SY 2009-2010

IN SEARCH OF
NEW FRONTIERS
WITH FIRE AND
FRIENDSHIP
Table of Contents

Editorial 1
Chinese New Year Celebration 2
Classroom Makeover 3
Grade 5 Students Go To Ayala Museum and Lights and Sounds Museum 4
Trip of Discoveries 5
Learning the Chinese Past 6
Quiz Booklets 7
The IPSLE 8
The XS Fair 9
Impulse 10
Stories from Ondoy 11-12
Alay Buhat 13
Grade 5 Debate Competition 14
Synthesis Quarter 15
Return of Gems to Grade 6 16
The Unsuspecting Giver 17
Poetry 18-19
EDITORIAL
A New Century

An influx of new media has surged into the lives of people all around the globe, including the
Xavier School community. New media is a revolutionizing change to our lives, scrapping the old card-
catalog system and introducing the brand-new online resources. But wait, exactly what is this, “new
media”? According to Wikipedia, new media is “a term meant to encompass the emergence of digital,
computerized, or networked information and communication technologies in the later part of the 20th
century”. New media also does not include television programs, films, magazines, books or any of
those other “old media”. New media, as stated in its name, is brand new.

            Several examples of new media are the ever-popular cell phones, instant messaging (IM), video
games, and text messaging, to name a few. New media is used in a variety of ways, such as sending
messages in seconds with IM’s or texts, having fun with video games, and deepening your knowledge
about the universe with the internet.

            In relation with our paper’s theme this year, “Finding New Frontiers with Fire and Friendship”,
new media is a new Frontier, an unexplored wilderness-- a fertile, undiscovered country just wait-
ing for civilization to rise up and use its vast resources. Of course, it is up to us to seek the fire in our
hearts and become trailblazers or conquerors of this vast wilderness that is new media. But then, it is
also up to us to either develop or upgrade new media or to dump our garbage into it and leave it to rot
and smell like a sewer. You either take it or leave it. But in this case, there is – or should be – just one
option: Take it. Luceat Lux, and let your light shine! 

1
Chinese New Year Celebration 2010
By Russel Ng, 7-C

Like every year in Xavier School, we celebrate the Chinese New Year. It has already become
an annual tradition well loved by students, teachers and even parents. Though we celebrate and
have the usual performances, Xavier manages to always put an extra something in it to still make it
unique and special every time.

The celebration kicked off with the mass presided by Fr. Art Borja, SJ, Fr. Guy Gibilondo, SJ
and a priest new to us Xavierians, Fr. Jeffrey Chang, SJ. After that, each grade level was assigned
to a certain area in the grade school building to watch the performances. The first performance was
the dragon and lion dance. The crowd wowed every time the performers did an unimaginable trick.
Followed by that was the cute performance of the younger boys. The martial arts performances went
next. Next up was the performance everybody was waiting for, the Dance X. The dance was full of
the breathtaking moves and hilarious costumes that the dance crew never fails to deliver. The crowd
turned on even more when the dragon and lion dancers came and danced with them! After the perfor-
mances were finished, we all went back to our classroom to enjoy the food and drinks that were pre-
pared. To conclude the day, the students from the sixth and seventh grade had their activity wherein
they act as shop keepers while parents from different grade levels came and gave them grades. It
was truly a fun yet educational activity. We hade a Chinese New Year celebration that was similar to
the past in many ways, but still had unexpected surprises just around the corner.

2
Classroom Makeover

Since the beginning of the order to satisfy the needs and smaller but better.
universe, the grade 7 students wants of the students and their The classrooms are a
have been clamoring for air- enduring, hardworking teachers cool haven for the students
conditioning, burning in the as a reward for their hardships. and their teachers. Without the
furnace that is their classroom, Behold, the brand-new, cutting- heat, the noise, and all the other
especially after hiking up the edge classrooms! distractions, it is a hundred times
three flights of stairs with their easier to listen and actually
enormous baggage. They were The grade seven absorb knowledge. The students
distracted, suffering in the classrooms now sport not one, are comfortably sitting in their
blazing heat, and were paying but two air-cons fixed to the seats and watching the teacher’s
attention to their discomfort ceiling. Finally, a remedy to the presentations, focused. The
rather than the teacher’s steady inferno! Aside from the air-cons, teachers are relaxed, doing
droning – even the ones who there is another device planted their jobs skillfully, as if it was
were more intent on studying on the ceiling… It’s not a bird, second nature. Calm, peaceful
or those who were seemingly nor is it a plane, but it just mightand efficient, the new, modern
heatproof couldn’t concentrate. be the teachers’ Superman. classrooms are definitely a
They squinted just to even see Presenting: a projector, and a dream come true.
the miniscule television-cum- whiteboard to boot! The solution The classroom makeover
monitor, and even more to read to the teachers’ aching wrists, is not only an improvement
the text. However, this did not strained voices and chalk-stained for the luxury of the grade 7
exhaust the students alone; fingers, all in two additions to thestudents; it is also another
the teachers were victims, too. classrooms. But for the teachers milestone in the history of Xavier
They spent their day climbing who prefer the classic style, School. This is the first time in
up and down stairs, without a two blackboards still flank the the history of Xavier School that
single water break or even a whiteboard, present as always. classrooms in Unit 3 were not
minute to relax and unwind on As opposed to the previous years’ just given a generous shot of
their agenda. Add the inability of jalousies, the new classrooms Botox – they were completely
writing additional information on are armed with blinds and the remodeled. From a raging heat
the monitor and having to scratch glass windowpanes behind wave to the cool, still air; from a
their throats dry talking, along them. These decrease both minute screen to a top-of-the-line
with the desert heat, and voila! heat and noise levels from the projector. Grade 7 life is sweet.
The perfect recipe for teacher outside, giving the students
burnout. a much, much more pleasant by Alexander Wang Jr., 7-B
learning experience. But Xavier
However, Xavier School hasn’t completely forgotten
has taken measures to improve about the ground, as proven by
the lives of both teachers and the tables and chairs, which are
students alike. The grade seven much lighter and sleeker-looking,
classrooms have been given a supplying the seventh-graders
facelift – no, plastic surgery – in with a taste of rapid evolution:
3
Grade 5 Students Go to Ayala Museum and
Lights and Sound Museum
Last December 11,2009,
the grade 5 batch went on a
field trip. It was a sunny Friday
morning and all of us were so
excited since this is our first field
trip. We were divided into two
groups, each group to visit two
destinations. Group 1, sections
A-D, went to the Ayala Museum
first then the Lights and Sounds
Museum in Intramuros. Group
2, 5E-H, visited Intramuros first.
We were with group 2.
As scheduled, our group
left Xavier at around 8:00 am.
Just riding the big air condi-
tioned bus was already exciting.
We can’t even stop telling each
other stories. The trip going to
Intramuros was long because of
the traffic. But when we arrived,
it was surely worth the wait.
First, our Social Studies teach-
er, Mr. Genaro De Guzman,
let us watch a short film. After
around 30-45 minutes of wait-
ing, it was finally our time to go
in. The museum features wax
statues of our national heroes
and demonstrations of how it
was during the pre-colonial time
and the Spanish Era. It was a
very entertaining show as we
looked at many statues of our
national heroes like Jose Rizal,
Lapu Lapu and many others. It
was like we went back in time.
After the show, we all went back
on the bus to rest, eat, and fin-
ish up on answering our activity
sheet.
We arrived at our second
stop-- the Ayala Museum. Here,
there were many very delicate
pieces of gold, porcelain and
even glass. There were also
4
many paintings done by Fernan-
do Amorsolo, a famous painter
here in our country. There were
also dioramas that highlighted
the American Era right until the
Commonwealth government.
The museum also had a small
remembrance of the EDSA
revolution, which helped regain
our democracy and end the
term of late President Ferdinand
Marcos.
At the end of the day,
most of us were tired but had
so much fun. We carried many
lessons about our own history.
It made us appreciate more the
contributions of our national
heroes. Indeed it was an experi-
ence that we would treasure for
the rest of our lives.
by Rene Tan, 5F and Jarred
Go, 5H
Trip of Discoveries
by Jeremy Gemzontan, 6D
The Armed Forces of the Philip-
pines (AFP) Museum, the Vil-
lamor Airbase, and the House
of Congress were our key
destinations during the Grade 6
fieldtrip last January 28.
The AFP Museum showed the
dedication our soldiers had for
our country. They were will-
ing to put their lives on the line
to ensure the positive growth
of the Philippines. Aside from
defending our country from na-
tional and international threats,
I learned that these combat
trained men and women also
contribute to public service by
helping build infrastructures and are made, led us to a greater
providing supplies to our coun- understanding of what occurs
trymen, especially those who within the Philippine Legislative
live in the remote areas. Branch.
When we went to Villamor After this educational trip, I
Airbase, I discovered how well learned that the Military and the
prepared the Philippine Air Government are always there to
force is to handle any situation, help you, whether you ask for it
whether in the air engaging in or not.
dogfights with the enemy, or
simply airdropping supplies to
those in dire need of it. A simple
call and the next thing you
know, the entire Philippine Air
force is behind your back.
The Congress of the Philip-
pines, the place where ma-
jority of the Philippine Laws
5
 Learning the Chinese Past
by Wilvyn Tantongco, 7E

Last November 27, 2009, the students who did not join the Xavier China Experience (XCE) and
joined the Flexi-Curriculum quarter went to a field trip. We went to many different places including the
National Museum, Bahay Tsinoy, Parian, and Fort Santiago by a bus.

We first went to the Parian where we saw the tents which were used by the Chinese merchants
during the time of Spanish colonization. There were also a lot of canons which the Spaniards used be-
fore to bomb the Chinese houses because the Spaniards were alarmed of the population growth of the
Chinese before. We went next to Fort Santiago where we saw the prison cell of Jose Rizal when he was
captured by the Spaniards. We also saw our national hero’s original books, the Noli Me Tangere and
the El Filibusterismo, and at the same time the clothes he wore. After going to Fort Santiago, we went
to the National Museum where we saw the paintings of well known Chinese Mestizo painters like the
Spoliarium by Juan Luna. We also saw many artifacts like ceramics made by the Chinese and Chinese
Mestizo. Lastly, we went to the Bahay Tsinoy where we spent most of our time and saw a lot of famous
Chinese-Filipinos who influenced the lives of our countrymen such as Lucio Tan, Henry Sy and many
others. Bahay Tsinoy depicted the Chinese Mestizos as merchants, shoemakers and many more-- all
showing the Tsinoy’s perseverance and determination.

This field trip is one of my most unforgettable experience because in the places my classmates
and I went to, we saw how our ancestors lived during and before the Spanish colonization. We also saw
the sacrifices our ancestors did to give us, the new generation, a good life.

6
 QUIZ  BOOKLETS: Are they destroying our environment?
By: Ethan Chua,5E and Scott Chua, 5F
Imagine your last test in the 4th quarter….
The nervousness you felt as you waited for your
questionnaire, the quiz booklet open, ready
for answering. Remember the determination
to pass your final opportunity to get a good
grade, or your final chance at failing the school
year. Recall the thoughts that this quiz could
be your last hope or your final doom: the point
that would decide whether you would go on
your dream vacation, or stay in summer school,
suffering. Probably every student in Xavier
Grade School has had this experience. But wait,
haven’t you forgotten something? Something
important? How do we get the paper that’s used
in quizzes?
We get our paper from cutting down
trees. The question we’re asking you is this: are
the trees worth your quiz booklets? We don’t
think so.
However, there are also some good
things about the quiz booklets. Quiz booklets,
though they use paper, are helpful in saving
them. This is because teachers use reusable
questionnaires that can be used for more than
one class. Another good thing is that the quiz
booklet is much easier to store than all the
sheets of paper with quiz answers, and also
it is easier to show the teacher and/or your
parents because you don’t have to search in a
giant landfill of quiz papers, and it is easier to
7
organize and find your quizzes per subject using
the quiz booklets. Ask yourself, would you want to
spend 1 hour searching for your Math quiz when
that hour could be used playing Warcraft and
doing Facebook? These are some of the things
you should consider before saying that quiz
booklets are cutting down the Amazon rainforest.
Also,think: at the end of the school year,
have you asked yourself what usually happens to
the quiz booklets? They get thrown away, stolen,
run over, burnt, ripped to show rebellion against
the education system, etc. They are rarely reused
or recycled, and those extra pages equal a LOT
of trees. If you’re asking this: “How many trees
are quiz booklets destroying? It can’t be that
many can it?” Well, we’re using almost 1,900 quiz
booklets in grade five alone!
Of course, there are ways to save more
paper. Suggestions made are reducing the
number of pages, or possibly recycling those
extra pages for other purposes. Remember, your
tiniest efforts to reuse, reduce and recycle count.
Think: if all the students in the grade school
recycled their quiz booklets, if all the students
in the grade school cared for our environment,
a lot of paper could be saved. We, though only
students can still help save our environment in
our own ways. We should start caring for our
environment, because we ARE the future of
the planet. We should start helping the planet,
because we are the ones who can make a
difference.
The IPSLE
By Jameson Ho, 7C
Over the past couple of years, the Grade 7
batch has been taking the IPSLE, or the Interna-
tional Primary School Leaving Examination. It is
a test that originates from Singapore and is used
to benchmark the standings of different schools.
This test covers three universal subjects, namely
English, Math and Science.
Nowadays, not only do we encounter Sin-
gapore in the IPSLE, but also in our daily stud-
ies. One such encounter is through our new and
improved Math curriculum, Singaporean style.
The Singaporean Math curriculum is focused on
improving one’s thinking skills because it teaches
us that there are many other unique and swifter
ways to solve a problem and that we just have
to look for them. It has also been reduced to the
most essential lessons to be able to discuss them
in greater depth. In light of this, various schools
all around the world have taken notice and have
replaced the traditional curriculum with the one of
Singapore’s.
8
According to Mr. Joey Tejamo, a grade 7
math teacher in Xavier, the old math curriculum
was replaced with the new Singaporean Math
curriculum in 2007. He feels that the curricu-
lum is a great improvement for the school. In
the past, the students had to memorize many
formulas and equations. Now, it’s made much
easier and faster to solve tedious problems
because Singaporean Math is focused on visual
solutions, like the model approach. The model
approach is when you use bars to solve prob-
lems based on percentage, fractions and more.
From my perspective, Xavier did a pretty
good move by changing to Singaporean Math.
It has numerous methods, which are easy to
understand and are far more applicable in the
real world than those of the traditional ones.
From an average of 88 to a steady 93 in my
Math grade, I say good job to Xavier School for
making a very smart decision.
Xavier’s School Fair - The Big Bang Theory
by John Co, 7A and Sean Cua, 7A

It happened on a hot week-

end. The Big Bang Theory, Xavier
School’s 2010 Fair, was finally out
last February 6 and 7. Even though
it was scorching hot, there were a lot
who came, both Xaverians and out-
siders.

The soccer field area, where

most booths and rides were set up,
was filled with excitement. Inflatable
apparatus occupied half of the quad-
rangle and the canteen and grade
one corridors were used as resting
areas.

Many people, especially stu-

dents, crowded booths and played
games. All these booths were han-
dled by students and were facilitated
by their respective class advisers.
Some booths seemed hard to man-
age while some seemed relatively
easier to man. Nevertheless, it was
enjoyable to handle the booths.

When the fair ended, there were no classes for majority of the school, but the class officers
had to come to school to count the earnings of their respective classes. Counting was tedious
work especially for those who earned a lot from their booth. After counting, the officers went home
and took the remnant of the day to rest.

Some people say that this was one of the best fairs ever; some say it didn’t live up to its
name. Some booths were simple while some were complicated. Some people liked the whole fair
while some only liked certain parts. Everyone’s filled with opinions but one thing’s for sure, this
fair ended with everyone in good moods!

9
 An Impulsive Evening
by Miguel Macale, 7B
Every year, the Xavier School Variety
Show has always been a smashing success, and
last February 5 was no exception. Hosted by Andi
9, Iya Villania and Mo Twister, 2010’s Voice of the
Youth Concert entitled Impulse, was an advoca-
cy concert for the improvement of public educa-
tion in the Philippines, a concern that requires our
utmost attention.
Performances included songs by amateur
and famous bands like Spongecola, 6 Cycle-
mind, Parokya ni Edgar, Imago and the Akafel-
las, singing ensembles, dance performances by
Enciende, ICA dance troupe, XDX, CADS and
Dance X, a free-running performance, laser light
shows and a fashion show. Pre-show events
kicked off at 5pm with performances by amateur
bands followed by the main show, which started
at around 7, with Spongecola performing both
new and old songs. After Spongecola’s perfor-
mance, the hosts delivered a fantastic evening
filled with games, prizes, performances and
fun. 6 Cyclemind then took the stage followed
by Parokya ni Edgar. Enciende, the ICA Dance
Troupe, and members of both past and pres-
ent Dance X did spectacular performances that
wowed everyone in the crowd.
10
After the performances, the hosts returned
to the stage to present a video highlighting a
survey of what people would do on impulse. The
casual survey transformed itself into a love story
revealing a high school student who wanted to
ask the girl of his dreams to be his prom date.
The movie flick turned into reality when the
lights dimmed and the spotlight focused on the
high school student as he popped the question,
“Danica will you go with me to the prom?” There
was a moment of silence only to be broken by
Imago’s revival of the song “Ewan.” Ateneo’s
CADS conquered the stage next, sporting the old
members of Dance X. Soon after, the Akafellas
took the stage and seized the awe and wonder
of the crowd with their fun, unique and amazing
talent. After the hail of performances concluded,
free runners literally leaped and flew all over the
place, doing amazing and daring acts that only
those with capable physiques could do. Strength
was juxtaposed with beauty as select students
confidently strutted the stage next during their
fashion show. The evening finished off with the
jaw-dropping, amazing, fiery and exceptional
performance, which can only be done by our very
own Dance X-- a fitting end to an impulsive eve-
ning.
 Ondoy Stories Retold
What seemed to be a normal storm turned out as one of the worst calamities
in the Philippines. Thousands were devastated; millions more badly affected. The
Xavier School Community has been one in facing the trials of typhoon Ondoy.

Grade 7 Guidance Counselor, Ms. Kris Carla Lawengko, was stranded in

the mall for 12 hours. When asked about how she felt while she was stranded, she
said, “I was worried and tensed, because I could hear the people around me calling
their families about what happened, and my sister was constantly texting me to ask
why I wasn`t home and if I was okay.” During that time, she and her friends walked
around the mall and ate lunch. She managed to exit the mall at 10 pm, and then
reported that she saw people scooping the floodwaters out.

Ms. Lawengko remarked, “You should be ready because you never know
what can happen to you. All I can say is that you should stay alert during calamities
and heed the warnings so you can have time to prepare.”

Q: Where were you when Ondoy hit?

A: I was at home, eating and playing video games.
Q: What did you do when the water started coming in your house?
A: My family and I started bringing up our furniture to the 2nd floor of our house.
Q: How did you feel when the water started rising?
A: I started feeling very worried because if the water kept on rising then our house would be destroyed.
Q: Who was with you when the water was already half way of your 1st floor?
A: I was with my family, househelp and my dog.
Q: What would you like our local government officials to do about this?
A: I would like to suggest to our local government officials to start programs to clean up our sewers and canals.

The respondent, Aaron Ng, is a Xavier student and a proud survivor of typhoon Ondoy. During the ca-
lamity, he realized how God loves us so much. Aaron also feels lucky that he is able to tell us this story.

Miguel Tan of 7A was coming home from playing golf when the rain started to pour down on the streets
of Metro Manila. At first he thought that the rain would not be that hard, but after a few minutes the rain intensi-
fied. While going home, he was stranded in the car for eight hours. He also felt very scared because he thought
his car would break down and that the flood might never subside. He listened to the news for any open roads,
but apparently, all of them were blocked. He got home late in the evening and was very thankful to God for
sparing him from more problems. Soon after that, Miguel had the urge to help victims as a sign of his gratitude
to God. He volunteered to help in Xavier. He packed relief goods and carried boxes.

Miguel learned to be thankful to God for his blessings especially the safety of his family. “It was truly a
great experience for me to help out the people who are in need,” Miguel said.

11
An interview with Mr. Ronald Briones, Grade 5 Science teacher

Q: Where were you when the flood started?

A: I was stranded in Araneta Ave.
Q: What are the things that happened to you?
A: My house got flooded 6ft. high and the walls near our area collapsed. Luckily nothing happened to my house
in Marikina.
Q: What did you do?
A: I was thinking of my family and taking pictures with my phone. I also had no food and water.
Q: Were you prepared for this?
A: No I was not prepared because I was not expecting it to be this bad.
Q: What happened to you while you were stranded?
A: I was on floodwater for 8 hours.
Q: How did you feel?
A: Worried.
Q: What did you see?
A: I saw submerged cars and people panicking.
Q: What did you smell?
A: I smelled a LOT of garbage.
Q: What did you hear?
A: I heard nothing but the wind, rain and the water raging.
Q: What are you doing now?
A: I am now starting from the beginning and thanking God
for each day he has given me.
Q: What are you focusing on now?
A: I am now focusing on a normal life.

“I was in our house in Pasig during the typhoon... We were worried because the rain didn’t stop pouring,”
recalled Val Gagatiga of 6C.

In just a few hours, the water soon reached our knees. I felt a little panic because we were trapped in our
house. No one could reach us.”

Worst, Val’s house had no electricity nor any communication because of the broken power lines-- adding to
his fear and dismay.

“We were also worried about our grandmother. We couldn’t contact her. We feared something might have
happened to her,” he added. “As the water was getting higher, we tried to save some of our important stuff
by transferring them upstairs, but it was too late too save some of my school materials and household appli-
ances.”

Val and his family now stay in his grandfather’s house in Laguna, which is a 2 1/2 hour drive from Xavier.
He feels very lucky to have survived the flood and definitely agrees that his ordeal has taught him a lot.

12
 Alay Buhat: A Simple Service
by Dave Gan, 7F

Everyday, you would see the lower grade boys carrying their heavy bags up a flight of stairs.
For some, it is quite a struggle while others find it very tiring, especially in the morning.

Thankfully, Xavier School is doing them a favor. The Alay Buhat program was born to utilize
the grade 6 and 7 boys to reach out and give a helping hand to the lower levels. The program starts
every 6:45am and ends around 7:15am. Every morning, a selected section is tasked with the job and
is positioned around the stairs, where the lower level students usually pass to give aid in carrying the
bags.

Every time my class would get chosen, I would always be excited. Alay Buhat’s main pur-
pose was to help others who are in need; we can take the opportunity to help others, even if it is just
a small task assigned to us. I have also experienced times when a certain boy would forget to say
“Thank You,” maybe out of shyness. I would always take the initiative to remind the young boys to say
thank you as a manner of respect to those who have helped them.

The school’s thrust is to “Be

A Man For Others”. By attending the
Alay Buhat program on your sched-
uled date, it already shows that you
are willing to help. The little boys
might not want to tell you person-
ally, but they really appreciate it a
lot. With every bag I lift, I’d always
say to myself “I made a difference in
him.” A real “Man For Others” does
his duties, not for the reward, but
because he is willing to change the
society and make it a better place.

13
 The Grade 5 Debate Competition
by Arman Burias, 5D

Debating is a battle of wits-- where rude politeness happens and political legends begin. Debate
or debating is a formal method of interactive and representational argument. Debate is a broader form of
argument than logical argument. Formal debates between candidates for elected office, such as the leader’s
debates and the U.S. presidential election debates are common in democracies. A rule-based competitive
debate is often encouraged in high schools and colleges. Often, it takes the form of a contest with explicit
rules. It may be presided over by one or more judges. Each side seeks to win, by following the rules, and
even by using some rules to break other rules within limits. Each side is either in favor (Affirmative) or
opposed to (Negative) a certain issue. The major goal of the study of debate as a method or art is to develop
one’s ability to play from either position with equal ease.

However one large misconception about debate is that it is all about argument-- it is not. It is about
the pure spirit of learning, camaraderie, sportsmanship, and all that. There are lots of different debates.
From the policy debate, which is the one we are having, to the extemporaneous debate. There are also the
Lincoln-Douglas debate, the Karl Popper debate and online debates.

Two thousand years ago, Athens held regularly scheduled public assemblies where people voted for
or against policies and actions of the state such as engaging in war. But the votes were always preceded by
debates where citizens and leaders argued about the right choices, what was morally and legally right, the
best way to achieve a desired outcome, and what was possible and prudent. Through debates, they created
the laws that impacted their daily life.

This year, the grade 5 students had the chance to practice the art of debating. The event was
organized by their Social Studies teachers, Mr. Franco Addun and Mr. Genaro de Guzman. We asked one of
the debaters, Deiter Dy, about his thoughts on the competition.

Hoofprint: Hi, Dieter. So, how do you feel about your

winning streak?
Dieter: As usual, that normal feeling you get when
you win, a sense of fulfillment, achievement and
recognition.
H: What are the pros and cons of your debate?
D: Pros: We enjoy the excitement of the debate
Cons: Sometimes, we aren’t given ample time
to deliver our statements, and when debates are
rescheduled, we feel our efforts are useless.
H: How do you get along with your teammates?
D: Well, some of them always want to do things their As you can see, you don’t need to be a lawyer,
own way, won’t accept suggestions or don’t care
about the debate itself.
H: Do you plan to debate in the future?
H: What are the values you’ve learned?
D: Sportsmanship, humility when you win, and when
you lose accept the fact and better luck next time.
I also learned to get along with my teammates and
opponents.
H: Any tips for aspiring debaters?
D: Prepare well for your debates, and win or lose,
you always have to show sportsmanship. Failure
gives way to improvement.
H: Thanks for taking your time, Dieter. Good luck at
the debate.
D: You’re welcome.
or some smart guy or whatever to debate. You can
join a debating club, or have a debate with your
friends. Probably you’ll be a great debater someday.

D: Debating is relatively fun, and I’m looking forward

to the final round. I’d most likely join debates in high
school and college.

14
Synthesis Quarter: A Quarter to Treasure
by Wilvyn Tantongco, 7E

In the beginning of the third quarter, the Grade 7, non-participants of the X.C.E. (Xavier-China
Experience) have the “Synthesis” or also known as the “Flexi-Curriculum” quarter. Having the Synthe-
sis Quarter means the students will be regrouped into new sections with different classmates. For the
first two days, the students will be oriented about the things they will expect in each of the subjects.
The subjects are grouped into clusters: RSS-CAFÉ (Reading Social Studies-Communication Arts Fili-
pino English); Science, Math and Computer or SMIT (Science Math Information Technology); C.L.E
(Christian Life Education) and the Guidance subject are in one cluster; and Chinese.

In each of the clusters, the students have different activities. For RSS-CAFÉ (English), the
whole class will work together to make a play according to a fairytale which will be edited into a Chi-
nese play. The class is to be divided according to their skills in different production committees like
Props, Promotions, Sounds, etc. The students will study about the Chinese culture in the Philippines
in the subject RSS-CAFÉ (Filipino) while for RSS-CAFÉ (Social Studies), the students will tackle
about the situation of the Chinese during the Spanish era in the Philippines. In SMIT (Science), the
whole class will be divided into groups to make an eco-friendly product. On the other hand, in SMIT
(Math) the students will study on how to make a business plan for them to sell these eco-products
and profit from them. For the C.L.E. subject, the students will study about the Sacrament of the Eu-
charist while in Guidance, the students will learn more about reflection skills and good-moral values.
Lastly, the students will do Chinese Paining, Calligraphy and study lessons about speaking and writ-
ing Chinese words in the Chinese subject.

The Synthesis Quarter aims to help students learn practical skills through different activities.
There are also more group activities that will help students develop their skills in cooperation. The
Synthesis Quarter will also help students experience new ways of learning because quizzes are
lesser and group works are given more often. It is very valuable because it will help students to learn
more skills needed when they grow up like cooperation, basic skills in making a business plan, and
making better life decisions. The Synthesis quarter is helpful for the students who are Chinese be-
cause it helps them also learn more about their ancestors’ lives in the Philippines. It also helps the
students appreciate the sacrifices their ancestors made.

Our experiences for this quarter should be cherished because it will help us become better students
and ready for what life will bring us.

15
 Return of the GEMS in Grade 6 A: It is an honor to be a teacher of a GEMS class
because it shows that the school has trust in my
by Andrew Juat, 6A teaching capabilities to be able to teach a GEMS
class.

Q: Based on the performance of this year’s GEMS

GEMS, or the Gifted Education for develop-
ing Magis in Students has returned this year to the
grade 6 students. I interviewed Ms.Clarisse Arca-
dio on her thoughts and opinions about the GEMS
class for grade 6.
Q: Why do you think Xavier has decided to The GEMS class is a mark of excellence among
bring back the GEMS class?
A: Aside from it being a recommendation by the
PAASCU accreditors, the GEMS program keeps
us at par with other schools and of course the
world that is very quickly changing and evolving.
We need to keep up with times, in fact, we need to
be two or three steps ahead of it.
Q: Do you think the GEMS class really helps the
students develop their full potential?
class, do you think we should still continue to have
GEMS classes next year?
A: Absolutely because there are students in every
batch that are above the average... and that they
should be challenged so they can develop their
fullest potential.
the students in Xavier, but it can only achieve its
purpose if the students strive to do their best with
the challenges they encounter. Ms. Arcadio is not
the only teacher of the GEMS classes, Ms.
Doreen Gutierrez also teaches the English GEMS
class, while Mr. Joey Tejamo teaches Math the
GEMS class, and Mrs. Marissa Abadam teaches
Science the GEMS class.

A: Yes, I believe so, the GEMS program assumes

that since these students are at the top of the
batch in English, they have mastered or are at
least very good at grammar, spelling, etc. thus, the
program focuses more on oral and written skills
instead of the usual grammar lessons. Of course,
grammar is also part of the program, but applica-
tion of their learnings is what is more important.

Q: Do you think that there should also be a GEMS

class in the other subjects too?

A: Yes, because there are also students who are

advanced in other subjects and they must be chal-
lenged and their potential must be developed.

Q: Do you think that there should be a GEMS

class in the lower grade levels too?

A: Yes, but of course the program must be well-

planned and thought-out.

Q: How does it feel to be chosen as a teacher of a

GEMS class?

16
SHORT STORY

The Unsuspecting Giver

by Paulo Joquiño, 6B
I finally reached the top of the hill. The air was humid; I felt as if I had swum an
Olympic-sized swimming pool. However, it didn’t bother me. I didn’t have anything to
preoccupy myself with, and so I decided to load myself with a walk up this lonely hill. I didn’t
expect a large mansion at its peak, but at least there was a tree that could shelter me from the
heat and keep me company.

Quiet as it was, I heard lots of noises. It seems ironic that when everything seems so
quiet, you hear sounds. I heard the grass waving this way and that, the refreshing breeze, the
flapping of the leaves, and the crunching of the tree bark. Abruptly, the welcoming ceremony
of the hill’s solitary community ended, as the wind momentarily died down. I supposed this
was the time for me to sit down, lean back, and rest.

The grass cushioned me as I sat, and the hard bark of the tree softened as I leaned
back. Nature was trying to win me as no five-star hotel has ever done before. At least, this
‘nature’ service was pretty cheap- it cost me only a thirty-minute trek up the hill. The apple tree
seemed to fan me with its branches, treating me like a pharoah atop his throne. Suddenly, one
of its apples fell on the ground with a soft thud.

I stared hard at it, but I was no Isaac Newton. Hunger, not curiosity, made me pick up
the apple and take a bite. Boy, the taste of the apple could bankrupt all the apple sellers on
earth! The irresistible juiciness and crunch encouraged me to continue devouring it like a lion
who was feeding upon its first prey for three thousand years.

As I ate, my drenched shirt and pants began to dry. Looking towards the horizon, I
saw a fascinating landscape that no painter could have ever painted. The sun had begun
descending upon the west, its rays spilling down upon the landscape and brightening it up.
Small houses, like boxes, were lined up orderly across the landscape. A few tall buildings
dominated the far end of the scenery, while fields and cows were scattered around the hill.
I respect Picasso as a prodigious artist, but I knew Picasso or any of his contemporaries
couldn’t paint as abstract or as natural a painting as the one I had the opportunity to see.

A long breeze came upon the hill once more, encouraging the orchestra of grass,
leaves, and branches to serenade its visitor once more. Amazingly, special guests for the
concert came- birds. They sang songs with words nobody would probably ever understand,
but would hopefully appreciate.

With an apple core in my hand, the concert ended as the wind went to its next
destination in its grand, but often unnoticed, world tour. Exhaustion suddenly became a word
that meant nothing. The exclusive services readily given to me by the hill and its cohorts made
my tiring trek seem a lost memory. Gathering myself, I stood up and held on to the tree bark.
Its comforting warmth compensated for its roughness. After a few minutes of stretching my

17
muscles, I walked around the hill, hands tucked in the pockets of my pants.

The sun was almost head-on with the horizon. I couldn’t believe it. Time often speeds up
instances we would’ve wanted to last longer. However, I knew that even time couldn’t erase this
experience. It would seem unbelievable to hear of free, unique nature services on top of a hill, but
gifts aren’t often received in the form they are given. They are received in the form we make them to
be.

Finally deciding to do so, I collected the apple seeds from the core, careful not to drop them. Juggling
them in my cupped hand, I searched for a nice spot to place the seeds in. Using a twig, I dug a small
hole just a few feet away from the large apple tree. Earthworms could be seen swarming like blind
miners, breaking through the soil searching for food amidst the dull, brown dirt. Reluctantly, I dropped
them one by one into the soil.

Once the seeds had reached the beginning of their life, the sun had begun to end hers. The sky had
become amber, and the landscape with a tinge of golden yellow. The sun, with its great magnificence,
was about to end its one-day journey across the broad, blue canvass. There it was, a symbol of life at
its best just before death. Although sad that my reception on the hill was over, I felt fulfilled, as if this
was the only thing my life meant.

I sighed. Slowly I walked away from the tree and down the hill. As I did so, the wind arrived just in
time for one last symphony I would never hear finished. On the other side of the earth, the sun was
preparing to rise.

Meanwhile, home was waiting for me.

18
 POETRY
Distrust

by Jedd Ong, 6B

People can take you aback,

Even by the way they seem to act,

You never know what they might say,

But maybe they’re backstabbing you anyway.

Hey, you never know what they’ll do,

Hey, I know you can’t get proof,

But they can be wondering how to do away with you.

And then you’ll see the place drop,

Telling them not to count you out,

And then it sinks down,

Beating you until nothing is left anymore.

Hero
by Jeremy Gemzontan, 6D
From where I am from, everyone is a hero
Resilience
by Jedd Ong, 6B
People won’t and don’t care
Pity doesn’t get you anywhere
But resilience with heart will get you farther
Rather than the occasional crying bother

The world waits then tears you apart

You could come from the streets or a manor Tearing, devouring your fragile heart
Pieces unseen, depression in a rush
A simple child from the streets below Mind and matter, life all crushed

Or a soldier on the frontlines of a field of gore But though down, beaten and dead,
He still gets up and continues to tread
Running and fighting but still not dying
But our country has something others live without His body is gone but he ain’t dropping

A nation full of heroes, strong without a doubt

19
Ted Dead Cat on a Mat
by Rene Tan, 5F by Lorenzo Flores, 5C

There was once a man named Ted Once there was a cat
who had a secret that was never said. no larger than a rat
He stood up to drink it broke its head
but it spilled in the sink and fell down dead
and noticed his secret was spread. lying on a mat

Oh how the owner cried

as her pet cat had died
she loved it so
but it was time to go
then she sighed and sighed
The Huge Pest
by Kevin Tan, 5C

There was once a really huge pest

who always thinks he is the best.
They beat him up
then stole all his cups
and left him fleeing to the west.

Haikus The Magical Clock

by Miguel Macale, 7B by Kevin Tan, 5C

Sunset There once was a magical clock

The flame descended, That got hit with a gigantic rock
and the heavens ignited It expanded at first
the Darkness has come. Then started to burst
And it almost burned down a flock
Luna
She is beautiful.
Her glow encompasses us,
A light in the dark.

Daybreak
Over the scarred land,
Darkness cowers and retreats
As the Light shines forth.
 The Staff
Editorial Board Grade 7
John Alexander Co
Editor-in-Chief: Alexander James Wang Jr. Sean Kendrich Cua
Associate Editor-in-Chief: Jameson Ho Jefferson Hou
Managing Editor: Dave Scott Gan Miguel Lorenzo Macale
Features / Literary Editor: Paulo Francisco Russell Ng
Joquiño Jared Michael Kuo
News Editor: Jeremy Matthew Gemzontan Wilvyn Christian Tantongco
Head Photographer: Christopher Jacob
Cheong Photographers
Assistant Head Photographer: Jeremiah
Ernst Pua Rhenz Aaron Tee
Art Editor: Russell Austin Tee Ethan Joshua Ong
Associate Art Editor: Christian Alexander Yu Matthew Vincent Po
Francisco Miguel III Tiu Laurel

Writers
Artists
Grade 5
Spencer Shaun Keh Roberto Alexander Orosa
Lorenzo Jaime Flores Dieter Raphael Dy
Kevin Keith Tan Wei Ryback Lao
Arman Lorenzo Burias Javier Antonio Glicerio Pineda
Ethan Zachary Chua Kyle Francis Chua
Scott Chua Zion Hansen Wuxinyi
Rene Antonio Tan Jean Gabriel Elicanal
Joel Francis Atienza Dexter Jordan Yu
Christian Francis Albert Dela Cruz
Jarred Johannsen Go
Moderators
Mr. Harold Wong
Grade 6 Ms. Zarah Sarne
Jarred Irwin Chiang
Andrew Patrick Juat SAP Coordinator: Mrs. Josefina
Matthew Patrick Yap Galvez
Jedd Ezechiel Ong Assistant to the SAP Coordinator: Mr.
Lorenzo Ramon Siy James Rivera
Harvey Shawn Cu
Bernardo Miguel II Mitra
Kyle Masaki Adlawan