, the future justice of the Supreme Court. The Gutierrez-David house is thus considered as the birthplace of Pampanga zarzuelas.

But a permanent venue was needed to accommodate the large repertory of actors, musicians and backstage hands – not to mention the audience. Luckily, Indang Sabina Joven, the unmarried sister of Pampanga’s governor, Don Ceferino Joven, had an idle plot of land in downtown Bacolor. With the help of her family, a theater was constructed that was to bear her name—Teatro Sabina. To further honor her, the performing troop called itself Compania Sabina, which toured all over Pampanga, Tarlac and even Manila.

Many zarzuelas—now considered classic—had their gala performances at Teatro Sabina, which was praised for its excellent acoustics, courtesy of water wells dug in strategic parts of the theater grounds. Pabalan had the privilege of having his zarzuela, “Ing Managpe” (The Patcher) staged first at the renowned theater on 13 September 1900, followed by Crissot’s ‘’Ing Paninap ng San Roque” (1901) and “Alang Dios” (1902).

Hundreds of zarzuelas were written and produced afterward, with many becoming word-of-mouth hits like “Ing Sultana”, “Mascota”, “Sigalut”, and “La Independencia”. Teatro Sabina became a popular venue for staging plays produced not only by professional theatre groups but also by drama guilds of nearby schools.

In 1909, the Teatro Sabina was reconstructed and remodelled. When inaugurated anew, a commemorative board was placed above the frontage of the stage, on the proscenium arch. It contained the names of Pampango dramatists and composers who played major roles in promoting the Kapampangan zarzuela: Proceso Pabalan, Juan Crisostomo Soto, Felix Galura, Pascual Gozun, Pablo Palma, Jose Prado, Amado Gutierrez-David and Jose Gutierrez-David.

The zarzuela era flourished for about 3 decades, thanks to Teatro Sabina.  The support from the Joven family continued until financial difficulties set in. The legendary theater ceased operations in the late ‘20s, ending the golden era of Kapampangan theater.

*363. PAMPANGUEÑAS AT LA CONCORDIA

CAPAMPANGAN CONCORDIANS. Kapampangan internas of La Concordia College, most from well-known families of the province, are shown in this 1928 photo at the school grounds.

 In the 20s and 30s, class pictures were taken and classified not just by grade levels or sections, but also by the provinces from where the students came from. This custom of regional classification arose at the same time as school clubs were being formed based on one’s provenance. In the early days of the U.P. , there were officially-recognized clubs such as the Pampanga High School Club, which counted as its exclusive members, only PHS alumni.

 I have seen many group pictures bearing captions as “Seminaristas de la Pampanga”, “Pampango-Speaking Students at Philippine Normal School”, and most recently, this snapshot of a bevy of young Kapampangan ladies, identified as “Pampangueñas at Concordia”. This picture, which dates from 1928, not only identified the La Concordia students by number, but also the towns from which they originated.

 Colegio de la Inmaculada Concepcion de la Concordia was a school founded by Dña. Margarita Roxas de Ayala in 1868, built on her estate located on Pedro Gil in Paco. She donated this land for the erection of a girl’s school which was run by the Daughters of Charity of St. Vincent de Paul. The school, with its initial staff of “imported”teachers, attracted students like Rizal’s sisters—Olimpia, Saturnina and Soledad, and other children of prominent families, from nearby provinces, Pampanga included.

 This photo shows young Kapampangan “internas” (student boarders) whose surnames reveal their privileged background. Detached from the comforts of their homes and familiarity of families, these girls were sent to Manila, with their board and lodging paid for monthly by their parents, with the goal of giving them proper education, befitting young women of their generation.

 So, whatever happened to these La Concordia Girls of 1928. I tried my best to find out what happened after their school years in one of Manila’s elite girls’ schools, guided by the names written on the back of the photo.

Fil-Am Barbara Setzer (1) and her younger sister Estela (15) were both from Angeles. Their parents were George Seltzer, and American, and Maria Dolores Lumanlan, who were married sometime in 1912. All 6 children (including Mercedes, Frank, John and Clara) were born in Angeles. Barbara was their second eldest, born on 4 December 1912. She died in San Francisco, California. Benita Estela Seltzer or Estela (born 21 March 1918) was just 10 years old when this picture was taken; she too, moved to the U.S. when she came of age.

 Catalina Madrid (2) is listed as having Macabebe as her hometown while Girl #3 is unidentified. Another Macabebe lass is Gregoria Alfonso (10); Alfonso descendants continue to reside in the town to this day.

 Araceli Berenguer (4) comes from the prominent Berenguer family of Arayat; she has three other kabalens in this photo, Maria Tinio (16), Flora Kabigting (6) with a familiar surname now associated with the halo-halo that made the town famous, and Rosario Dizon (13), who grew up to be a national Philippine Free Press Beauty of 1929.

 Little is known of Salud Canivel (5) who is from Candaba as well as Girl No. 14, identified only as Natividad R. Margarita Coronel (7) comes from the well-known Coronel family of Betis, Guagua. After La Concordia, she went to the University of Santo Tomas, where she excelled in Botany. A rare angiosperm she collected in Betis in 1934 is included today at the UST Herbarium. 

Loreto Feliciano (8) and her younger sister, Luz (17) are natives of Bamban, Tarlac. Loreto is better known as the wife of the late Robert ”Uncle Bob” Stewart, the pioneer TV broadcaster who founded DZBB Channel 7, and host of the long-running TV show, “Uncle Bob Lucky 7 Club ”. 

The Nepomucenos of Angeles are represented by cousins Pilar (9) and Imelda (12). Feliza Adoracion Imelda Nepomuceno (b. 29 Nov. 1912) was the daughter of Jose Fermin Nepomuceno with Paula Villanueva. She married Dr. Jose Guzman Galura later in life. 

Her first cousin Pilar, (Maria Agustina Pilar Nepomuceno, b. 13 October 1911) was the daughter of Geronimo Mariano (Jose Fermin’s older brother) and Gertrudes Ayson. As Miss Angeles 1933, Pilar represented the town in the search for Miss Pampanga at the 1933 Pampanga Carnival and Exposition. She later married Dr. Conrado T. Manankil and a daughter, Marietta, also became Miss Angeles 1955.

 What we know of their later lives as adult women suggests that they did fairly well, making good accounts of themselves as mostly successful mothers and homemakers. But in 1928, they were just a bunch of young Kapampangan La Concordia interns, bound together by a common tongue and culture—sweet and giggly as all other typical girls of their age---with the prospects of the future still far, far away.

*352. THE OLD SCHOOL CANTEEN

WHERE EAT'S AT. The Pampanga High School canteen, located at the school grounds, was just a modest wooden structure built to serve as an eating area for students during their recess and breaks. Ca. Late 1950s

 Who can forget the old school canteen? The sound of the bell indicating the start of recess would have us scampering towards our school canteen—that ramshackle building that sold more than refreshments and snacks for hungry students, but also provided a casual place for lively discourses, from the trivial to the sublime, while partaking of cheap spaghetti, Chiz Curls and Sunkist in tetra-packs.

 The concept of a canteen was nonexistent in my elementary years. Always, we ate our food in the classroom, bought from student vendors (recruited from the Home Economics classes) who went from room to room selling kakanins like kalame, palitaw and mochi. Otherwise, we would buy snack items from makeshift stalls around the perimeter of our school, to be eaten within the school grounds during our break time.

 It was different when I set my foot in my new high school in the city—it had a separate structure for food and refreshments. Every 9:30 a.m., all hell broke loose in the mad dash to be first in line at the canteen—the sooner you were served, the more time you can indulge in eating and socializing. 

Oh yes, it was in the canteen that various clicque were formed and friendships forged for a brief 15-20 minutes, and one’s station in the school could be gleaned from the composition of students in one table. Nerds and runts would occupy one table, and the more boisterous ones in another.

 Our school canteen was managed by the family of one student, who happened to be a classmate, and it had the basic stuff we needed to satisfy our growing appetites. Manning the fort was the loquacious Mrs. Antonio, who exuded a Mother Earth-ly aura with her matronly girth. She could not keep still at her post, making sure everyone was served efficiently, promptly.

 A typical morning merienda included such choices as spaghetti with ketchup-y sauce laced with hotdog slices (my favorite!), recado-less pancit guisado, watery sampelut, siopao, assorted sandwiches (cheese pimiento was a staple) , Chippy, Chiz Curlz –which we downed with softdrinks and orange juices in triangular cartoons—plus candies galore. The scene would be repeated come lunch time, and the canteen would be full to the rafters by noon.

I shied away from the canteen at this time, preferring to eat my packed lunch elsewhere with my best friend. Our secret break spot was at the rear of the school, under a thick canopy of bonggabilya leaves. Here, hidden by the thick foliage, we could enjoy our lunch, wrapped in banana leaves, away from the bullies whose nasty habit it was to mooch for ulam! There was not a week that I did not have porkchop or fried chicken for lunch, for some reason, I never had vegetables.

 Since the break time was a full hour, students had more time to linger—perhaps to review Physics lessons, learn a few chords from the latest issue of Jingle Magazine, character assassinate a teacher, and for the more daring ones—sneak a few puffs of smoke.

 A more serious transgression done to the canteen was the constant disappearance of plates and utensils. I remember Mrs. Antonio making a plea to our class, to please, please return the plastic yellow plates lest she gives up the canteen. I don’t know if the plates were returned, but the Antonios operated the canteen till we all finished high school.

 The sound of the bell after an hour would indicate the end of lunch, and the start of the afternoon session, which would invariably lull students to sleep, including me. The saving race would be the 3:30 pm. bell, signalling our final trip to the canteen. I would buy only a few pieces of candy like Lipps and Vi-Va by this time, preferring to save my appetite for dinner.

 I continued to be a canteen habitué in my university years, even if the big canteens there were impersonal and cold. There were no Mrs. Antonios to warm you up with a smile and a “good morning”, only uniformed attendants who served then swiped your tables cleaned, then moved on to the next . The menu was more sophisticated, with fancy entries like “flying saucer”, “club sandwich”, “sloppy joe sandwiches”. But where, oh where is my “putung babi” and “sampelut”?.

 Then and now, school canteens continue to serve the same purpose for both idlers and socializers. For the latter, a canteen is a place to see and be seen, to display trophy friends, grab a bite--and attention. As for the bored and the lonely, here’s a friendly advice: ”If you have nothing to do, do it here—in your old school canteen!!”

*341. DR. BIENVENIDO S. GONZALEZ: University of the Philippines' Two-Time Kapampangan President

DR. BIENVENIDO S. GONZALEZ: Two-Time President of the University of the Philippines from the prominent Gonzalez family of Apalit that includes Joaquin Gonzalez, Augusto Gonzalez and Bro. Andrew Gonzalez. ca. 1934.

 When Dr. Bienvenido Sioco Gonzalez assumed the presidency of our esteemed state university in 1939, he accomplished many firsts---the youngest head to be so named at just 46 years old, and the very first alumnus to do so. He made history again in 1945, when he was reappointed, making him the only president to hold two terms.

Gonzalez was born on 22 November 1893 in Apalit, Pampanga, the son of Don Joaquin Gonzalez and Dña. Florencia Sioco. His father had been the rector of the Universidad Literaria de Filipinas, a school of higher learning founded by Philippine president Emilio Aguinaldo in Malolos. He was one of the earliest graduates of agriculture at the University of the Philippines in 1913.

After his collegiate studies, he earned a scholarship at the Wisconsin State University, as one of the first batch of Filipino pensionados. There, he obtained his Master of Science in Agriculture in 1915. Gonzalez further took doctoral courses at the John Hopkins University, before returning home to the Philippines. He was immediately recruited as an Assistant Professor of Animal Husbandry at his alma mater, a post he held for 6 years. He quickly rose in rank, first promoted as a department head and later, Dean of the College of Agriculture in 1928.

Back home in Pampanga, he put his agricultural expertise to good use, becoming a sugar planter like his father before him and a businessman. He served as a member of the Board of Directors of the Pampanga Sugar Development Co., (PASUDECO).

In 1939, he broke barriers by being installed as the sixth president of the University of the Philippines, amidst opposition due to his “non-intellectual” animal husbandry background. But he rose above all these, lobbying for the opening of a College of Nursing, the founding of the UP Carillon and the use of Tagalog as a national language.

The war disrupted 6-year term and, rather than serving under the Japanese rule, he stepped down from his post, to be replaced by Antonio Sison, until the Liberation. He reassumed the Presidency in 1945 amidst the ruins and reconstruction following the War. But he forged ahead, making a very crucial decision to move major school operations from the damages Padre Faura campus to the new, but distant and empty Diliman area, a vast 493 hectare property donated by the Tuason family. He successfully obtained Php 13 million from the U.S. War damage Commission which he used to rebuild a new University of the Philippines campus.

The very vocal Gonzalez persevered and succeeded in concretizing his vision for the University despite media criticisms and differences with then Pres. Elpidio Quirino. For instance, he disapproved an honorary degree that the government want conferred on Indonesian President Sukarno. He openly welcomed Quirino’s staunchiest critic, Claro M. Recto, as a speaker at one commencement exercise. He also spurned an offer to become a Cabinet Secretary under Quirino’s administration.

As a final straw, he resigned from his post in 1951, to be succeeded by another Kapampangan, Vidal A. Tan. Gonzales was married to the former Concepcion Rafols. A daughter, Eva, followed in his footsteps by also becoming a professor at the U.P. He died on 30 December 1953.

*334. Pampanga's Schools: DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY, Bacolor

ESCUELA PRACTICA DE ARTES Y OFICIOS DE BACOLOR. The newly reconstructed trade school, as it appeared in 1909. Damaged during the Revolution, the school was rebuilt using funds donated mostly by the native elite of the town. Today, Don Honorio Ventura Technological State University is a premiere technological university of the region. Luther Parker Collection, 1909.

While the Americans are recognized for reforming Philippine public schools, the Spaniards are credited for founding the first trade schools of the country, starting with the vision of Augustinian P. Juan Zita to help young but underprivileged youths of Bacolor. Bacolor’s elite, led by Don Felino Gil, donated the land and raised funds for the establishment of a school devoted to manual training and education. Thus was opened the Escuela Practica de Artes y Oficios de Bacolor, in 4 November 1861.

Initially, the school offered courses in carpentry, furniture making, ironworks and other practical arts, until the operations were interrupted by the Philippine Revolution. The school was converted to an ammunitions plant that supplied the Republican army with guns and bullets. The school sustained heavy damage as a result.

The school reopened in 1905 as Bacolor Trade School. Now under the Americans, the school underwent major reconstruction from 1906-07 at a cost of Php 12,000. At the grand inauguration of the new edifice, distinguished guests like former Gov. Ceferino Joven and Acting Director G.N. Brink, plus prominent members of both local and the American community graced the occasion that culminated in a lavish ball.

American instructors were at the helm of the school, teaching carpentry, wood craft, furniture making, weaving and embroidery. It was once again renamed to Pampanga Trade School in 1909. In 1911, the school observed its 50th anniversary, a milestone that was marked with yet another festive celebration held on 4 November.

A secondary curriculum that included Building Construction for boys and Domestic Science for girls was offered in 1922. Recognized as a regional trade school and renamed as Pampanga School of Arts and Trade, it added technical education courses in 1957. Pres. Diosdado Macapagal signed a decree in 1964, officially changing the name of the school to Don Honorio Ventura Memorial School of Arts and Trades (DHVMSAT) in honor of philanthropist Don Honorio Ventura, a native son of Bacolor who once helped Macapagal financially as a struggling student.

In 1978, under provincial governor Estelito P. Mendoza, the school became a state college. Curricular expansion led to the offering of courses such as Industrial Education, Engineering, Architecture and Home Economics. Masteral degrees were likewise offered in such fields as Public Administration, Education, Educational Management as wells as a Doctorate in Education in 2003. 

In June 2009, a house bill sponsored by Congressman Aurelio D. Gonzales, Jr.that called for the school’s conversion into a technological state university was passed and approved, that paved the way for the passage of a Senate Bill sponsored by Sen. Lito Lapid. On 9 December 2009, then Pres. Gloria Macapagal-Arroyo signed Republic Act 9832, finally declaring the school as Pampanga's first and only state university—the Don Honorio Ventura Technological State University.

From its humble beginnings, DHVTSU has grown by leaps and bounds, yet it continues to hold fast to its original mission envisioned over one hundred and fifty years ago--to keep the flame of technology alive so it may be used to improve lives, and enrich the future.

*332. Hands on the Future: LEARNING THE INDUSTRIAL ARTS

OUT ON THE FARM. Young farmers pose for a pcture before the Domestic Science building of Mexico Elementary School. Ca. 1920s.

In revamping the curriculum of Philippine schools, emphasis was given by American teachers to subjects called Industrial Education (for boys) and Domestic Science (for girls).

To improve the basic motor skills of children, schools started offering vocational and manual training, teaching boys handicrafts, carpentry, weaving, toymaking and gardening.

On the distaff side, girls were trained on home arts that included sewing and embroidery,  marketing, cooking and house cleaning (yes, there is a systematic process in waxing and buffing floors!).

I was one of the hapless students of the 1960s who took up this required subject at Mabalacat Elementary School, which was quite an ordeal to finish. First, I was never handy with tools, and second, I hated gardening under the hot sun. I was eventually exempted from the subject because of my fragile health, but relief would not come easily; I was cross-posted in the Home Economics class of the girls where I ended up peddling snacks from room to room.

 Students have no one to blame but Harvard graduate Fred W. Atkinson, who, in 1902, was appointed as General Superintendent of Public Instruction in the Philippine Islands by Gov, Gen. William Howard Taft. The 35 year old former high school principal quickly reformed the school system—imposing the use of English as the language of instruction, the importation of teachers (known today as Thomasites), and of course, the integration of industrial and domestic arts in the elementary level curriculum.

 As was expected, the importance of the subject was lost on Filipino parents who sent their children to school—in the first place--to save them from a life of hard, manual labor. Unpopular with teachers, Atkinson was dismissed and was assessed as a failure. He was replaced by David Prescott Barrows who included the education-deprived barrios in his goal to develop a ‘cultured peasantry’. He re-skewed the emphasis on academic subjects, like Reading, Writing, Grammar and Spelling. He argued that manual training will only chain Filipinos to a life of peonage.

 But of course, Industrial Arts continued to be taught in primary schools all the way to the 70s and 80s. Manual training subjects became less and less laborious, in the case of needlework and drafting. Garden plots gave way to new school wings and Home Economic buildings were either knocked down or adapted for re-use as spare classrooms, until the subject of practical home arts was no more.

 My manual dexterity has not improved a bit in my use of a simple coping saw and hammer. Nor am I exactly a green thumb today. But for sure, the training has given me a better appreciation of the skills and efforts of people who use their hands for a living—from the anloagues, pandays, masons, cocineras, modistas and bordaderas of yesteryears to the talented Kapampangan furniture makers, culinary masters, potters, parol makers, and landscape gardeners of today. In their deft hands, they shape the future of our commercial, industrial and agricultural progress.

*299. History in Sports: CENTRAL LUZON ATHLETIC ASSOCIATION MEETS

HIT AND MISS. An inter-school outdoor women's softball competition gets underway in San Fernando. Ca. mid 1920s.

The region’s premiere inter-provincial athletic meet began in 1908, when American school superintendents from Bulacan, Nueva Ecija, Pampanga, Tarlac and the Central Luzon Agricultural School organized a sporting competition in Malolos, as a way of promoting sports consciousness towards developing a sound mind and a healthy body. The athletic meet also aimed to foster goodwill and the spirit of sportsmanship and fair play among the youth. Thus, the first ever Central Luzon Athletic Association was held on 22 February 1908, in Malolos. As expected, the host province of Bulacan ruled the centerpiece track and field events, emerging as the overall champion. The pioneer games featured a few number of sports including baseball (outdoor and indoor, for girls), basketball and volleyball.

From the time of the inception of the CLAA meet, Pampanga’s athletes rose to the occasion by consistently delivering gold medal-worthy performances for the home province, clinching their first championship in 1913. In the early editions of the meet, Kapampangan ball players dominated the basketball events starting in 1915, with a 4-year winning streak from 1917-20. Pampanga’s women’s softball teams snapped Bulacan’s 4-year championship run (1916-1919) by capturing the crown in 1920, defending the title for 8 amazing years. So much for girl power! The boy’s volleyball team, on the other hand, smashed their way to three-peat victories in 1932, 1933 and 1934.

Notable Kapampangan athletes who left their mark on the cinder track include Pedro Chanco, who, in 1913, ruled the 50 Yard dash in 5.6 secs. The time remained unbeaten until the event was subsequently discontinued. Only one managed to equal the record in 1915—Rufino Dimson—also of Pampanga! All-time records were set by Salvador Garcia, whose time of 10 secs. Flat in the 100 Yard Dash in 1923, stood for 12 years. He also held the record for the 220 Yards, with a time of 23.4 secs. Meanwhile, Pampanga’s 880 Yard Relay Teams first established the meet record of 1 min. 38.6 secs. in 1915, which was equaled in the 1917 and 1918 outings of the games. The great runner, Wenceslao Dizon was a member of the relay team in all those winning years.

 In 1925, Francisco David set a meet record of 11 secs. in the 100 Meter Dash, equaled only in 1934 by kabalen, Roberto Buñag. Buñag did one better by running the 100 Meter High Hurdles in 16 secs.—a new meet record. Then, he anchored the 400 Meter Relay race with Cayetano Coronel, Abel Quiwa and Eustaquio Sunga to establish a new meet mark of 46.6 secs. Just a year before, team mate Sunga rewrote the record for the Running Broad Jump with his leap of 6.31 meters.

Out on the field, Pampanga’s Andres Arceo tied wit Nueva Ecija’s Miguel Sujeco in setting a Pole Vault record of 11 feet, 4 inches in 1926—a new meet standard. The hefty teener Amando P. Quioc heaved the 16 lb. Shot Put to a record-breaking distance of 9.73 meters in 1934. Quioc would later become a future mayor of Mabalacat in the late 1950s.

The CLAA meets continued through the 40s. interrupted only by the War. By the 1950s, all 7 Central Luzon provinces—Bulacan, Bataan, Zambales, Pampanga, Tarlac, Nueva Ecija, Pangasinan-- were active participants of the “carnival of sports among the public yuoths of Central Luzon”. Pampang first hosted the annual meet on 20 January 1912, in the capital town of San Fernando.

Many changes have been instituted in the meet by the time the 1958 edition was staged again in Malolos—the second post-Liberation games hosted by the province. Other than the popular ball games and athletics, medals were also contested for the native game of “sipa”. Stand-outs that years was Pampanga’s Basketball Team coached by Rafael Aguilar. On the list of track stars were: Jesus Marcelo, Rufino Henson, Andres Soto, Ricardo Singian, Vicente Sampang, Pablo Batac, Rosa Mercado, Leticia Tolentino, Filipinas Tulabut, Elizabeth Pike, Encarnacion Magat and Gloria Simeon.

The meets of CLAA were re-named as Central Luzon Regional Atheltic Association Meets (CLRAA) in the 60s. Pangasinan was reclassified as part of the Ilocos Region; its athletes thus, were absorbed by the Ilocos Regional Athletic Association. By the 70s, the expanded program of events include disciplines such as Cycling, Aquatics, Gymnastics and Martial Arts. The games also accommodated athletes from both the Elementary and Secondary Divisions. Medallists go on to represent the region in the national games, the Palarong Pambansa-- from which future members of the Philippine Olympic team are identified for training in the national pool.

 The most recent staging of the CLRAA meet was held at the Zambales Sports Complex in Iba, from 20-25 February 2012. The event drew over 13,000 athletes from all Central Luzon provinces that now include Aurora, and from the cities of Angeles, San Fernando, Cabanatuan, Gapan, Muñoz, San Jose (N.E.) , Malolos, San Jose del Monte, Tarlac and Balanga. Pampanga placed second to the overall champion, Bulacan.

*294. MATER BONI CONSILII SEMINARY

YOU MATER HERE. Seminarians of Our Lady of Good Counsel Seminary pose for their class picture. The seminary was first located in Guagua, which dates this photo to the 1950-51.

Since 1950, hundreds of boys have found and fulfilled their calling in the premiere seminary of Pampanga, Mater Boni Consilii (Mother of Good Counsel) Seminary—or simply called “Mater Boni”, presently located in San Fernando. Its history spans a little more than 5 decades, involving 3 Pampanga towns and key characters that included 3 men on the verge of priesthood and a bishop who gave the impetus for the seminary’s foundation.

It all started with a visit to the newly-named Bishop of San Fernando, Most Rev. Cesar Ma. Guerrerro D.D. by seminarians Basilio David, Eulalio Yabut, and Antonio Ibay. When asked about the planned projects for the new diocese of San Fernando, the bishop revealed his dream to build a boys’ school where subjects like Math and English could be taught—not a seminary in the strictest sense of the word. But one thing led to another, and on 4 July 1950, a building (now known as the Rufino Cardinal Santos Bldg.) in Guagua was out up to house “Mater Boni Consilii”, a boys’s school so named after the good bishop’s favorite devotion.

Mater Boni was initially conceived as an adjunct to St. Michael’s Colleges as it certainly did not function as a seminary---the handful of student enrollees there were even issued report cards from St. Michael’s. Later, it adopted the secondary curriculum of San Jose Seminary that incorporated the study of the classics and the languages like Latin and English. As its curriculum evolved, so did the school. Eventually, Mater Boni was officially transformed into a seminary manned by no less than the 3 seminarians—now ordained as priests—whose visit stirred Bishop’s Guerrero into actualizing his vision : Fr. Basilio David (Rector), Fr. Eulalio Yabut (Spiritual Director) and Fr. Antonio Ibay (Procurator).

The seminary heads expected only about 5-6 initial seminarians, but to their surprise, 38 boys enrolled. It was clear that a bigger space was needed to house the growing seminarian population. In 1951, Mater Boni Seminary was moved to Apalit , but the same problem plagued the school: lack of funds, low salary scale for teachers. Newly-ordained priests were deployed by Bishop Guerrero to mentor seminarians, a job that held very little appeal.

 It was only in 1956 that the full 4-year course was offered, but due to the inadequacy of the school, the students, in their de riguer black cassock and blue sash, never numbered more than 70. Inspite of all these, interest for the priestly vocation continue to remain high, which prompted the final relocation of the seminary to a bigger, better place in San Fernando in 1962.

The site in Del Pilar was actually part of a property owned by the Diocese of San Fernando at that time. The 10-hectare lot would come to be shared equally by Mater Boni and the Assumption College (now a University), established by Most Rev. Emilio Cinense. The seminary—which now comprises both a Minor and Major Seminary –has a number of primary edifices in its ground: a 3-storey Administrative Building, St. Aloysius Gonzaga Hall (housing classrooms, dorms, study halls and blessed by the Most Rev. Carlo Martini on 7 June 1964), and the Theology-Philosophy Building. A chapel, a library, a refectory and an auditorium complete its infrastructures.

In the course of 5 decades, Mater Boni has produced a number of Kapampangan high-ranking religious leaders that include Archbishop Paciano Aniceto D.D. of Sta. Ana, the late Bishop Jesus Galang, Bishop Roberto Mallari and Bishop Pablo Virgilio David. Through the institution’s portals also passed two Bishop Formators: Bishop Onesto Ongtiuco of Cubao and Bishop Florentino Lavarias, assigned in Zambales. Today, the seminary continues with zeal, its tradition of raising and molding young boys into well-rounded Catholic men of character--that they may be credits to God, the Church, the country and to the whole “Mater Boni” family.

*284. CANDABA CENTRAL SCHOOL

CANDABA CLASS OF '48. Grade Two students of Candaba Central School, post-war batch 1947-1948.

On 21 August 1901, the Thomasites—a group of teachers recruited from America—arrived in Manila Bay, Philippines on board the transport U.S.A.T. Thomas with the intent of introducing a new system of public education in the country. Twenty five were fielded to the province of Pampanga, and three teachers made their way to Candaba town.

The Candaba Thomasites not only taught by example and trained local teachers, they were also instrumental in setting up schools. On 6 February 1902, they helped put up the Candaba Central School in the Poblacion at a cost of P1,000. The Candaba Central School was the predecessor of the Candaba Elementary School, which continues to be a primary institution of learning for the children of Candaba.

In 1908, under the municipal presidente Pedro Evangelista, barrio schools were established in Lanang and Bahay Pare. Due to the growing higher education needs of the town, intermediate schools (offering Grade V thru VII) were established in Barrio Salapungan and Barrio Mandasig.

*282. THE 1934 GUAGUA NATIONAL INSTITUTE DAY

MISS FIDES 1935-36, Rosario "Charing" Bacani, one of 3 muses of Guagua National Institute (G.N.I.) during the 1935 G.N.I. Day celebration.

Of the province’s premiere centers of education, Pampanga High School may have the longest and most celebrated history, but Guagua National Institute certainly is not far behind. Founded in 1918 by Fr. Nicanor M. Banzali, G.N.I had become the largest institution of learning in Central Luzon by 1933, with recognized courses in Primary, Intermediate and High School and authorized courses in preparatory education.

That is why, when January 1934 came along—the 15th year of G.N.I.’s foundation, school officials planned for the biggest bash ever to mark the institute’s remarkable milestone. The two-day affair was dubbed as G.N.I. Day, and on the first day—January 20—an inter-school sports tournament was held, with various sports like basketball, tennis and other ‘play-round’ games contested by students.

The major spectacle was reserved for the main day—January 21—with an afternoon parade touted as the longest one in the school history. Not only did the students, teaching staff and other G.N.I. personnel join the ‘parada’, but 21 invited private schools from Manila and other Pampanga towns sent their own delegations—marching bands, sports teams and student contingents--to add color to the festivities.

Highlighting the motorcade were the floats of the muses of G.N.I.—Miss Fides, Miss Scientia and Miss Patria--so named in reference to Fr. Banzali's vision to set up an educational center which aimed to inculcate "faith in God, search for knowledge and love of country in the minds of youth". Later in the evening, they were individually crowned by the reigning Miss Philippines of the 1933 Manila Carnival, Engracia Laconico, and her two princesses, Charity Crow (Miss Luzon) and Angelina Biunas (Miss Mindanao).

A ‘concierto musical’ followed as a tribute to the 3 national beauties who took centerstage along with the G.N.I muses. Conducting the orchestra were Prof. Mercedes Matias Ossorio and Prof. Jose Cummins. The unforgettable Foundation Day of Guagua National Institute merited a front cover report on the leading Kapampangan dailies of the day

Today, the institute—now known as Guagua National Colleges, where 'knowledge and learning is at its best" –is still in operations, under the presidency of Atty. Ricardo “Dong” Puno. It recently observed its 94th year on January 2012. With its centennial just six years away, G.N.I. will surely aim to recapture the gloss and grandeur of its 1934 celebration, when the largest private non-sectarian school of the province put on a spectacle unrivalled in scale and unforgettable for years.

*275. BUILDING GOOD CITIZENSHIP

IN THOUGHTS, IN WORDS, AND IN DEEDS. Officials of the "Good Citizenship" for 1927-28. Guagua Elementary School, Guagua, Pampanga.

The earliest memory of my school days were the flag ceremonies that were held every morning without fail—exactly at 7 a.m. , at the courtyard of our elementary school. There we were herded every day, in two lines, and, with the motion of a teacher’s hand, we stood in attention to attempt to sing the “Pambansang Awit”, as the Philippine tri-color was solemnly raised. Afterwards, a senior elementary student led us in reciting the patriotic pledge that began with “Iniibig ko ang Pilipinas..”. There was absolutely no talking and no moving about the whole time the 15 minute ceremony was conducted, which behooved many of us 6 year old first graders—we didn’t even have the lyrics of the national anthem memorized---all we knew was that we had to keep still lest we get an icy stare from our teacher.

Only later did we learn that we had just taken part in the first step towards building good citizenship; by singing our national hymn and pledging our allegiance to the country, we affirmed our status as proud and free citizens of the Philippines. The next few years, more acts of good citizenship were to be demanded from us – at home, in school, and the community in which we lived.

A whole course was taught in Grade 5 and 6, to instill in us how a good Filipino citizen should act. It began with lectures on our rights and duties as citizens—including the four freedoms—freedom of speech, religion, fear and want. Similarly, we were told of our right to vote—and we put this to good use when we started voting for our class officers. With my excellent penmanship, I was a shoo-in for the position of Class Secretary, a post I held until graduation. I never did get the Presidential post, but at least the whole class got to see my handwriting on the bulletin board.

Many schools, in fact, went beyond including Good Citizenship subjects in its curriculum but also organized clubs that promoted the basic principle that the child is a citizen and that from his earliest years, he must be given training and should undergo experiences in citizenship living. Members of the club were encouraged to attend community activities and sit in local barrio meetings so they will be in the know insofar as community issues and interests are concerned.

Goodness how many civic activities we planned, organized and actively participated in! We made posters and slogans to support our community health drives. To demonstrate self-reliance, we had our own Green Revolution project right in our own high school, planting all sorts of vegetables in vacant lots that we quickly transformed into a green garden patch. I remember also a composting project—our early contribution to recycling. In college, we were required to have at least 24 hours of community work under the “CivAc” course, which was integrated in our R.O.T.C. military training. Most of these entailed cleaning the neighborhood—hauling and collecting trash, repainting graffiti-covered walls and planting of trees.

It is good to know that teaching good citizenship continues today, under “Sibika”. Developing a civic conscience is difficult in an age where self-centeredness seem to be the trait of this “I-me-mine generation”. Only when all of us consciously and actively seek to take part in the affairs of our country, work for the welfare of our community and practice in our individual lives the highest civic and moral standards can we finally say that we are indeed Filipinos, “sa isip, sa salita at sa gawa.”

*268. My Teachers' Yearbook: TERRY SANGUYU & PAULA SUEMURA

Like most Mabalacat kids, my early learning years were spent in the town’s largest public school—the Mabalacat Elementary School. It was located right next to the municipio, at the side of the big church, a typical Gabaldon building of concrete, slightly elevated, with large swinging capiz windows and wooden flooring. Beginning at age 6, I went to my classes here along with 30 or so classmates, our education and character molded by a series of teachers who left varying degrees of impressions on our young minds.

My first grade teacher was an oldish but kindly schoolma’arm named Madam Gomez, whose first name I have forgotten. My second grade teacher was even older, Mrs. Roberta de la Cruz by name. The next year, I made it to the elite special class supervised by the very animated Mrs. Salud Manarang; there was never an idle moment with her. About this time, I became more aware of how special our instructors were. My Grade 4 teacher was a young graduate of Normal School, Miss Angelita Dayrit, who was my every idea of how a smart, sophisticated and modern teacher should be.

When it came down to my last two years at M.E.S., I was determined to make it to the classes of the school’s most popular teachers who both had great reputations for being progressive and effective educators—Mrs. Paula (Suemura) Alfaro and Mrs. Eleuteria (Sanguyu) Paquia, class advisers of the top sections of Grade 5 and 6 respectively. Sure enough, I was privileged to be a student of these two teachers who proved to be the most influential in my course and career direction.

I didn’t realize that my teachers were batchmates at then Holy Angel Academy (now University) in Angeles, Pampanga, from the Class of 1959 as their yearbook shows. Holy Angel, then and now, was a leading educational institution founded by Don Juan D. Nepomuceno and Fr. Pedro Santos—they were still personally involved in the affairs of the school in the 50s. Many high school graduates from Mabalacat pursued their college studies there, as the fees were affordable and the quality of education, very high.


Back in 1959, Mrs. Alfaro was still unmarried at 28, and was still known as Paula Suemura y Madlangbayan. Her yearbook described her thus: "Her friends call her Poling and her co-teachers call her 'Sayonara'. Her friendly attitude has made her win for herself many friends and her sweet smiles have magnetized many men".
She had Japanese ancestry, I think her father was a Japanese from Okinawa, and this was apparent in her flawless Oriental complexion--one classmate even likened her to a Japanese doll. She also walked with a bit more energy as she went from class to class. She was not as expressive as other teachers but one memory of her still remains vivid to me to this day. In 1967, she lost her young son to some disease and I recall the whole class going to the funeral wake and seeing her inconsolably crying with grief-- I had never seen such an outpouring of profound sorrow from her before.

We’ve always addressed Mrs. Eleuteria Paquia as “Madam”, so it was a surprise to know that in college, she had a thoroughly modern nickname—“Terry” and that her maiden name was "Sanguyu". A cum laude graduate, "Terry is patient and industrious. In addition to her particular stocks, she is gifted with natural curly air and academic talents".
I remember her as a big, dark woman with a trademark mole—a Mother Earth of some sorts, who had beautiful penmanship and who spoke English with a perfect diction, enunciating each word with clarity unlike any other. Naturally, English became my favorite subject, but she also taught Social Studies with much facility. When she became Mrs. Paquia, we often times chanted her name in secret games—“Misis Paquia, Misispak ya" (she is cracking).

I lost track of my two “Madams’ after our graduation, and I have not seen them since. I would, however, hear occasional news about them; I knew for instance, that Mrs. Alfaro became a school administrator of Mabalacat South District and then went to the U.S. Mrs. Paquia, I think, taught all her life, tutoring even my younger siblings in the years that followed. Sadly, I would hear of her passing in the 90s.

Looking back now, the best part of going to school in the 60s was not just exploring new worlds and meeting new friends, but also sitting in the classes of Mrs. Alfaro and Mrs. Paquia, and literally learning from their knees. But in 1959, in those simpler, gentler times, they were young and eager women freshly graduated from college, about to embark on a lifelong journey that would see them become our second parents, teaching with patience, mentoring with compassion while ennobling their chosen profession.

*220. ACADEMY OF THE SACRED HEART OF JESUS, Guagua

"COLEGIO DE LAS MADRES DE GUAGUA". College of the Sisters of Guagua--was how Guagua folks referred to the Academy of the Sacred Heart of Jesus in its early years. It was run by the Religious of the Virgin Mary (RVM), a congregation founded by Mother Ignacia. Dated January 1929.

Guagua’s most regarded Catholic institution of learning is over 100 years old and is still a force to contend with in the academic community of Pampanga. Starting out as the Colegio del Sagrado Corazon de Jesus in honor of the Sacred Heart, it was founded in 1908, with the first two-storey building donated by a pious lady of means. It was put under the charge of the Sisters of the Beaterio, or known as the Religious of the Virgin Mary, the first Filipino congregation established by Ven. Mother Ignacio del Espiritu Santo.

The Sisters were supported by duly qualified teachers and emphasis was not just on academics but also in the teaching of Religion-- “to make its students devout both in faith and in practice”. By the early 1930s, the Academy of the Sacred Heart of Jesus (A.S.H.J.) touted that it was “modern in its methods of instructions and in its complete equipment, library, laboratory and dormitory". It offered Elementary and Secondary courses recognized by the Government.

The War put a momentary end to the school and, over a decade after the war’s end, a petition was filed by Mother Maria Emilia Romero, RVM, together with some school alumnae to reopen the school. The request was favorably granted by the Superior General, Mother Catalina Dychitan, RVM. The old convent beside the church was used to house the Kindergarten and elementary classes. The school also assumed a new name-- Sacred Heart Academy—when it reopened on 10 June 1956.

The High School Department reopened in 1960, which led to an increase in student population and the subsequent expansion of the school, its buildings and its facilities. A 2-storey high school building was added in 1968 and the numerous school alumnae pitched in to have a Lourdes grotto as well as the campus gate made for their beloved school. The grade school building on the church grounds however, was razed to the ground a day after Christmas in 1969. A replacement wooden structure was hastily constructed on an unused lot donated by the Cancio family in 1970, until the grade school was moved ultimately to the San Roque campus a year later.

Further expansions were started in 1988 with the addition of 10 classrooms, a library, a high school faculty room and laboratories. The Pinatubo eruption did not deter the Sisters from stopping their operations, even opening their doors to hundred of victims seeking refuge from Pinatubo’s fury. When the volcano quieted down, the administrators replaced the termite-damaged grade school building with a new one.

By then, the funds of the school were drained due to the catastrophe, but money borrowed from the RVM congregation went into the construction of a 4-storey edifice which was named as Assumption Building that had over 20 classrooms.

For the first time too, starting school year 1996-97, male students were finally accepted by the school, freshmen and sophomores only. The first graduation of male students was realized in 1999. The next year, Sacred Heart Academy was re-named “St. Mary’s Academy”, and another 4-storey building was added with state-of-the art facilities including a Speech and Computer Labs, Auditorium and the Music Department. Inaugurated in 2003, it is now known as Beaterio Building.

The journey of this revered school--from Academy of the Sacred Heart of Jesus to St. Mary’s Academy—is a long one, but throughout its history, it has remained true to its Ignacian Marian spirituality, helping build Christ-centered communities and transforming societies by molding students into leaders, dedicated to serve others.