NEWSFLASH

The Official ISM Community Publication

Magazine

History of ISManila.Service
Through the Years.How the
Bearcat Came to Be. The
Ultimate Clubbing Experience.

1
 International School Manila

NEWSFLASH
2 0 1 0 - 2 0 1 1
This issue of the
NEWSFLASH magazine is
dedicated to the ISM community:
students, parents, faculty, staff,
and alumni.

Celebrating 90 years of
excellence together!

Happy Birthday
ISManila
Cover Photo: 600+ ES Students on the High
School field, photographed by Mr. Brandon
Hoover, Faculty Member

2
I felt very excited when the photo was about to be taken and it was my first time ever, I
was so happy and I couldn’t wait until it came into the paper
- Ryan -

I had a nice time when we were forming the 90. I think making the whole elementary
school. I also thought that there would be a cake.
- Enzo -

It is amazing that its already 90 years old. It felt amazing that all of us could make the
number 90. It did not feel like we were making a zero. And it was really hot.
- Paula -

It was totally cool the photo. My favorite part was when we all shouted “Happy Birth-
day ISM!” I also liked that we were the shape of a 90.
- Alessandro -

I was feeling very excited. When I got in the field I wondered and said “Is this a 90th
anniversary photo?” It was so hot in the HS field. I said “Happy Birthday ISM!”. Then
Coach O picked us up and we went to PE.
- Aneek -

I couldn’t believe it. It was finally time to take our ISM 90th anniversary photo. I was so
exited! I stepped onto the field. It was so sunny, the perfect weather to take a picture.
There I was holding hands with my classmates, who were holding hands with other
people in E.S. There were so many questions in my head. Like how was the photo going
to turn out and when can we see the picture and more that I can’t describe. When I saw
the picture I was so happy it came out well.
- Pari -

I think it was really awsome! But the bad thing fo me is that it was so hot! I was sweat-
ing like a volcano. I think the best part was being able to be in the picture.
- Kayla -

I think it was really weird that we had to take a photo of all the ES students. I think
that all the students that were in the picture looked really really tiny. Well that’s what I
think.
- Sid -

The ninetieth anniversary was fun because we got to stand frozen in the high school
field and my friend was beside my class and we played rock paper scissors for 1 minute.
The part I didn’t like about it is our class only had 5 minutes of PE.
- Ivan -

3
LETTER FROM THE EDI
Salutations dear Readers of Newsflash,
A Blast from the Past! sure that Newsflash reaches its fullest potential
as a quality community magazine of ISM.
This year marks the 90th Anniversary of the Inter-
national School Manila, and we at Newsflash are proud to We are expecting a lot of events for the up
celebrate this significant milestone in the school’s vibrant coming two issues of the Newsflash magazine
and exciting history. The pages of this special edition of and we are glad that you are joining us for this
the Newsflash magazine are filled with the names and incredible journey through the hallmarks of ISM!
faces of the men and women who have made ISM what
it is today. Since its founding in the year 1920, the Inter- Get ready to experience the spirit of tradi-
national School Manila has weathered many trying times tion and change that intertwines the histories of
to become one of the best international schools in the both ISM and Newsflash! It’s time to leave our own
Philippines. With this issue, we aim to capture that nostal- paw print on the grand tapestry that is ISM – It’s
gic feeling when remembering some of ISM’s significant time to celebrate ISM through the years!
events and milestones. We want to spark memories and
bring forth some of the most memorable moments of Happy reading!
yesteryear. We hope to honor the people and the events Sincerely,
that have shaped the traditions and culture of the Inter-
national School Manila.  
This important year is yet another opportunity to
report not only the latest, but also the greatest ISM hap-
penings! Many significant events are put into retrospect
and into context for young generations to appreciate.
As part of the younger ISM generation, we need to be
reminded of the legacies made by the alumni and their
respective contributions to the school. It is only by rec-
ognizing their timeless and momentous endowments
that we can begin to sculpt this school in the image of
our generation. This debut issue of Newsflash 2010-2011
seeks to do just that, to compare and contrast ISM then
and now.

The Newsflash magazine itself is the em-

bodiment of the changes in the ISM community Editor in Chief: Anthony Gerard Lee Gokianluy
– it is a publication that has undergone numerous
reorganizations since its conception fifty years
ago. What started as an alumni-run publication
printed on an 8’ x 11’ piece of paper is now run by
students and has taken on a new format, adapting
to the needs of a larger ISM community.

As you flip the pages, you will see that we

have modified the magazine and made certain
changes to improve its look as well as the content.
This school year, we also aim to publish three is-
sues for the first time in a long time! The entire
Editorial Board has worked very hard to make
Managing Editor: Isabel Martel Francisco
ITOR
EDITORIAL BOARD:
Editor in Chief: Anthony Gokianluy
Managing Editor: IsabelMartelFrancisco
HS Coordinator: Laura Lehmann
MS Coordinator: Kaye Kagaoan
ES Coordinator: Minsoo Woo
Layout Director: Jonathan Moran

Layout Team: Samata Pandey

Denise Francisco
Zaina Ahmed
News Editors: Katie Thompson
Shloka Sharan
Perspectives Editors: Nicole Calo
Chris Ong
Features Editors: Michi Ferreol
Krystal Kang
Photography Editor: Angel Feliciano

Staff Writers: Akshar Bonu

Esther Park
Sofia Benares
Amanda Saban
Mahek Tulsiani
Alyzza Acacio
Louisa Cotterhill
Kimberly Go
Andrea Ayala
Michaela Limcaco
Jessica Tordesillas
Alexei Acacio
Gaea Morales

Contributing Writers: Julia Saubier

Frances Tanchanco

Online Editor: Ian Luo

Staff Photographer: Katie Thompson
Audrey Macormac

Business Manager: Samantha Ramsey

Advisor: Ms.StephanieHagedorn
 Perspectives
CONTENTS
10
Impacting the Generations
By: Mahek Tulsiani

12
Looking Back
By: Audrey MacCormac

P. 11

14 Nesting Grounds

P. 19
By: Seoyeon Esther Park

16
Changing Our World,
Changing ISM
By: Jessica Tordesillas

P. 26

P. 22

P. 40 P. 36
Features
54
“Don’t Touch the Horse.”
By Caitlin Coyiuto

56 Arts Corner : LIHAM Poetry

8 History of ISManila

News

18
“Home Is Where the Paw Print Is”
By: Gaea Morales

20
The Evolution of Newsflash:
11
BoB 2010: “One Last Time”
By: Anthony Gokianluy and
Past, Present, and Future Isabel Martel Francisco
By: Frances Tanchanco

22
Service Through the Years
17
The Book of Antigone: 2010-
2011 HS Play
By: Laura Lehmann By: Angel Feliciano

26
How the Bearcat Came To Be 19
ISM Summer Sports Camp
By: Andrea Ayala By: Alexei Acacio

30
ISM’s Accomplished
By: Denise Francisco 25
IASAS Cross-Country
By: Shloka Sharan

32
ISM Goes Blogging
By: Alyzza Acacio 28
IASAS Soccer
By: Sofia Benares

36
Sharing a History, Creating a
Future... Through Art!
By: Louisa Cotterhill
28
IASAS Volleyball
By: Katie Thompson

40
ISM Through the Eyes of
Three Long-Standing Faculty
Members
34
The Ultimate Clubbing
Experience
By: Julia Saubier By: Kimberly Go

44
ISM Campuses: Then and 38
The Young and the Eloquent:
Now ISM Model United Nations
By: Amanda Saban By: Akshar Bonu

50 ISM’s New Educators 46

Taking the Podium by Storm:
ISM’s IDeA Domination
By: Gaea Morales
 Historical Timeline Historical Timeline
On March 4, 1920 an article in the Manila Times announces the incorporation of the American School,
1920 Inc. The American School (AS) opens on June 21, 1920 on 606 Taft Avenue, a loaned church building,
with eight teachers, fifty children, Grades 1-12.

1921 On May 06, Frances Henley replaces Leila Brown as the AS Principal.

1922 In 1922, AS is forced to move to another location: 115 Padre Faura Street (between Mabini and MH Del
Pilar Sts. in Manila), an old Spanish style house where they would stay until 1928.
The first formal graduation is held with three female students making up the Senior Class: Helen Leas,
1923 Virginia Rosenstock and Elizabeth Gilmore.
Beatrice Grove becomes the new Principal of the AS and stays on for 11 years. 1925 marks the
1925 inception of the first Student Senate.
The American School moves to 1259 MH Del Pilar St., a large rambling Spanish style colonial home.
1928 With Spanish as a core subject, Senorita Maria Luisa Martinez is hired to teach the language and
stays for 47 years.

1930 The American Indian becomes the AS symbol.

The Board of Trustees begins the search for a new property for the American School as enrollment
1933 increases.
Glenn Miller becomes the first male, overseas expatriate hire as Principal of the American School.
1936 The Bamboo Telegraph is launched as the official school newspaper.

1937 Just after the Christmas holidays of 1936, the Donada Street campus opens its doors.
Heilbronn Hall is completed and named in honor of J.P. Heilbronn who donated Php 50,000 to the
1939 school. The first yearbook, named the Bamboo is printed, only to be re-named the Kawayan in
1940.

1940 The Scouts made up the largest after-school extra-curricular group at school.

1941 Lois Croft becomes Principal. December 07, 1941 Pearl Harbor is bombed as Japan declares war.
January 02, 1942 Japanese troops arrive in Manila. All citizens of the Allied countries are interned at
1942 the University of Santo Tomas. Lois Croft, together with other heads of schools, organizes a school
within the Internment Camp.

1943 – During WWII, simple graduation ceremonies are held for the graduates in the Internment Camp.

1944 Thirty-four students were able to complete their High School requirements.

School at the Internment Camp is forced to close due to illness and malnutrition, resulting in the
Senior Class of 1946 being unable to graduate.
1945 September 02, 1945 Japanese troops surrender to the American and Filipino forces, ending World War
II.
On July 04, 1946 the Philippines is granted Independence from the US.
1946 In September, exactly a year after the Japanese surrender in Manila, the American School re-opens
with Lois Croft back as Principal.

1947 The American School Auxiliary (PTA) is formed.

The American Indian* seal becomes the official insignia of the school. *The American Indian profile
1949 with the mountains in the background was designed a few years earlier by Frank Bennett ’47 during a
contest held by the school.
The American School becomes the first private school outside of the US to be listed in the Sergeant’s
1952 Handbook of Private Schools. In 1952 the CumLaude Society is instituted, and Sports are added to
the extra-curricular program.
Filipino teachers are employed for the first time as many Americans return to the US after Philippine
1953 Independence.
The American School becomes the first (and only) International School to win the Philippine National
1956 Secondary Basketball Tournament.
For the first time, the American School has more than one overseas hire expatriate at one time:
1957 Headmaster Malach and Asst. Headmaster Sandoe.

The American School is awarded a grant from the US State Department and the Filipino Scholarship
1960 Program is launched.
In 1960, the Board of Trustees purchases a five hectare property in Makati, the future Bel-Air campus.

88
Historical Timeline
The Elementary School moves to the Bel-Air Campus.
1961 Administration opts to re-name the Head of School from Headmaster to Superintendent.

1963 The Junior and Senior High School move to the Bel-Air Campus.
The American School becomes a member of the East Asia Regional Council of Overseas Schools
1965 (EARCOS).
The American School changes its name to International School Manila at the recommendation of the
1970 US Embassy.
All student government organizations are disbanded due to Martial Law imposed by Philippine President
1972 Ferdinand Marcos.
In 1972, the Language Development Program (ESL) is introduced into the curriculum.

1973 Junior High School is renamed “Middle School”.

1975 The Development Fund is initiated.

1976 The International Baccalaureate Program is introduced to the High School curriculum.

1981 The American International School Alumni Association of Manila (AISAAM) is formed.
The International School Manila joins the Interscholastic Association of Southeast Asia Schools
1982 (IASAS).

1983 Advanced Placement Program launched.

EDSA People Power I: Due to tensions and political unrest in the days leading up to the snap elections,
1986 school was frequently cancelled and classes were held in private homes to make up.

1987 PE Uniform launched

1992 The Spirit Shop opens (now Bearcat Den)

1993 ICARE is launched

Last year of the Indian, the Bearcat is announced as the official mascot beginning
1994 SY 1995 - 1996
The Jeepneygang Alumni Association is formed.
1995 The Binturong or Asian Bearcat becomes the official mascot of ISM.

1997 1997 marks the year with the most number of students enrolled to date: 2,218
The Special Development Fund is initiated to supplement the lease and construction of a new campus
1998 located in the new Global City development in Fort Bonifacio.

1999 The current globe logo is introduced as the official emblem, replacing the Indian insignia.

2000 The cornerstone for the new campus at Fort Bonifacio is laid.
David Toze becomes the 23rd Head of School.
2001 The Newsflash, ISM’s Official community publication, moves from news-print to a magazine format.
The International School Manila moves to a purpose built, state-of-the-art campus on a seven hectare
2002 site.
The school uniform is launched.

2003 Class of 2003 is the first Class to graduate from the Fort Bonifacio campus.
International School Manila Foundation is established, the US 501(c)(3) organization that supports
2004 curricular programs through community donations.

2007 The Newsflash magazine becomes a student-led HS publication.

ISM receives dual accreditation by the Western Association of Schools (WASC) and the
2008 Council of International School (CIS).
Preschool’s new facility opens.
ISM is the first school to host almost 3,000 delegates for the EARCOS Teacher’s Conference. IS Manila
2010 Celebrates 90 years of service to the community.

9
 Perspectives

ImpactingtheGenerations
By: Mahek Tulsiani, Grade 11

ISM has a last-

ISM: Integrity, Service, Merit. ing effect with more than
just its students – its
These are the three core values that have been our reach extends much fur-
school’s guiding principles for multiple generations. Many ther than that. Through
ISM students have been groomed to become model global ICARE, Saturday Ser-
citizens: people who maintain and uphold certain values in vice, and the countless
all aspects of their life. This is reflected in areas such as other service initiatives
work ethic, respect, confidence, individuality and creativity, that are available to
for example. After ISM students graduate, it may take them students, ISM enables
a moment to remember the quadratic formula or the exact, students to extend what
textbook definition for a production possibilities curve, but they learn to the greater
the core values of integrity, service and merit have been community. From alum-
ingrained in them allowing them to progress to bigger and na, Alex Eduque, who
better things. raised 3.8 million pesos
for Habitat for Humanity
Any ‘good’ school should prepare its students for for her 18th birthday, to
that thing called life. That is exactly what ISM aims to Service Learning Coun-
achieve and has constantly succeeded in doing for all of its cil President Ayesha
students. “After I graduated, there have been times when Dayaram who ensures
I’ve had to make some tough decisions, but I feel that my that Service and Environmental learning are highlighted in
time at ISM has really prepared me to understand what is all activities at school, to our faculty and parents that serve
best for me,” says Karishma Dayaram, an ISM alumnus. as role models through their support and generous dona-
In our school, we are constantly encouraged to think for tions to the Service Program. ISM students are known not
ourselves – students are rewarded for having their own only for being a generally warm, welcoming bunch of peo-
opinions and being able to express them. Though many ple, but also for being extremely socially responsible.
may find it as a step out of their comfort zone to actually
have to think in class (what a terrible thing that would be!), When Typhoon Ondoy struck last year, leaving much
the encouraged mindset lends us many useful skills for of the city under water and in ruins, we turned the school
college. Not only does it prepare us for the academic and into a hub for flood relief activity and managed to raise
intellectual challenges we may have to face, but it also pre- over 400,000 pesos in little under a week. Now, as floods
pares us to be able to make responsible decisions, a vital plague the nation of Pakistan, our students are respond-
skill that surprisingly only few possess. “I’m really grateful ing, with bake sales in front of the canteen every week and
to all that ISM has done for me,” says Karishma. due to our standing Disaster Relief Fund ISM was able to

The competitive atmosphere at ISM,
though overwhelming at times, serves as
more than adequate preparation for the real
dog-eat-dog world out there. In the struggle
to attain better grades, leadership positions,
and better college acceptances, students are
unknowingly preparing themselves for the
cutthroat professional world that lies outside
our ISM bubble. Through various leadership
positions, students are learning the values
of determination, persistence, and plain hard
work. Essentially, ISM provides everyone with
the ingredients and teaches us a great recipe
for success. It is then up to each student to
use their recipe to cook up the end product
they are looking for.

10
offer 3000 dollars in immediate funding through the Inter-
national School of Islamabad (ISOI). The money was used
so that the students of ISOI could buy and distribute much
neede emergency packs for the flood victims.
The concept of service is continually stressed
throughout ISM. From ECLC to 12th year, ISM creates op-
portunities for students to understand that our actions do
have an impact in the world. As a result, ISM students have
been able to make a real difference, one step at a time. The
school strives to make students aware of the environment
around them, to help students understand that there is so
much more that can be done and to eventually become the
type of people that will step up to fight for the change we
want and need.
BoB 2010: “One Last Time!”
By: Anthony Gokianluy, Grade 12 and Isabel Martel Francisco, Grade 11
The shouts, the screams, the smoke ma-
chines... from the very start, it would seem as though
this BoB, the BoB of ISM’s 90th, would be one to re-
member forever. The Battle of the Bearcats is one of
the most memorable, coveted and awaited events of
the year. It is a day for each individual within the high
school to represent his grade by cheering his lungs out
and by gunning for the gold at each and every event.
September 22 marked yet another milestone in the his-
tory of “BoBing”. Each grade, from Freshman to Senior,
prepared every detail and was ready to showcase their
school spirit. It was truly remarkable how each grade
was so enthusiastic and so passionate about this year’s
BOB. The cheers shook the gym floor and rattled the
bleacher seats, surpassing all expectations. “Olympics”
was the overarching theme of this year’s BoB with the
coveted Spirit Award being up for grabs as usual. Also,
in a bid to become more environmentally friendly, baller
bands replaced the medals. New events were includ-
ed this year as well, such as FIFA and Starcraft. The
Freshmen, Sophomores, Juniors and Seniors really put
up a fight, one that was not to be forgotten. The dance
event was amazing, for it was probably the first year
It is undeniable that ISM’s academics are nothing
short of astounding, and it goes without saying that our
school prepares its students for any academic and social
challenges that they may face. Students understand the
value of working hard to achieve their successes, the val-
ue of giving back to the community and the importance of
standing up in what they believe in. Ultimately, ISM breeds
responsible, clear-headed global citizens – people who,
during their time at ISM and beyond, will go on to make the
world a better place.
Please visit www.isoi.edu.pk > community > ISOI Flood Relief
Appeal to see the relief our Disaster Relief Fund money has
been able to support.
News
where all grade levels prepared such a great number,
including the Freshmen! The Senior dance was incred-
ible as the majority of Dance Co showcased their tal-
ents. The yelling, the whistles, the screaming, the clap-
ping, and the chaos went on for hours, contributing to
the most spirited, most exciting display of grade-level
pride that ISM has seen. But, each student proved to
be a proud Bearcat and upheld ISM’s values during the
closing ceremony as they all clapped and congratulated
one another in commemoration of this most outstand-
ing and breathtaking BOB. On the administrative side,
Bamboo Telegraph Online in coordination with ISSBA
made this BoB possible and very innovative to say the
least. And, when the last strands of confetti fell, the Se-
niors emerged winning the Spirit Award, a fitting trib-
ute to their four years of celebrating and embodying
the spirit of ISM in everything they did. Senior Class
President, Joaquin Benares (a.k.a Inglorious Senior)
has this to say about BoB 2010, “the Seniors, Juniors,
Sophomores, and Freshmen all performed amazingly.
The Seniors were especially dominating, winning a total
of nineteen Gold medals!” However, without doubt, all
grade levels were certainly winners. Congratulations!
One last time guys!
11
 Perspectives
Looking Back
A Filipino proverb goes: “Ang hindi marunong lu-
mingon sa pinanggalingan, hindi makakarating sa paru-
ruonan.” Translated it means, ‘he who does not know how
to look back to whence he came will not be able to reach
his destination.’ The proverb is keen to express the im-
portance of reflection. It is one aspect of learning that is
always encouraged in an ISM classroom. Reflecting upon
one’s self involves taking a step back and observing what
we have done well, and what we must do better in order to
improve. Looking back over the years, ISM has developed
considerably both as a school and as a community by un-
dergoing changes.
When ISM was first founded in 1920 by a group of
American and British parents, it was named the American
School Inc., due to the majority of the student-body coming
from the United States as expatriates. The change from
the American School to the International School Manila in
1970 was one of the most significant changes in ISM’s his-
tory. It was a change, which depicted the growing diversity
of student nationalities, from being predominantly Ameri-
can to having individuals coming from a myriad of different
cultures and backgrounds. It was indeed a change for the
better as it is now a more accurate representation of our
school community, as we have 63 countries represented.
The new name now directly welcomes students from all
over the world. Our current name has been quite advanta-
geous, as even at first glance, ‘The International School
Manila’ reaches out to an array of people; whereas other
12
By: Audrey MacCormac, Grade 11
schools’ whose names are based on a certain nationality or
heritage may seem more exclusive in pertaining mostly to
students of a specific background. In addition, the change
of name also better communicates what our school has
to offer in terms of education. Despite our overall school
framework and style originating from the United States, our
curriculum is holistic, incorporating teaching methods from
all over the world. Our current name also directly repre-
sents the unique learning environment which ISM offers
students: working with people from all over the world and
bridging cultural gaps to create a global community, while
also celebrating diversity.
In the mid-nineties ISM made another change that
affected the Schools image and Alumni population. In
1995 the American Indian, the symbol of both the Ameri-
can School and ISM was changed to the current mascot,
the Bearcat. Some felt it better represented our school’s
multinational community, while others felt that the Indian
represented bravery, loyalty and set ISM apart from the
other International Schools in the region. The rationale
behind the change resulted in the ISM community voting
for the Bearcat not only because the animal is indigenous
to the rain forests of the Philippines, but also because it
brought attention to an endangered species. The Bearcat
is not known to be outwardly aggressive, but if provoked,
the animal ss well equipped with sharp claws and fangs to
defend its self. The new official mascot possesses excel-
lent qualities which personify the tenacity and cooperative
nature of ISM students today. The AS and IS Indian is still
revered by many former students and the Alumni Associa-
tion helps to keep the Indian recognized.
Also connecting to school spirit was the introduction
of a proper school uniform in 2002. This came as a disappoint-
ment and a shock for most students at first, but as time has pro-
gressed it seems that the student body has grown accustomed
and attuned with the uniform. It was a great transformation for
school life as it united the student body with ISM’s trademark
colors of Green, Gold, Black, and White. The uniform is unique
as well in that it is not as traditional as
other private schools where girls are
required to wear ankle-long skirts. It is
versatile and comfortable and keeps
attire appropriate for daily school ac-
tivities.
been an easy to access resource for both students and faculty.
The school and teacher blogs have been vital in keeping every
member of ISM up-to-date with the latest happenings. When
Ms. Vicky Herrera had come to teach at ISM in 1973, she had
mentioned that her students were amused with a simple cal-
culator, being that some hadn’t even seen one yet! “Back then,
we had a computer class but we didn’t have computers, so stu-
dents learned about theory and had to go to the University of
the Philippines to have any sort of computer experience - and
it was with a big mainframe computer. We have come a long
way since then!”

The implementation of uni-

forms came hand in hand with ISM’s
shift from the Makati campus, to our
current home in Fort Bonifacio. This
change was without doubt, excep-
tionally essential and rewarding for
ISM as with its growing reputation
as one of the best schools in South
East Asia, it needed to be able to ac-
commodate the growing number of
students being enrolled as well. Also,
after forty-two years of being in the
Makati campus, it was definitely time
for an upgrade. Ever since the transfer
to Fort Bonifacio, ISM is now evenly
ranked with some of the best private
schools in North America, along with
other international schools in Asia.
The new facilities such as the all-
weather track and competitive fields,
school gyms, Media Centers, Fine Arts
Theater and Little Theater, greatly fa-
cilitate the learning experience by
providing modern, up-to-date and
top notch resources.

While interviewing High

School Vice-Principal, Mr. Michael
Dickinson, he mentioned one of the most prominent changes
in ISM has been within the IT department. Recent investments
in improving the campus’ IT infrastructure has kept ISM tech-
nologically advanced, and has provided students with some of
the best working amenities. New Macintosh laptops are avail-
able for use to students working in class, as well as up-to-date
computer labs and the
Media Centers also offer students access on-line.
The new server systems and teaching tools such as the Pro-
metheum electronic white boards have helped enhance in-
class work for both teachers and students. ISM online and
blogging is a giant modification and addition to the commu-
nity. It has vastly improved communication channels and has
The past 90 years has given ISM the means by which
to base standards of excellence in education and service to
the community. It has progressed and developed from a small
organization to arguably one of the best schools in Asia. By
constantly reflecting upon and seeking to make changes that
will keep ISM students at the forefront is what makes ISM tick.
Having looked back and appreciated ISM’s history, the
current ISM community can now confidently face the new
challenges that lay in the future with vigor and confidence.

13
 Perspectives

Nesting
Grounds By: Esther Park, Grade 10
Beginning in ECLC as a child, new to the world, we
spend around 140 months in the K-12 educational system
before we graduate as transformed college-ready ‘grown-
ups’. Picture a school as a nest; a crucial environment that
slowly nurtures students, encouraging the discovery of
their unique identities amongst a myriad of people from
different cultures and backgrounds. A nest in which we are
challenged to extend ourselves, as positive contributors,
into the fast-paced, ever-expanding world.
The International School Manila has been a second home
to thousands of students from a plethora of cultures and
backgrounds over the past 90 years. As one of the oldest
international schools in Asis, its outstanding facilities, its
wide array of courses and activities, remarkable teachers,
and unique influence on the students has proved as a won-
derful haven for all developing scholars who thrive from
this exceptional institution.
The Nest: Facilities & Programs
A school is made by a variety of differentiating fac-
tors such as its reputation, quality of students, college ac-
ceptance rates, education system, staff and the amenities
that facilitate learning. What makes ISM the remarkable
establishment that it is, is that it offers endless opportuni-
ties to each and every student. Every year, renovations are
made and updates are provided around the entire campus.
The school’s current campus encompasses 7 hectares,
jam packed with up-to-date technology (with the addition
of a new Mac store), sports facilities & equipment, state-
of-the-art classrooms, class choices and extra curricular
activities.
The fact that our school is so aware of the reper-
cussions of human actions to the environment, the evident
impoverished state in the world and definitely in the country
makes ISM that much more incredible. Pushing students
to help out and educating them on why it is so important
to lend a helping hand only fosters and even closer-knit
student-body and over-all community.
Since ISM accommodates people, and faculty, staff
and students come from a wide range of cultural back-
grounds, it is fit that there are so many choices and the
effort placed into creating a warm, beautiful environment
for each and everyone. Paying respect to the environ-
ment and being pro service learning enhances countless
characteristics in a person and brings out the best of the
school.
Keeping up with the times -- the advanced tech-
nology, the clean environment, fantastic teachers, air-con-
ditioned classes, auditoriums, gyms, tracks, well stocked
libraries and so much more --- ISM would not be the highly
esteemed institution it is today. The courses and activities
that fuel initiative to excel, stimulate the inner passion to
posses school spirit and to work towards your dream make
ISM great.

The facilities at ISM encourage learning and mo-

tivate a competitive individual. Comfortable, personalized
and detail oriented environment what the administration,
class councils and school Board strive to create for the
community. So far, they have done quite an excellent job in
doing so. Students walk around school feeling welcomed
and not the least bit intimidated. The multiple options for
classes and the diverse extra curricular choices give stu-
dents freedom of choice and instill the joy in learning and
being successful in what they do.

14
 The Mother Birds: Faculty
The remarkable group of teachers with varying teaching
styles appeal to different learners and stimulate our senses.
Each one is a valuable mentor of our students, and without
them, ISM would be missing a vital part of its community.
When asked, every student will wholeheartedly agree that
ISM has an amazing group of teachers that really connect
with our diverse range of students to create an unforget-
table, undoubtedly enhanced educational experience. ISM
has 120-plus faculty members from all over the world, truly
embracing internationalism.
The Birds: The Students
Most importantly, the students are the key that differenti-
ates ISM as well. Students themselves contribute to ISM’s
“internationalism,” a unique aspect of the school that has
over 62 nations represented on campus. From learning
about worldwide issues in social studies classes, solving
a quadratic function, to appreciating different customs and
traditions at Filipiniana, to the culmination of student body
power and exuberance during sports events, the variety of
opinions and experiences make the activities all the more
richer. Without the students, a school is just an empty, va-
cant bird nest that is useless and devoid of life. On the oth-
er hand, a school filled with cheery voices and the bustling
noises of its proud students, truly fulfills its purpose.
With that said, the ultimate purpose of this multi-
farious nest, is to nurture its hatchlings to eventually be
capable of flight. Students are pushed and tested day after
day in order to gather the ability to be proficient in both
academic and social conduct.
So what makes a school great? Is it the physical
aspects? Is it the technology? Is the students? Is it the
teachers? Is it the personalities? Or is it a combination of
all of those ingredients? In my eyes, ISM has left a remark-
able impression on me, and I believe it is an outstanding
school. For all of us Bearcats, we will remember our years
at ISM as experiences that must be cherished forever.
15
 Perspectives

Changing
Our World,
Changing ISM
By: Jessica Ellice A. Tordesillas

Ms. Vogt poses with the Filipino Homeless World Cup team.

It was an intense and tiring second day of school for stu- Without Walls, or CWW. The Saturday Service Programs, in par-
dents in the 8th grade. The locker hallways were full, the ticular, target ISM’s partner organizations such as the Chosen
sports tryouts had started, the students went from class to Children Village (CCV), Care for Kanlungan (CFK), Indigenous
class – these were the signs that the last year of middle Peoples Club (EPIC), the Philippine Christian Foundation (PCF),
school had begun. From a new student’s point of view, I to name a few. The students that have participated in these
saw that my fellow peers seemed confident their year’s programs have gone beyond their classroom in order to expe-
classes; they were familiar with every room in school, and rience what they are learning.
knowledgeable of the teachers and their different styles of
teaching. But little did I know that there was a certain class
How does offering these
no eighth grader had ever been to.
of experiences to stu-
dents reflect ISM’s fu-
At 8:45 am, I met Ms. Sabina Vogt, my teacher for Changing
ture and success? What
Our World, also called C.O.W. Ms. Vogt seemed to be a fun but
might be in store for the
strict teacher who thought that C.O.W. was a practical subject
next few years to come?
we could surely apply to our own everyday lives. In her words:
According to Ms. Filipa
“C.O.W. is different because you can use what you learn from
Pavic, the Changing Our
C.O.W. in school and most especially out of school. You learn
World Subject, the Ser-
how to communicate, give your opinions and respect others’
vice Learning Programs,
views, be responsible citizens, and other things that reflect on
the Classroom Without
one’s character.”
Walls trips – all of these
The students seemed to agree. Actually, there are a number
– show just how proac-
of students who chose to go beyond simply attending the
tive, thoughtful and re-
regular C.O.W. class. Students have learned that by attending
ally ahead of times ISM
Saturday Service Programs offered by ISM the lessons learned
is. This stays true to the
in C.O.W can be applied to real life service. Students have con-
school’s mission of
tributed their time and efforts to create performances and Ms. Filipa Pavic
activities for other service learning trips, such as Classroom
16

Service and being ethical contributors to the global commu-
nity. Ms. Pavic proudly states, “ISM is doing a great job of being
part of the Philippine community and I think its path will re-
main the same. Service learning is now part of our culture and
that is wonderful! Studies also show that happy people are the
ones who do volunteer work and in my opinion, ISM is a very
happy school.” Personally, even as a new student, I see great
things ahead for ISM as a school where students, teachers and
staff believe that service is not a want, but a need.

TheBookofAntigone: By: Angel Feliciano, News

Grade 12
2010-2011HSPlay
Audiences set to enter the Fine Arts Theatre
should brace themselves for this year’s High School Play.
It is unique, unconventional and not the predictable
type of play you would normally see. Gabriela Pascuzzi,
a high school senior who is this year’s assistant director
agreed saying that, “the play is completely written by us
[students], so the audience doesn’t know what exactly
to expect, which they sometimes do if we get the rights
to a popular play that people are already familiar with.”

This year’s high school play entitled The Book

of Antigone is devised, and formatted as a ‘play-within-
a-play’ context. Ms. Tami Monsod, this year’s high school
play director who devised last year’s successful and funny
production Very, Very Dangerous, commented that, “there
have been a number of plays and films about theater (and
the arts in general) being a vehicle for therapy and trans-
formation. What’s nice about this format is that it would
feature some of the rehearsal and production processes in- will make it to the final script. A typical day of rehearsal
volved in staging a play, and also shows the finished piece.” would include warm up with games, vocal warm ups, di-
rectors’ explaining the goals for the day and dive right in
Additionally, the idea of juvenile delinquents is to improvisation.” The cast this year is also something to
a major theme of the play. When asked about where the look out for; it is diverse, and several new faces will grace
inspiration came from Ms. Monsod noted, “I came across the stage. Gabby further commented, “that despite their
a Boston Globe article about juvenile offenders who were diversity and their large size, they are so cohesive as a
made to work for a Shakespeare production rather than cast and work well together and support each other.”
do the usual community service. Gabby suggested we
lay off Shakespeare this year since he was the central fo- “ORIGINALITY” is what Gabby Pascuzzi
cus of last year’s production. So I chose Sophocles’ Anti- wants audiences to expect in this year’s The Book
gone as the play that the ‘juvenile offenders’ would tackle.” of Antigone. She ends, “the play has touching mo-
ments and comedic scenes. The audience would
A particular challenge that the cast and crew en- definitely walk away with a feeling of having been
counter each year is the mere eight weeks scheduled for connected with at least one of the characters.”
rehearsal before production. Since this year’s play relies on
improvisation, Gabby stresses that the most challenging So don’t miss it! The play will be held on Octo-
aspect is finding time to both rehearse and devise in the ber 14, 15 and 16 in the FAT and is open to everyone!
short time frame that they have. When asked about what
aspect Gabby enjoys the most in devising she replied, “it is
that feeling you get when someone comes up with a line
that just works. When something ‘clicks’ and you know it

17
 Features
“HomeIsWhere
The Paw Print Is”
Look back at your early school life.
Reminisce.
Remember.
There were no lab reports to be submitted, no thou-
sand word essays to be written, and definitely no worries of
IB or even of getting good grades. Elementary was a time for
learning through playing, and through cooperating with oth-
ers. It was a time for exploring what the world had to offer, and
what one had to offer to the world.
But what is school? What is ISM, really?
If you go up to any elementary student in the ISM playground
and ask them what they think of their school, they will most
probably say things along the lines of, “it’s a fun place,” or they
like it “because I get to play with my friends.” They would go
on about how they like their “teachers” and their “classes,” and
how “amazing” they think their school is. Anyone at that age
would have said the same thing. After only 7 to 10 years of
life, what more could school be but a place to learn and play?
It was a surprise, however, to find out that what several of the
alumni of ISM said in response was not that different at all.
There was never a lack of praise for the school from
the alumni, even back then before the year 1970 when In-
ternational School Manila was the American School, and the
Bearcats were Indians. It was because the school served as
more than a place for learning. Students expressed them-
selves through extra-curricular activities like sports. They were
inspired in different ways through different means to do their
best and enhance their talents and abilities. They made good
friends that they shared funny and memorable moments with,
and still have to this day. They found solace and refuge in times
of hardships and need. They thought of ISM as their home, just
like its students today.
Terry Derting, one of the alumni, said that she remem-
bers loving “hanging out in the senior lounge with friends and
playing foosball, everyone being involved in sports and other
extracurricular activities in the afternoons, basketball games,
band practice, the Sadie Hawkins dance (and) trying to do
physics calculations faster by hand than my classmates using
a slide ruler.” To whoever does not know what a side ruler is,
she says it is “somewhere between an abacus and a calculator.”
Another alumni, Oly Fernando of ’04 – a more recent gradu-
ate – said that she experienced “when we made the transition
into the Fort Bonifacio campus during my junior year.” She said
that it was “a very transitional time,” and was even “in a com-
mittee that decided what uniforms should look like.”
Today, students are as active as ever, remaining involved
with sports such as football or volleyball and other after-
18
By: Gaea Morales,
Grade 9
school activities avail-
able. We may not have
Sadie Hawkins dances
anymore, and use or
even know what a side
ruler is, but it is clear
that both in the past
and present, students
have always found a
way to get involved
and show their Bearcat
– or Indian – spirit.
“I am who I am now because of ISM. I really learned a lot,”
said Happy Vandrada. “My Fine Arts classes have thought me
to push the envelope and open my horizon as an artist


.” As a
result, she had won a Young Artist Award in 2001 during her
time at ISM.
Another success story is that of Gordon Shaw of class
’82. He is grateful for his “experience at ISM, not to mention the
academic excellence, including the then pioneering adoption
of the IB program that has become the standard for interna-
tional education” because it allowed him “to go on to attend
MIT.”
Evidently not every body will be interested in art or study-
ing in a technical university, but what is important to under-
stand is how ISM has played a vital role in the growth of its
students’ maturity. The school has aided many and guided and
supported them in the achievement of their goals and aspira-
tions both in their time at school and in their future.
In addition to school activities and the support adminis-
tered by ISM, the alumni never failed to mention their friends
and how important they were during their time at the school.
“The friends I made while I attended the International School
in Manila during the early 80s are the kind of friends that when
I got older I wish I had more of,” said Dan Rothermel of ’85.
Chris Fiest of ’91 also said, “the close friends I made
in IS are still my closest friends today. Our experience
bonded us for life even though we all dispersed across the
globe for college and pursued different careers.”
Norman Simmons of ’52, on the other hand, shared an
experience that expressed one of the unique things he and
his friends did in the old ISM. “On a dare I threw a rubber
boot toward the broad posterior of the art teacher as she
knelt on the floor of the classroom working on a mural with
some students. I meant to miss her, but the boot bounced
off the wall and hit her behind anyway,” he said. “I got sent
down to Principal Lois Croft with the boot, and she howled
with laughter when I told her what I had done. She took
me by the ear back to the classroom, shoved me into the
room with the boot, announcing to the class that ‘Danger-

ISM Summer
ous people like this should not be let loose in the halls!’”
It is clear that ISM was incredibly enjoyable and News

Sports Camp
memorable for these people, especially for Norman Sim-
mons who even after several decades, still recalls in detail
what had happened when he was a student. In this case, it
was because of the friends they had and the experiences
they had with them. It is truly amazing how you can get so By: Alexei Acacio, Grade 9
involved in someone’s life, that even after many years of
separation, you still remember the times you have shared
and still consider these people dear to you.
Unfortunately, not all stories were that of friendship
or inspiration. ISM and its past students were subject to
obstacles and hardships as well. “It was a time of unantici-
pated violent change in the world. The Vietnam War domi-
nated the headlines; indeed it was the bottom-line rea-
son most of our families were in the Philippines. The Civil
Rights movement was changing my old hometown, and
not for the better. I was fortunate not to be a part of that,”
Nancy Broussard of ‘70 said, her hometown being South
Louisiana, US. The school had just moved from Donada
Street to the new Bel Air Campus when her and her fam-
ily arrived in Manila. “I was continually challenged to do
The ISM Summer Sport Camps are workshops
my best,” she said. However, she mentioned how going
that take place 2-3 weeks after the end of the school
through these difficult times helped her in many aspects
year. In these camps, students are given an opportu-
of herself. “My life would not be nearly so rich without this
nity to improve their skills in a variety of team sports
experience.”
such as football, volleyball, basketball, and badminton
ISM was and is not only a place of laughter and
with the help of some of the best coaches in the coun-
games, of learning Maths or English or other classes. ISM
try. These 2 to 3 week courses are designed to help
was a sanctuary to some in times of despair, and a place
students remain active during summer and be able
for maturity and emotional growth as a student, and as a
to have fun and participate in a sport of their choice.
person.
Looking back at what ISM’s alumni and the school’s
According to Mr. Mark Pekin, Director of Athletics
elementary students had to say, it is obvious that there tru-
and Activities at ISM, “the camps are structured to maxi-
ly are many similarities among them. ISM’s past students
mize participation.” While the focus of these camps is
had activities they enjoyed, classes they liked and friends
primarily on developing skills, competitive game play is
they made, just like the youngest ones in the school today.
also practiced through the use of enjoyable mini-games
One of the evident differences however, is the depth of
and tournaments that are played with other camp partic-
understanding on what role ISM played or plays in these
ipants. Thus, the objective is based more on the learning
individuals’ lives, something children below 10 would not
process, and less on achievement. These courses serve to
be able to comprehend. The alumni’s responses are prod-
emphasize the students’ overall wellbeing as an athlete.
ucts of zealous reminiscing and of deep thought. They are
As such, participants learn a variety of important lessons
words of wisdom granted by years and decades of per-
ranging from proper warm-up and cool-down when train-
sonal experience.
ing, to caring for the body, and eating a nutritious diet.
Regardless of age, gender or nationality, how long
one has been a student at the school, whether one studied
Engaging in Summer Sport Camps is an excel-
in the old or the new campus, or whether one was an In-
lent opportunity for students who wish to improve
dian or a Bearcat, one can be certain that each and every
their skills, remain active, or simply have a good time
one left a piece of themselves within the school’s walls.
playing their favorite sport. There are camps that ca-
The ISM teachers, students and staff form a strong a bond
ter for students of different age groups and skill levels.
of friendship – a concerned and caring community.
Students will be enrolled in beginning, intermediate,
or advanced programs depending on their individual
And for this community, ISM has been, and always
ability; this allows them to work in a group with an in-
will be, a home.
structor who specializes in that specific level. These
camps will run on the ISM campus once again starting
June 13th 2011. For those interested, sign-ups will be
open starting March to allow more students to register.

19
 Features
TheEvolutionofNewsflash:
Past, Present, and Future
By: Frances Tanchanco, Grade 11
Newsflash has been the International School Ma-
nila’s one publication that has brought together the El-
ementary school, Middle school, and High school. Not
only has this venerable magazine been serving students,
faculty and parents of the school, but also reaches out to
ISM’s community partner base which includes the Asian
Development Bank, various Embassies, and a number of
other international schools in Asia. We know it today as a
magazine printed in full color and distributed twice or thrice
every year. At present, it is student-run with contributors
from different students and teachers, faculty, administra-
tion, and even ISM alumni. Essentially, Newsflash went
from black and white on bond paper, to stapled colored
paper, to a full-out magazine. Today, the Newsflash aims
to be guided by eco-friendly rules, and to be a less costly
magazine in print. By and large, Newsflash has grown and
developed over the past decades and has embodied the
ISM community spirit more than ever.
Back in the late 80’s, particularly school year 1987-
1988, Newsflash wasn’t called Newsflash, but the News-
flash Bulletin. It was more of a weekly bulletin providing
updates of happenings throughout the school. Run by the
ISM Communications Office, these bulletins were pub-
lished once a week. It was printed in black and white, on
bond paper stapled together, and looked more like a report
than a magazine. Instead of having articles, the Newsflash
Bulletin was composed of various announcements, noti-
fications and reports for parents and students regarding
the upcoming events in ISM. Regular components of this
weekly Newsflash included a Superintendents’ message
and a calendar of events for the Elementary, Middle, and
High schools. Unlike the modern Newsflash, there were no
photos included or any colored pictures whatsoever. The
Newsflash Bulletin continued to run and remained until
1999 when it began to be published in color, and the name
changed to simply: Newsflash. This version of Newsflash
contained photos from school events and some articles
about them as well. It was no longer a report on plain white
paper but was more like a booklet.
The image of the Newsflash changed in the year
2006 when Newsflash split into two separate entities. The
Newsflash magazine was created and became a publica-
tion dedicated to writing about everything of concern in
the entire ISM community; the News Bulletin, on the other
hand, took on the former role of the Newsflash Bulletin in
20
imparting announcements, notifications, and reports of
the current events at ISM. By school year 2005-2006, the
administration handed editorial direction of the Newsflash
magazine over to the students, making the Newsflash an
official HS Club. Under the guidance of the Marketing and
Communications Office, the Newsflash team work tire-
lessly to create a magazine that reflects a whole-school
perspective.
In school year 2006-2007, Newsflash underwent
a major reorganization to become a full-out magazine, a
full-out magazine that needed full-out professional photo
shoots for covers and articles. The first official Newsflash
magazine came out in November 2006 and had around
seventy-eight pages. Just like any other magazine, it had
glossy pages all in full color; the magazine was published
three times a year. The various sections of the magazine
included Events, News, Features, Editorials, and Lifestyle.
The magazine was originally planned to be published four
times a year, once every quarter; however, this was recon-
sidered due to all the work needed to produce one mag-
azine. By the following school year, however, Newsflash
made another big change.
From the middle of school year 2007-2008 to the present
day, Newsflash decided to be guided by eco-friendly rules,
lessening its pages and changing its glossy covers to more
earth-friendly material. There are no longer five different
headings for articles but only three: Features, Perspec-
tives and News. Newsflash today encompasses interest-
ing articles that highlight the multiple activities that take
place during the year, but more importantly, allow ES stu-
dents, MS students, HS students, faculty and even Alumni
to have a voice.
In the near future, an online version of the maga-
zine will be developed. This will allow Newsflash not only
to further go green, but also allow our community to maxi-
mize the different mediums available. The online maga-
zine would ultimately save time, paper, ink, and more! This
change is almost inevitable as the world’s technology ad-
vances more and more each year. Newsflash has stood
the test of time and is a reflection of a community that val-
ues learning, service, creativity, and celebrates the unique-
ness of every event and person.
21
 Features

Service Thro
the Years
22
 By: Laura Lehmann
Grade 11, HS Coordinator

International School Manila(ISM) is a school of “in-

tegrity, service and merit” as the past 90 years of success
reflect the first-rate quality of education it continues to fos-
ter. Students are not only friendly and welcoming but are
also admitted into top colleges, engaged in sport activities,
and involved in the arts. They embody the well-rounded role
model who, despite the obstacles, always strives for contin-
ued excellence. But what makes students at ISM unique is
that they posses one defining factor that sets them far above
the rest – a dedication to service.

As an international body and organization, ISM is

naturally engaged in global citizenship. The ideas of model
and dedicated citizenship stem from the unity of various cul-
tures working together. With the help of zesty “Pinoy pride”
and a set of values unique to itself, ISM has fostered a key
mentality among its students, that is, service learning. For
the past 90 years, the school’s service program has con-
tinued to expand and improve. Today, it extends its reach
school-wide, unifying administration, faculty, staff, students,
and families into the community we call ISM.

ough
The ISM high school is the epitome of service learn-
ing. High school students apply their sense of awareness
to engage in community service projects and embed them
into their student-run organizations. What began as a small
program in 1994 has now transformed into a huge high
school event. ICARE (International Community Actively Re-
sponding to the Environment) is a program in which all high
school students either visit or spend the night at a service
site of their choice for a week, serving the Filipino commu-

s
nity through different forms of action. Not only does ICARE
entail service, but it also fosters creativity and awareness.
Through teaching school children, feeding babies, painting
gates, cleaning up the beach, or building houses, ICARE of-
fers an opportunity that many other schools lack – a virtual
classroom without walls. According to long-revered guidance
counselor Ms. Vicky Herrera, ICARE allows students to,
“step out of the bubble that is ISM,” and experience learning
beyond the classroom. The program has evolved over the
years and is now organized by students themselves. Under
CAS Coordinator, Mr. Neil Woods, the ICARE Council orga-
23
 Features
under the undying guidance of HS history teacher, Dale

“The ISM high school is Hutchison, congregated to discuss the options. Clever in
their approach, they agreed that the intrinsic Filipino love

the epitome of
for dance and music would merge smoothly with the cause.
With only five days of preparation, these students held a
school-wide charity concert. Many of the ISM staff mem-
service learning” bers were absent from work due to the flooding and so the
students were forced to organize the entire event them-
selves. With the help of a generous PHP 60,000 contribu-
nizes all the ICARE trips, contacts the service sites, and
tion from the PTA, PHP 17,000 from the Philippine Culture
ultimately prepares an enriching experience for the student
Club, PHP 17,000 from the American Culture Club, and a
body. Through the ICARE program, many students grow
wide range of sponsors, the event was the ultimate icon
attached to their ICARE sites; and it is no wonder why they
of school-wide unity. Teachers from both the MS and HS
form respective service clubs to carry on their duties even
departments supported the cause, either by shaving their
when the five days are up.
heads for money or showcasing a band in the concert.
Raising around 440,000 pesos, “Singing in the Rain” was a
Children’s Chosen Village (CCV), beginning as an
clear indication of the will and determination of the student
ISM ICARE site, fostered such a high extent of enthusiasm
body. It was an effective translation of service learning into
that it eventually molded into a service club of its own. A vil-
a real and direct response. The event embodied the col-
lage for disabled and abandoned children, CCV has ben-
laborative efforts of a single community, and it was only the
efited greatly from ISM’s generous donations. Throughout
first among many others in the year.
the past few years, the CCV club has overseen a diaper
drive that involves both high school and middle school stu-
Both Battle of the Bands and Band Aid unraveled
dents. Just last year, it managed to fill a busload of diapers,
within the second semester of the calendar showcasing the
majority of them being biodegradable! In addition to the
talent of ISM’s students while also contributing to service.
drive, the club also engages in six trips to the CCV site
For many years, these events have stirred the determina-
each year. During the 1-day excursions, volunteers typi-
tion of motivated students and reflected the successes of
cally feed infants in the nursery, teach students in the vil-
whole school events. Battle of the Bands, an annual friend-
lage school, or assist caregivers with daily chores. Though
ly competition between music bands in the high school,
time is limited, ISM students make the most out of each raised approximately 390,000
trip and cater their efforts entirely to
pesos last year. The money was
the children. But the service program
used to build 10 homes for the un-
of ISM is not limited to one entity, and
derprivileged, rescuing more than
CCV is one of many service clubs that
10 families from impoverished
has established strong traditions with
situations. With similar intentions,
the high school. Service learning is
Band Aid is an annual charity con-
dominant throughout the whole year as
cert that occurs on the night of the
many Saturday trips are held for stu-
school’s Family Fun Day. Though
dents to further contribute to the com-
it also raises significant funds, it
munity. Nonetheless, service learning
focuses less on the idea of con-
is not limited to the high school as the
crete donations. According to its
middle school provides a similar pro-
founder, Mr. James Atkinson, the
gram to that of ICARE, namely Class-
show provides something more
room Without Walls or CWW. With the
valuable than money. It “invites a
aims of creating a solid basis for strong
group of underprivileged students
awareness and a desire to help others,
to watch a concert that they would
the school sees to it that all students of
otherwise never get to see, in a fa-
varying ages are given the opportunity to engage in ser- cility that they would never get to enter”. In recent years,
vice learning and eventually develop a keen interest for it. the event has expanded beyond the music department
and now focuses much of the performance also on dance.
ISM students themselves also take initiative and Service learning however has not been limited to musi-
show a high level of enthusiasm for service; such was evi- cal events, and it continues to improve with every year.
dent when a natural disaster struck Manila in 2009 in which Indeed, ISM has set a model example for its students to
the entire student body took immediate action, responding follow, touching deeply the core of certain individuals.
with dedication as well as determination. On September
26, 2009, the catastrophic Typhoon Ondoy hit the heart of Inspired by the programs offered in school, even
Manila and destroyed almost everything in its path. Streets certain ISM students have established their own charity
were flooded and thousands of homes were submerged in programs. Despite tackling the heavy ISM courses, pre-
water. It was a day that marked history, sweeping many – if paring for college applications, and facing the rigors of
not all – international headlines. Eager to improve the des- teenage life, many high school students have found time to
perate Philippine state, a group of high school students,
24
promote a cause – all in a selfless desire to help the com-
munity. Alex Eduque, class of 2009, is the heart of that ex-
act notion. Declared by many magazines and newspapers
as the “Youth of the Year”, she has dedicated time and
effort to the Habitat for Humanity campaign. Passing her
reigns onto current ISM students Michaela Eduque, (class
of 2011), Isabel Martel Fransisco (2012), and Kay Yang
(2011), she has organized many trips for ISM students.
Using a similar sense of individual empowerment,
Maansi Vohra (2011), currently works with the notable “Op-
eration Smile”. Singlehandedly, she organized an event
in her very own home where students painted and sold
artwork for the cause. Bianca Romero-Salas and Rhea
Schmid, also of the class of 2011, working with Hands-On
Manila, have channeled their love for arts and crafts into
both making and selling friendship bracelets for the charity
organization. With likewise intentions, PREP (Promoting
Rural Education in the Philippines), a group of about fif-
teen ISM students, has worked with many underprivileged
schools in Tagaytay. Enriching students with a day’s worth
of fun and learning, member Shloka Sharan admitted that
the “high” from helping the kids was unmatchable to any
IASAS Cross Country
By: Shloka Sharan, Grade 11
Whether it is sprinting through the hallways on
campus, or pacing as up a route sprawled with hills,
cross country runners can be described as the fittest
and most dedicated athletes at school. Cross country is
the one sport where there is never an end, and never
just one aim to fulfil. It is considered one of the most
challenging sports as athletes push themselves beyond
their limits, always trying to take one step further to beat
their personal best.
The season began with numerous runners lining
the tracks, training intensely for six weeks. Junior and
Team Captain, Matthew Borja comments that, “in the
other. “My jaw hurt from smiling” she admitted. But the ex-
tent of service learning has even reached a younger audi-
ence; with the help of teachers, Mr. Tim Boulton and Mr.
Marc St. Laurent, a trip to “Stairway” in Puerto Galera was
organized and the middle school was invited to participate
in a week’s worth of charitable activities. Clearly, the spirit
of service learning has extended school-wide, and the ISM
students have used what they have learned to make a dif-
ference in the community.
With the model examples ISM has set for the students, it
is no wonder why the school has molded many leaders.
Despite its commendable academics and extra-curricular
programs, nothing is more rewarding than the events of
service the school has established. There is no doubt that
the school will continue to contribute towards change and
a brighter future for the less-fortunate in Philippine society.
n
For more information on our service partners please visit:
www.ismanila.org
About Us > The Service Learning Program >
Our Partner Organizations
News
first few days, we usually get a bunch of new faces, but
many of them end up quitting in the following week or
two.” He continued on to acknowledge that worse than
the physical pain is the mental pressure that accompa-
nies it. Fortunately, the new runners this year showed
that they truly were passionate about the sport, demon-
strating unfaltering perseverance in all their races. They
trained from Monday through Thursday, with Wednes-
day as a day for independent training; their progress
would be tested in local races held on Saturday. Finally,
after six long weeks, the thirty remaining athletes were
set to face their fate for IASAS, for which only fourteen
runners would be chosen.
This year, like in most other sports, the cross
country team is highly populated with underclassmen.
Rather than being a setback, this has actually strength-
ened the team with three of the fastest runners being
underclassmen. In contrast to previous years, where
the team would attend Pre-IASAS, this year, the team
decided to attend training sessions in Taipei where they
competed with the Taipei American School (TAS). Sur-
prisingly, the runners found that these more focused
races against TAS were extremely beneficial, gearing
them up for IASAS 2011 in International School Bang-
kok (ISB).
With such hard and high credentials to meet just
to qualify for IASAS, the cross country team will undoubt-
edly defy all our expectations when they once again set
their mark at ISB. As Matthew Borja mentions, “it’s cross
country, there is no finish line.” n
25
 Features
Howthe Bearcat
Came to Be
By: Andrea Ayala, Grade 9
The Bearcat is the International School Manila’s
mascot. Encompassing the dynamism, verve, and the very
essence of our school, it is our pride and glory, our hope
and joy. The Bearcat is the symbol that we have chosen
to stamp across all our hearts: found on every sport jer-
sey, school bag as well as on some uniforms of faculty and
staff. Its fierce appearance with its sharp whiskers, razor
edged teeth and diamond shaped head is a caricature we
all have embedded in our minds. But little do most students
know, the Bearcat wasn’t always the face of the Interna-
tional School Manila.
For 75 years, we were known as the Native Ameri-
can ‘Indians.’ This insignia was chosen initially because
ISM was the American school. The Indian depicted the
bravery, fearlessness and loyalty of the students who stud-
ied here. Being named after the Native Americans dis-
played a sense of respect towards the Native American
race, and choosing a human mascot in place of an animal
made ISM that much more unique.
However as the years progressed, racial labels be-
came a sensitive subject since more people from differ-
ent backgrounds attended the school. In 1970 (verify date)
because of the student diversity, the school changed its
name from American School to International School Ma-
nila. Eventually, in WHAT YEAR? a new school mascot
seemed appropriate and well suited for the school. Accord-
ing to the Bamboo Telegraph of that year, some students
believed that having our Mascot as the Indian, compared to
the Panthers of ISB and the Eagles of SAS, made it seem
that the Indian was portrayed as an animal as well. Jeffrey
Centerera, a high school student that year, expressed his
opinion by saying, “[we must] change the Indian because
others have insinuated that it is offensive to the race of
Native Americans.” If this notion was to spread amongst
school communities and student’s families it would have
resulted with such disdain in reference to ISM’s name and
image. Something the school would not have ever de-
served. As times change, so must other aspects in life.
Although several people disagreed with having
the ‘Indian’ represent ISM, no official action was taken to
change the ‘Indians,’ until the school year of 1993-1994,
when the High School Social Studies department sent a le-
gitimate letter to the principal stating that it was extremely
contradictory and hypocritical that a “school known for its
respect and appreciation for the world’s diversity of cul-
26
tures, had a mascot that portray[ed] an unflattering carica-
ture of an Indian.”
Despite the letter, there were still other members
of the community who believed the mascot of the school
should remain the same. Jennifer Barnes, another student
that year, stated, “We have always been the only human
mascot in IASAS. There’s always been a certain pride to
that, an arrogance, a higher evolutionary presence.”
So to clear up the controversy, a December a poll
was taken to see whether the community of ISM would
be willing to make this change. The results showed that
45% of middle school and high school students as well as
faculty agreed with switching the ‘Indians’, 32% believed
that the mascot should stay the same and the remaining
20-25% of the population declined the choice to vote.
With most of the population mandating the choice
to ‘sack the Indian’ the school now had to decide upon
what the new mascot would be. This decision, however,
meant that uniforms, billboards, books, and anything that
displayed the logo or name of the Indian required refur-
bishing as well. Leaving the school quite a heavy bill to
pay. A new mascot, a new school image was in demand,
with the difficulty being that it must please and adhere to
all persons in relation to the school. As Mr. Darwin Kreft, a
High School Social Studies teacher at the time put it, “I al-
ways thought that getting the change would be the difficult
part. Then I realized that finding a replacement could be
even harder.”
During the March and April poll of 1995, several
proposals were nominated for the new representative of
ISM. Thankfully, two particular ideas reigned triumphant:
the Typhoons and the Bearcats. A vote was cast resulting
in a close call between the two showed both choices were
highly favored. In the end, the ‘Bearcat’ emerged victorious
by a mere 8.76% more votes. During the school year of
1995-1996, the International School Manila officially inau-
gurated the Bearcat.

So what is a Bearcat? The binturong or Asian bearcat is
one of the oldest animals and lives in the rain forests of Bangla-
desh, Bhutan, Burma, China, India, Indonesia, Laos, Malaysia,
Nepal, the Philippines, Thailand, and Vietnam. It has a face that
is similar to a cat’s and a body like a bear’s. It has long, shaggy
black hair, stiff white whiskers, and a tail that is as long as its
body. Due to deforestation, bearcats are a vulnerable species
and in some areas endangered.

At first, being the Bearcats embarrassed some stu-

dents, as at the time it was on the list of endangered ani-
mals, and, in actuality, is quite slow moving and tends to
sleep for long periods of time. But today, more students
understand the symbolic meaning of being a ‘Bearcat’ and
appreciate the representation more.

Jacob Hobbins, a 9th grade student, supports this
statement by saying, “As a result of us being the bearcats,
the chances of the real bearcat going extinct have been
reduced. It doesn’t matter if they’re not big or tough. It’s
symbolic and original.” Like Jacob, Karina Swee, a stu-
dent in her fourth year at ISM, looks at the Bearcat with an
alternate understanding. She remarked, “When it is ap-
proached or cornered, it can be vicious. It is also nocturnal,
which kind of describes the students in ISM.”

Associating this feline with our school spirit is fairly

easy nowadays. With every student full of energy and love
for ISM, their tenacity feeds and creates this wild, vigorous
animal. However, recognizing what the ‘Bearcat’ really is,
becomes something of an entirely different nature. Most
students who arrive at the school are unsure of what a
Bearcat actually looks like. When asked to describe the
appearance of the animal, students seemed to be a bit
confused. “A more cat-like ferret,” “a small panda,” “a sloth
but more bear-like,” and an animal with the “legs of a seal,”
were just some examples of the descriptions given.

Faculty and students alike should be more aware

of our mascot and school image, as we do see it everyday.
It took the judgment and discernment of previous students
to develop our present day mascot, so we should take
pride in their efforts. In essence, we should take pride in
the Bearcat for all that it is worth. Once a bearcat, always
a bearcat! n

For fun and interesting facts on the Asian Binturong please

visit: http://www.sandiegozoo.org/animalbytes/t-binturong.
html http://www.wildlifewaystation.org/?page_id=424

27
 IASAS Soccer By: Sofia Benares,
Grade 11
News
Football, soccer − whatever you call the sport, there’s no de-
nying that in the wake of the recent FIFA World Cup everybody has
been struck with a fever for it. As our soccer teams leave for Jakarta
on October 2nd for IASAS, we ask ourselves: will they fulfil our high
expectations?
We definitely think so.

While last year the Girls came in 4th place and Boys in 6th,
the soccer teams this year are full of potential. Stephanie Dodd,
Head Coach of the HS Girls, acknowledges that they “have a lot of
rookies, but this was the first time in a long time where we have so
many good players.” David Birchenall, Head Coach of the Boys HS
team, says that they “are a young team and it will all depend on how
the young players adapt to the conditions.”

ISM has participated in many IASAS sports over the years –

but what makes this year’s soccer IASAS different from the previous
ones? Mrs. Dodd comments that, “IASAS is always tough and that
this year will be no exception. [But] the pressure is off a bit more this
year than last year when we were defending champs, and IASAS
was at home.” Whether or not ‘the pressure is off’, the team will be
training as hard as ever, and of course, there are still the games that
take up many weekends and afternoons. “I firmly believe that the
best form of practice is match practice,” adds Mr. Birchenall, who medal they lost last year. With that amount
arranges “as many games as possible” because of this. The hectic of practice, talent, and hours upon hours
schedule of both soccer teams accommodates practice four times a of intensive fitness training, how could our
week, including one day of fitness. Ashild Eriksen, one of the three teams not come out victorious? Our soccer
team captains of the Girls team says, “[we] consider every practice teams are most definitely gearing up for IA-
day as a fitness day; we constantly push ourselves.” SAS and hopefully, they will triumphantly
Julia Saubier, another captain, says they “work, eat, drink, play soc- bring back the gold to ISM.
cer,” adding that the Girls team is “seeking revenge” for the gold

28
IASAS Volleyball News

By: Katie Thompson, Grade 12

After four weeks, the Varsity volleyball teams
have come a long way. Both teams lost valuable play-
ers at the end of last year, but this year’s new crew has
risen to the challenge like only ISM athletes can. With
only one freshman playing on both the Boys and Girls
teams and an impressive number of underclassmen,
these young teams impress us all.

The Girls Varsity team was off to a rough start

this year since their co-captain Angela Sy had had her
appendix removed and a few weeks later her sister,
Captain Andrea Sy was sidelined with an ankle injury.
But this hasn’t stopped them! Although the team lost
six out of its ten IASAS players from last year, they are
making up for it with drive and dedication. Indeed, Ines
Diaz, one of six sophomores on the team, has said that
“what we lost last year in skill, we’re making up for it
this year in hard work.” The team is definitely improving
-- slowly but surely. They are more confident in one an-
other and are starting to work really well together. The Vince had this to say about the team: “This year’s vol-
team captain Andrea Sy has said that “even though we leyball season presented a lot of challenges for the
had a lot more skill and technique last year (because Varsity team. We lost 4 of our starters from our bronze
of experienced seniors) this year we have better team medal team which forced us to make a lot of adjust-
work and we have improved so much!” ments. Regardless of the results at IASAS this year,
this team has accomplished a lot, and should be very
Similar to the Girls team, the Boys team this year has proud of themselves!”
six underclassmen and of the fifteen members, eight
are new additions to the varsity team and a few are
new to volleyball all together. Coached by Mr. Atkin- Win or lose, both our Varsity volleyball teams really do
son, a high school math teacher, the Boys team has prove that what really matters is how one plays the
been working equally hard these past few weeks. The game. They have been working tirelessly and we look
team has been competing in both the MANSAC and forward to seeing them progress even farther both this
ISSA leagues in preparation for IASAS. Six seniors are year and in the future. Good luck! n
proudly part of the team, two of which, Song Ho Lee
and Vincent Ching, are co-captains.

29
 Features
ISM’s Accomplished
By: Denise Francisco,
Grade 11
Throughout the years, ISM’s community has pro-
duced elite students who always surpassed expectations
and brought accomplishment and perfect work ethic to the
table. Life under ISM’s educational system seems to be-
come more and more competitive as students are trying to
get into the best schools in the world, ultimately for a better
life. In some special generations, we have the select few
who have transcended the high school norm and made us
proud of the International School Manila education system;
their names are Ms. Vicky Herrera, Patricia Limcaoco and
Smriti Sridhar. Their years at ISM have been nothing short
of amazing as they have always sought to exceed their
finite potentials in bringing something extraordinary to the
community. These people have influenced us, inspired us,
and have shaped our school’s reputation.
Ms Vicky Herrera, in the HS Guidance Department,
is a popular name within the ISM community. She has im-
pacted both past and present students, inspiring them to
reach their fullest potential and guiding them to the best
colleges. Graduating with the Class of 1968, she joined
ISM as an English Teacher in 1973. How she ended up
in the guidance department is one of the many things life
sometimes gives you: A Chance. She left as an English
teacher but came back as a Guidance counselor subse-
quent to her maternity leave. After that pivotal event all
those years ago, she is now known by her students as
the unchanged and wonderful guidance counselor, leading
all her students towards the path of success. Anyone who
steps into Vicky’s office feels a sense of security; an expe-
rience that only Vicky can muster because of her 35 years
of experience at ISM. The mosaic of past student photos
that adorn the walls in her office captures her many admir-
ers who value her advice highly. She quickly replies to the
students and gives them the most objective and support-
ive advice. In appreciation, students shower her with many
gifts, many of which can still be seen in her office. Her
genuine belief in the potential and dreams of every student
is what truly makes Vicky a one of a kind counselor.
Patricia “Pats” Limcaoco hails from the Class of
2009. With her perceptive knowledge on the rugby field as
well as her intellect in the classroom, she has inspired oth-
ers through her balance of sports and academic endeav-
ors. I have been lucky enough, during my freshman year,
to have been under her Captainship when Rugby season
came around. She has an effervescent personality that
has truly made her stand out as an athlete and as a schol-
ar. Her peers see her as an intelligent girl who continues to
work hard and give 110% in everything she does.
30
Conquering whatever task is ahead of her, Pats has over-
came numerous trials through perseverance and a “Cham-
pion’s spirit.” As a student, she was part of the esteemed
National and French Honor Societies which indicate her
ranking in the normal academic hierarchy. The aura she
exudes rubs on her peers on and off of the pitch. Not only
does she concentrate on gaining more knowledge for her-
self, but she also makes it a point to share it with others.
There is undoubtedly no mistake that her contributions to
ISM are invaluable; Pats, currently a student at Stanford
University, has become an inspiration that carries on and
reverberates through the halls of our community leaving
behind an epic legacy.
Today, the seniors of 2011 have been nothing short
of amazig. As individuals, they have exuded school and
class spirit for the majority of their school days, never
flinching because of the confidence and “tightness” that
unite them. In the ultra-competitive environment of ISM
where people are fighting for their dream colleges, one of
the seniors of this year’s batch has shown once again that
a balance of activities and consistency will truly lead some-
where. Smriti Sridhar is both a scholar as well as an athlete
who has always exhibited a high standard of consistency.
She is regarded as one of the “top dogs” of the school
year 2010-2011. The majority of the high school populace
knows her as someone to look up to because of her amaz-
ing, jaw-dropping credentials. Her flawless performances
inside and outside of the classroom has contributed to
her reputation. During her sophomore year, she won the
Most Valuable Player distinction in one of the most rigor-
ous sports in IASAS, Track and Field. Breaking the school
record for the 100m and winning gold in all of her events
- she is truly a force to be reckoned with. With the pressure
running high in her senior year of high school, Smriti keeps
her head cool and manages not to be crushed under the
enormity of expectations people hold for her.
It can be said that ISM students have proven to be very
accomplished and adept at completing the rigorous course
of IB as well as participating in the physically demanding
IASAS sports. There seems to be no end to what ISM’s
esteemed and hard working students can achieve despite
the unpredictable ebbs and flows of circumstance. These
three individuals have taken advantage of their opportuni-
ties and abilities, turning them into legacies that will live on
in the hallways of ISM.
Class of 2011

31
 Features
In its 90 years of existence, the International School
Manila has strived to keep up with the latest technology
and innovations to further enhance the quality of educa-
tion it can offer to students. At present, ISM has indeed
become a modern campus which is evident through the
school-wide Wi-Fi connection, the Mac laptop carts avail-
able for all classes, and the newly updated hi-tech devices.
This school year, a new form of online communication has
been introduced to the ISM community: Blogging. This is
done through a newly launched blogging website, specifi-
cally ism-online.org. In hopes of providing its students with
greater opportunities and prospects for acquiring knowl-
edge, ISM explores and experiments with this idea of
seeking new online means of learning. What are the pros
and cons?
What exactly does blogging entail? According to
the American Oxford Dictionary, a blog is ‘a website on
which an individual or group of users produces an ongoing
narrative.’ This means that in a blog, acknowledged users
are allowed to publish necessary information, comments
and suggestions for the topic in focus. This is certainly the
case for the school’s very own blog. In the well-organized
ism-online.org site, there are divided sections for Elemen-
tary, Middle and High School blogs in which sub-catego-
ries based on different courses ranging from math to fine
arts are allocated to different teachers. Teachers are then
given the freedom to post necessary announcements and
agendas, as well as provide resources be it documents
or videos for their respective classes to use. Students are
given blog usernames, which allows them to be involved in
the process. Like teachers, students can also contribute to
the blog sites by posting comments and suggestions that
could be of use to their peers. Blogs create opportunities
for student-teacher interaction outside the classroom to
further promote learning and knowledge. The blogs offer
an alternative communication style in case situations come
up that would hinder the normal classroom teaching to oc-
cur; Mr. Fred Biggar, HS Program Leader for Computer
Studies, agrees that, “ISM blogging is a way for us [teach-
ers] to communicate with students in case school is can-
celled and announcements can be posted.” Students and
teachers can have on-going online discussions in regards
to their learning and can further contribute to make their
learning more productive. According to Mr. Alexander van
Iperen, ISM’s IT Technical Director, “Student blogging is
dedicated to helping ISM students with finding, research-
32
ISM
Goes Blogging!
By: Alyzza Acacio, Grade 9
ing, and evaluating education needs.” Given the endless
ways in which students can acquire new knowledge, blogs
provide a creative means to achieve effective learning be
it through providing links to informative videos or updating
world news articles. Increased student participation and
contribution can be attributed to the blogs, which is one of
the many reasons why the new blogging system is helpful
to both teachers and students, as well as parents.
The ISM blog as whole is set-up in a friendly man-
ner that is easy to follow, especially for new users or those
who are not too experienced with technology. One of the
many benefits to this newfound technology is that of con-
venience and accessibility for all, be it teachers, students,
or parents. Ms. Jennifer Smith, the IT Curriculum Coordi-
nator of the Elementary School stated that, “Since parents
are able to see what is happening in their child’s class-
room, they can use this information as conversation start-
ers with their young children. Instead of asking, ‘How was
your day?’ parents can ask ‘I noticed on your class blog
that you made a raft. Tell me more about that’. Thus, it is
evident that student blogging can be valuable not only for
older students, but also to the Elementary School students
that are starting to learn about computers and technology;
blogging has also proven to empower and involve parents
to facilitate their interactions with their kids. Since the use
of the website allows the teachers to provide handouts,
notes and announcements, Middle and High School stu-
dents could use the website to make up for missed work
or to further improve their progress in school. When asked
about the benefits of the ISM blog, sixth grader Michelle
Leow commented, “In case someone forgets what their
homework is, the teacher puts all the necessary resources
[on the blog], so you can understand more. It helps stu-
dents because of study guides.” In the High School, some
PE teachers require students to comment on a classmate,
complimenting their strengths and suggesting areas for
improvement. For ninth grader Kimberly Go, “Doing this
[online] reflection allows the student to look over his or her
skills and this teaches life skills such as the importance of
communication and teamwork.”
On the contrary, like any other innovation known to
man, there are always drawbacks to this technology adapt-
ed into the school system. Since the blogs are a rather
new system, many teachers and students are unaware of
their functions and see it as time consuming to learn how
33
 to make use of them. “There is a lot of behind the scenes
work involved in setting up and controlling a multiuser blog
site,” says Ms. Smith. It is true that the blogs require co-
ordination and time for its true potential to be revealed.
Therefore, it is solely dependent upon the teacher or stu-
dent to take advantage of the opportunities and mediums
presented to them; failing to do so may result in passing
up a great opportunity for greater progress. Similarly, there
is the possibility of technological glitches and difficulties
where it is inevitable that posts can be delayed at times.
Mr. Darren Sturgeon, the Middle School computer teacher
says that, “Teachers are requested to update their blogs
weekly.” When a teacher does not update the blog due
to a busy schedule, then it poses the tendency for the re-
sources to be delayed, possibly confusing students. On the
other hand, there are some cases in which some teachers
rely so much on the blog for posts that if a student has
limited access to the Internet from home, he or she might
fall behind the class. Blog usage can result in dependency,
which can have undesirable consequences for teachers
and students. But, despite these drawbacks, it is highly
discouraged to simply forgo the technological opportunity
given because there is always that possibility of overcom-
ing weaknesses.
It is reasonable to view the new school blogging
system with great optimism, and with an eagerness to take
initiative. After all, the benefits can outweigh the risks. As
of now, the blogging system has received positive feed-
back from many students; teachers have also said that it
continues to be a source of learning for students. How-
ever, we must still be reminded that students cannot be
excessively dependent on these blogs because nothing
ever beats learning through student-teacher interaction,
the crux of which can be found in every classroom of this
magnificent institution.

The Ultimate Clubbing Experience News

By: Kimberly Go, Grade 9
On September 1, 2010, a multitude of high
school students crowded into ISM’s Little Theater (LT)
for this year’s Club Exposition, more commonly known
as simply Club Expo.
Club Expo is held annually during the first few
weeks of the school year, showcasing the many clubs
and committees ISM has to offer. For the Expo, each
club is required to set up a booth in order to give stu-
dents, especially freshmen and new students, an idea
of what each club is about and an opportunity to sign up
and get involved.
Expo, stating that the event “reached up to [her] ex-
pectations really well”. Ethan Que, a sophomore, also
added that “the people [were] friendly and fun, espe-
cially when they give you free food.”
Club Expo ended with smiles and a list of new
members for each club, kick-starting the new school
year against the backdrop of the events and excite-
ment for ISM’s 90th celebrations.

This year, there was a wide range of commit-

tees and clubs showcasing their previous accomplish-
ments and advertising their new activities in store for the
school year. These clubs branched out from six differ-
ent categories: Cultural Clubs, Service Clubs, Fine Arts
Clubs, Interest Clubs, Publications, and Honour Societ-
ies. Fortunately, due to the relatively compact proximity
of the LT, students were able to explore their choices
easily during lunch time and after school.

Multiple innovative and marketing tactics were

used to attract people to booths, each pertinent to the
club’s own interests. Hence, colorful posters with big,
bright lettering could be seen plastered on the walls,
free food from different nations were lavishly laid out
on tables, and slideshows of students helping the less-
fortunate flashed on computer screens.

Senior and President of the Chosen Children Vil-

lage (CCV), Ji Won Lee, expressed her regrets saying,
“[we] did not have much time to set up” making “every-
thing seem unstable.” However, Freshman Shivani Ph-
adke did not feel that this affected the success of Club

34
35
 Features

Sharingahistory,CreatingaFuture
“Sharing a History, Creating a Future” - this is the theme for
ISM’s 90th anniversary. Using the same theme, students, parents, staff
and alumni are leaving their dedications by means of an artistic mural. It
will be displayed along the upper wall, just in front of the Fine Arts The-
ater, and will hopefully run the course of the Plaza level hallway down
to the ES gymnasium. Four painting days (from early September to late
October) were scheduled for the ISM community. However, this is an
ongoing process, open to all members of the community that wish to
participate. The mural symbolizes our memories and our hopes for the
future. The community mural is a demonstration of the community spirit
of what ISM was, what it is and what the school will become.

Students taking art classes this year have painted panels for
the mural, each leaving their mark. Mrs. Stephanie Lynch Dodd, MS art
teacher, comments, “I think it is a great idea to get a lot of different peo-
ple involved in a community art project. I can’t wait to see the final mural
all finished and put up on the wall!” Knowing that the ISM community is
culturally diverse the final completed mural should be eye-cathcing and
interesting!

Tying curricular actvities with community-building activities

makes this project a whole school endeavor. Middle school students are
using the color wheel to learn about making and using different colors in
their designs, as well as mixing up different hues. IB students are also
contributing. They have been tasked to choose an artist and analyze
their style/medium of art. Various students have devoted energy and
spent hours until their final design was born, a design that encapsulates
the 90th anniversary theme. Meticulously painting, sketching, mixing
and adjusting colors just to ensure that the final product will turn out
marvelously.

Mr. Mark Kucharski, Art Program Leader for Grades 5-12 gave
his insight on how the idea came about: “The original idea came from
the thought that we wanted to get the whole community involved in some
kind of mass art work. This would mean that it would have to be acces-
sible and easy for people to take part in. It was decided that this would
be the best way to do the 90 years mural.” He went on to say, “We kick-
started it with the graduating class of 2010, with a workstation displayed
in the corridor so each person could complete their board. The theme is
excellent because it is wide enough to enable all of the art assignments
in classes to be adapted to fit in.”

When asked about the length of the time frame of this project,
he concluded, “It can go on until the space is full.” A plethora of panels
are going to be positioned from end to end, bringing a unified tone to the
blank walls of the school.
So, how will this mural be made and what does it represent?
Ms. Stephanie Hagedorn, Director of Community Relations, explained,
“The mural is essentially made of individual 12x12 boards that will be
joined together. Each board is representative of each individual that par-
ticipates, but combined will reflect the community as one.” The mural
is comprised of individual blocks created by individual people that are
then combined to form a big picture, it takes on a bigger meaning in and

36
e...ThroughArt! By: Louisa Cotterhill, Grade 8

of itself. Exemplifying our schools undeniable unity, togetherness, ca-

maraderie and its encouragement of a student’s sense of individuality.
“This is a perfect idea for ISM’s 90th year, as it is something special to
represent the school,” said 6th grader, Natalia, and friends. “In the fu-
ture, students at ISM can look at it and see how awesome we were.”

Tuesday, September 7th 2010, was the first of four community
paintings days. The painting started at around 7:00 am and continued
on until 4:00 pm. One of the first contributors to arrive was ISM parent
Julia Cope. Her reason for being there was to leave an everlasting
memory of her time not only in the school but also in the Philippines,
which she summed up by saying, “When you move around a lot, it is
really great to create something enduring, which will be permanent and
have a lasting effect on a place where you have lived.” Cope contrib-
uted by painting a blue sky with a yellow sun, symbolizing the light that
has always been shining over ISM, and the bright future ahead. An-
other ISM parent Harveen Kaur arrived, and when asked what inspired
her to come and contribute, she answered, “I almost didn’t participate
because I only had half an hour to spare that day. Everyone at that
table was painting so beautifully...I thought mine would be a disaster
in comparison. But as the theme was SHARING A HISTORY, CREAT-
ING A FUTURE, and I felt that I wanted to break my history of giving
into practical demands of the day.” Harveen’s board illustrated what
could happen if we don’t take care of our world. “The top portion shows
the future on a pink background. There are black question marks, cars
and gray buildings,” she describes. The middle and bottom sections of
her board represent our shared history with a bleached coral reef and
brighter sea life. “I painted this rather sad side of the story to balance
out the murals that were celebrating the future.” In response to what
she thought of the whole idea she said, “I think the idea for a mural
is great. It reflects our multi-textured personalities and how they can
coexist. As a parent, I felt it was like going back to my childhood when
I was more willing to try new things. I can also hope that my children
will follow my example as a community member by doing their bit every
time. They will also feel proud that ‘MY mommy painted that little tile
somewhere up there on the mural!’


Once the mural is up and hanging, as you walk by what used to

be an empty space, you will look up and see what parents, students,
faculty, and alumni have left for the preceding students to honor the
90th year. Hopefully when ISM turns 100, this mural will be valued even
more and will give a continued sense of unity in our community.



Special thanks to Ms. Yvonne Mutuc, Mark Kucharski, Carmel Lim,
Eugene Perez and the entire Art Department for their contributions to the
project.

37
 The Young and the Eloquent: News

ISM Model United Nations By: Akshar Bonu, Grade 10

The International School Manila has long boasted one of the most successful Model United Nations (MUN)
programs in the world. Yes, the world. Every year, the school hosts its own conference called Locals which is often
a last “try-out” for the prestigious IASAS and The Hague International Model United Nations (THIMUN) conferences
coming later in the year. This year however, the Locals conference has been revamped, integrating new and excit-
ing advances with old traditions still running strong.

Drawing elements from international conferences, this year’s Locals conference promises to be of equal,
if not of higher, caliber than that of prestigious conferences around the world. Most international conferences are
based on realistic simulations of the United Nations (UN), meaning that they are not only focused on one organ of
the organization but also feature the UN’s committees, such as the Economic and Social Council (ECOSOC). This
year, Locals will mimic these conferences, hosting different general assemblies and also introducing the Interna-
tional Court of Justice, as well as the Security Council.

The Locals conference also finds itself opening its doors to innovative ideas and new delegations. Previ-
ously, this conference was exclusive to ISM students, last year, the British School of Manila (BSM) joined. This year
however, the conference is open not only to BSM, but also to Faith Academy, Brent, and some local high schools
such as La Salle Greenhills and Ateneo de Manila. This conference that once hosted approximately seventy del-
egates is now welcoming hundreds more. To add onto this, Locals will also be hosted in a new location. BSM has
graciously opened their facilities to our program, affirming the spirit of collaboration of the UN.

For many delegates, Locals conference is exciting to say the least. “The level of debate is going to be much
higher, I can’t wait,” says an animated veteran, Moonie Sohn. Simultaneously, traditions remain as the creed of
MUN. The type and level of debate will remain as high as always. Albeit there are some new rules to the debat-
ing, the quality of speeches and the dynamic speakers will illuminate the conference, making even the three days
seem too short. The typical potluck lunches will continue, with fine cuisine from diverse cultures spread across the
canteen. The immaculate attire, a well-ironed suit for men and a skirt and blouse for women, will once again be the
norm.

Amongst all this change, it’s heart-warming for older delegates to know that small, yet meaningful tradi-
tions remain. Still, the new novelty of ISM’s Locals conference does make delegates giddy in excitement. Locals
will prove to be a conference ready to revolutionize ISM MUN history. From the 24th to the 26th of September, the
young and eloquent prepare to take the stage! n

38
39
 Features

ISMThroughtheEyesof3Long-standingFacultyMembers
ISM is host to several dedicated, devoted, faculty By: Julia Saubier, Grade 11
members defying the perception that life in ISM is merely
have fun.’” She does however, recognize a potential new
transitory. Part of ISM’s sheer, utter excellence can be at-
trend claiming that, “Some students are now concerned
tributed to the hard work of these committed faculty mem-
with the ‘aesthetic look’ of their grade books. For example,
bers. Three long-standing members of the ISM community
even if the student is earning a high A, a single assessment
have been interviewed and their opinion of ISM’s transfor-
that is graded lower than a 90 is simply unacceptable.” I
mation over the years has been revealed. These faculty
concur with Ms. Monsod, every individual class undoubt-
members offer insight into ISM’s growth and change as a
edly possesses a variety of students with different interests
school. Accumulatively, their total years of service equals
and priorities. However, a point to note is whether or not
91 years! – a testament to their true commitment and ser-
the dictionary’s definition of excellence, has been altered
vice to the school. Their opinion highlights their first hand
to fit the standards of the new generation.
experiences with regards to change, or lack-there-of, that
ISM has endured during the last 20-30 years.
Mrs. Vergel concurs with Ms. Monsod’s observa-
tions, stating, “There is no significant change, or if at all,
Ms. Victoria “Vicky” Herrera, Class of 1968, started
very little. Students are still driven by grades. Sometimes it
her career at ISM as an English teacher in 1973, but is cur-
seems like learning is pushed to the back burner because
rently a High School Guidance counselor. She has been
grades seem to be more important.” Often students are too
a faculty member for 37 years and is retiring at the end
concerned about the grades that they often forget about
of this school year. Ms. Tami Monsod, serving ISM for 24
the actual learning and understanding. Ms. Vergel, how-
years, attended ISM in Middle School and is currently a
ever, raises an important argument declaring, “Although
theatre arts teacher in the High School. Lastly, Ms. Vida
ISM has widened its scope, students’ main focus is still
Vergel is currently a science teacher in the Middle School
preparation for university. ISM knows that a well-rounded
and has been a member of the ISM faculty for 30 years.
student has better chances of getting into good universi-
ties and succeeding in a chosen field/career later on in
When asked, “Have you noticed any significant
life.” This statement relates to Ms. Herrera’s views about
changes in the attitudes of different generations of students
heightened extra-curricular involvement and a higher ac-
towards learning or grades?” Ms. Herrera responded with,
ceptable standard of grades.
“Students are hungry to learn.” Ms. Herrera also adds,
“There are so many fantastic opportunities for learning,
inside and outside the classroom.
Everyone wants to be a part of
something. Everyone wants to do
everything.” The interest in activi-
ties offered by ISM is increasing
exponentially, resulting in a sub-
sequent competitive atmosphere.
Students are eager to expand
responsibilities beyond those de-
manded for within the classroom.
This change in attitude has en-
abled ISM to develop a truly ex-
ceptional academic culture of ex-
cellence.

Upon being asked the

same question, Ms. Monsod
clearly possessed a different
opinion. Ms. Monsod states,
“There will always be the familiar
spectrum ranging from those who
watch their grade point averages
like hawks, agonizing and dying
a thousand deaths over percent-
ages, and those who ‘just wanna Vicky Herrera is on her 37th year at ISM.

40
 Today, especially through popular media, we see
so many stereotypes: the nerd, the jock, the artists, the
popular gang, the slackers, etc. Popular media juxtaposes
these stereotypes to an environment similar to a jungle,
in both domains; some ‘species’ thrive and intermittently
prosper, while unfortunately, a select few others are classi-
fied as the unlucky prey.
“We have a school where students are respectful of
each other and accept you for the way you are. There have
been much less stereotypes over the years, but generally,
ISM has been a really accepting place,” says Ms. Herrera
upon being asked about stereotypes at ISM.
titude will, in essence, allow for anyone to succeed. This trait
is particularly important now since the world and its inhabit-
ants are experiencing globalization. A large percentage of the
population, are classified as the “global nomads.” Mrs. Vergel
makes an important statement here. We as students, and indi-
viduals should all come to terms with, “Stereotypes are created
by perception.” Again, if we are able to develop a true unbiased
opinion, receptive to new ideas and people, we will be able to
overcome this notion of stereotypes.
When posed with the question, “What is the most sig-

The canteen is generally, a place where stereotypes

are supposedly, the most visible and prevalent. By glanc-
ing around the occupied lunch tables at ISM, distinct ste-
reotypes are, in my opinion, not noticeable. Tables at lunch
are instead, separated according to different friend groups.
A similar question of social hierarchy was presented to the
faculty: “Is there less, or more, social hierarchy between
the grade levels over the years?” Ms. Herrera responded
with, “You don’t really hear about bullying (referring to the
treatment of underclassmen by upperclassmen), there is
the one off incident but everyone is so accepting of every-
body’s differences.”

Ms. Herrera’s statements are proven by my own per-

sonal experiences. In freshman year as a member of the varsity
soccer squad, I recall, on the first day of practice, feeling rather
intimidated and apprehensive being surrounded by upper-
classmen. However, as the season progressed, this feeling of
apprehension disintegrated as I realized they were extremely
accepting and understanding. The Captain at the time, Daisy
Ms. Vida Vergel: 30 years of service to ISM.
Birchenall ‘09 stated, “you’re lucky that you have us as seniors.
When I was a freshman, things were not the same.”
nificant change in ISM?” Ms. Herrera responds with, “the new
campus [here in Bonifacio], we really stepped it up – a lot.” She
As a student I would not classify students into distinct
also continues to say that “there are so many facilities, it’s hard
stereotypes as seen in the media, but instead as “barkadas,”
not to want to be a part of it. It’s a great workspace. Before,
a friendlier, Tagalog term for groups of friends. Seeing that
for example, we didn’t even have a dance room. People were
I have not been an ISM high school student for more than 3
dancing on un-even floors.” Students are now capitalizing on
years, I am unable to give a valid opinion on the ‘evolution’
the opportunities the campus change has prompted, maximiz-
of the interactions between upper and under-classmen. I do
ing the use of facilities available at ISM. Having a clean, well-
feel that the interactions between the different grade levels
equipped learning environment and new amenities increases
is usually cordial, pleasant and friendly. Tension amongst the
interest and facilitates the academic environment. Ms. Herrera
grades is only ever released during “Battle of the Bearcats” but
also states that the addition of uniforms is another significant
even then, the atmosphere is more competitive than one that
change occurring in ISM stating, “Once we got the uniforms,
is somber and hostile.
they proved to be a good thing; they give a clean appearance
and the school looks neater.” The introduction of the concept
It is interesting to have the opinion of a Middle School
of uniforms in 2002 had initially caused a great commotion
teacher to fathom whether or not the transparency of stereo-
lead by the student body however, this prompted students to
types and social hierarchy is obvious with a set of younger stu-
take action and design our current uniforms that are, diverse,
dents. Mrs. Vergel also states, “I cannot tell if they have changed
flexible and 100% cotton. Interestingly enough, occasionally
over the years because, at the end of the day, we all have to
girl students buy uniforms from the Elementary School sec-
overcome our biases and see people and things through a
tion in an attempt to buy shorter skirts and shorts. Ms. Herrera
clearer, wider perspective.” It is of utmost importance, espe-
stated that this has been a trend ever since the introduction of
cially in an international setting, to remain free of bias when
uniforms in 2002. It appears that some things never change.
encountering new individuals. For the most part, the students
in ISM are quite amicable and when integrated they encounter
no problems with making new friends. An open-minded at-

41
 “The new campus is beautiful. We owe it to Mr.
Toze for successfully transferring ISM to Taguig,” said Ms
Monsod. She also adds that, upgrades in technology show
another significant change and states, “As expected, stu-
dents are more tech savvy.” The implications of technology
are extremely influential on all members of the ISM com-
munity and ISM as a whole. Encapsulating its impact and
importance in a single article is merely impossible. Tech-
nology has essentially affected efficiency, learning styles
and communication, and is practically associated with ev-
ery aspect of an individual’s life. According to Ms. Monsod,
this improvement in technology and the campus change
are undoubtedly the most distinct and obvious changes
ISM has encountered.
good sports and still end up as friends.” In the words of Ms.
Monsod, “There is the spectrum of social closeness and pass-
ing acquaintance.”
The future is often unpredictable. Ms. Monsod hu-
morously says that, “In about two centuries, students of
ISM may have bigger heads, bigger thumbs and index fin-
gers, and smaller bodies.” Although what lies ahead is a
mystery, change is inescapable. ISM has certainly expe-
rienced changed, albeit some matters remain the same.
Both now and decades ago, there has been one key at-
tribute that remains omnipresent amongst members of the
ISM community. It is that they possess a dominant dyna-
mism, illustrating their Bearcat pride and school spirit.

Ms. Vergel responds to the question about a sig-

nificant change with, “If you have been in ISM as long as
I have, you will understand when I say that it’s difficult to
pick one most significant change in ISM. But if you insist, I
would say it is the move to this campus.” She also insinu-
ates that the upgrades in technology are also another large
factor influencing change: “Technology is a consequence
of privilege. It is often taken for granted. ISM is constantly
upgrading technology to keep up with the times. It is impor-
tant to do this so students are equipped with skills for their
future studies. The bottom line is that technology is a tool
we use to improve our learning.” Technology is necessary
especially to maximize efficiency and facilitate communi-
cation.

All three mentors took different positions on the topic

of teacher interactions with fellow colleagues and students.
Mrs. Vergel states that, “As a teacher grows in understanding of
his/her profession, the teaching style will change because we
understand what makes a student ‘tick’. If the empathy with the
student is missing, there is a disconnection, and learning will
be hit or miss.” Ms. Monsod even shockingly says: “My teaching
style is gentler, believe it or not.” Whilst Ms. Herrera claims that
there has been no prominent difference with the manner she
approaches student-teacher interactions. On the other hand,
they are all in agreement with the manner in which teachers
interact with co-workers. Mrs. Vergel states that, “Interactions
between teachers have not differed over the years. We have
always been collegial and supportive of each other. Of course,
there are disagreements, but for the most part, we are really Ms. Tami Monsod is on her 24th year at ISM.

42
43
 Features
ISM Campuses:
Then and Now
From a former church building to arguably the best edu-
cational facility in the Philippines today, International
School Manila (ISM) continues to uphold its longstand-
ing reputation and service to the entire school community.
When the school was first established and inaugu-
rated to the public in the 1920’s, it was given the name
the American School, also known as AS. Situated on
606 Taft Avenue, the campus consisted of a rented
church edifice from the U.S. Episcopalian Ministry. The
school was only permitted a lease of one year, forcing
the Board of Trustees to look for an alternative property.
On June 7, 1922, the American School relocated
to 115 Padre Faura Street corner M.H. Del Pilar. The fa-
cilities were extremely minimal. The cafeteria doubled
as a playground, it was essentially an open space where
students could both eat and play. A library did not exist;
instead, the Bureau of Science kindly extended their li-
brary and laboratories for the High School use. Likewise,
the school also did not have a formal clinic. Dr. Eugene
Stafford of the Philippine Civil Hospital provided check-
ups and free treatments for the American School com-
munity. Soon enough, due to such meager facilities,
the school could no longer sustain the increasing num-
ber of students and its augmenting financial obligations,
prompting the need for a second relocation and upgrade.
1928 marked yet another transition for the American
School as 1259 M.H. Del Pilar, only a block from Manila Bay,
became their new home. It was a two- story, Spanish-style
home, located on the site of a former private school. On the
ground floor were Grades 3 and below, while on second floor
were Grades 4 to 12. During this time, the school did not have
enough funds to purchase new amenities. Fortunately, the
parent community stepped forward and offered gifts and
donations to assist in the upgrades. New playground equip-
ment was purchased and unlike the old campus, there was a
science laboratory for twelve students, remodeled from the
kitchen and servant’s quarters of the home. The school also
had its first designated library, albeit very humble. Despite
these developments, the school still lacked a cafeteria, so
meals and breaks were spent outdoors to compensate. Sports
activities consisted of a short-lived set of calisthenics in the
schoolyard. After eight years, the student population of the
American School grew to around two hundred and the Board
44
By: Amanda Saban, Grade 10
of Trustees decided to invest in a more permanent address.
It was in the beginning of the third trimester of the
school year 1936 – 1937 that the AS campus on Donada
Street in Pasay was first used. Similar to its previous cam-
pus, it was a modest, stable two-storey building, with the
addition of elementary classes and administrative offices on
the ground floor, high school classes and a library above.
Still, the school struggled with the issue of space. Through
a generous donation, a new building was ready for occu-
pancy in 1939. Named after J.P. Heilbronn, Heilbronn Hall
surpassed expectations and definitely ameliorated the cam-
pus’ situation. It was a huge step forward in comparison to
the minimalistic facilities that the American School commu-
nity was accustomed to. Nursery (or pre-kindergarten) to
2nd Grade classes occupied the first floor, the school finally
had a two-floor gymnasium inclusive of showers and chang-
ing rooms, as well as an auditorium, with a balcony and a
stage. However, on December 8, 1941, classes were inter-
rupted due to World War II. Being an American school, the
buildings were offered for American military use, and were
later on used as a motor-transport depot by the Japanese.
Bel Air Campus
For the duration of the Japanese Occupation, citizens of
Allied countries were held at the Santo Tomas University
Internment Camp. With over 300 children in the Camp,
parents were resolved to keep life “as normal” as possible
for their children. With the help of the American School ad-
ministrators, Central School, Philippine Normal College,
and the Union Theological Seminary an educational sys-
tem was set-up. It was not an easy task but with sheer de-
termination and community spirit the American School was
able to give 57 diplomas to graduates from 1941 to 1945.
Fortunately, the AS Donada campus survived the hostilities
of war, and classes recommenced on September of 1946.
Yet again, the predicament of space emerged due to surges
in enrollment and with the total student population already
at 564! The school attempted to compromise by renting a
building on the nearby Harrison Avenue. This rental venture
was short-lived. After about a week, the building was aban-
doned as the noise and pollution made for an unfavorable
environment. The school made another brief attempt to al-
leviate overcrowding, this time, the attempt was to relocate
Grades 4 and 5 to Seafront (the “Polo Club” of that era).
Ultimately, South Hall, a classroom building, Spruance
Gymnasium, and Heilbronn Hall were restored and refur-
bished, adding much needed classrooms in 1953 through
to 1955. At this point, the Board realized that Donada Street
had reached its limit and the School would have to pur-
chase more land to accommodate the rise in enrollment.
By 1961, the Bel-Air campus was ready for occupancy
by Elementary and Middle schools. In 1963, the High
School buildings were complete as well. A sprawling,
impressive twelve acres were essentially a surplus for
all current and future accommodations. There was a
designated Middle school building built in 1973, cater-
ing to Grades 6 to 8. A Media Center opened in 1970
as well. Perhaps its most stunning feature was the Fine
Arts Center, which opened in 1979. Not only did it pos-
sess a 425 seat auditorium, but also fully qualified for the-
atre arts. The final addition to this campus was a diving
pool, incorporated into the existing swimming pool. The
Bel-Air campus was home to the School for 41 years.
As time progressed into the 90’s, with enrollment at
an all time high and the lease on the Bel-Air prop-
erty close to expiration, the ISM community once
again began talking of looking for a property that
could accommodate and grow with the population.
Construction for the Fort Bonifacio campus began in Sep-
tember of 2000, and by the school year of 2002-2003,
ISM’s current campus was opened. Undeniably, it is the
largest out of all previous sites. An enormous 70,000
square meters, with top-notch accommodations, 200 air-
conditioned classrooms and more, it can comfortably ac-
commodate 2000 students. The rooftop houses six, full-
sized tennis courts that overlook the school’s surrounding
neighborhoods, indoor sports teams are able to practice
in its three (also air-conditioned) gymnasium. Moreover,
Bearcats involved in outdoor sports have free use of ei-
ther one of the school’s three fields, two of which are cov-
ered in synthetic grass. Thespians, musicians and dancers
alike prevail over both the 350 seat Little Theater or the
880 seat Fine Arts Theater that features balcony seating
too. A Media Center spanning three levels is also available
for community-wide use. Lastly, break and lunch times
are spent in either of the two cafeterias in which various
restaurants are situated for student and faculty meals.
The Fort Bonifacio campus is truly state-of-the-art, provid-
ing all students from Preschool through Grade 12 opportu-
nities to learn and experience a multitude of curricular and
co-curricular activities. But is it just the physical campus
that makes a school? Or is it the students and people that
fill up the hallways with laughter and daily chatter? I would
like to think that the spirit of our school, whether on the Taft
Avenue campus, Donada Street, Bel-Air or here today in the
Fort, is strong and will keep growing for another 90 years!
n
45
 Taking the Podium by Storm: News
ISM’s IDeA Domination! By: Gaea Morales, Grade 9
9 schools. 138 participants. 1 competition.

August 28, 2010 marked the start of the 2-day IDeA

Lite debate competition hosted by the University of Santo
Tomas High School. It was an event that allowed students to
compete with one another in the hopes of learning, gaining
new experiences and meeting new people with the same
interests. This year, the International School of Manila par-
ticipated for the first time at IDeA and won their very first
tournament.

IDeA stands for the Interscholastic Debate Educa-

tion Association; it is an organization run by high school
students that holds annual national debate competitions
in the Philippines. At IDeA Lite, debaters from institutions
such as Ateneo de Manila University, La Salle University and
Xavier School faced off in the hopes of winning the coveted
gold. Anthony Gokianluy, ISM’s representative to the IDeA
council and president of the ISM Forensics club, states that
“IDeA Lite was an opportunity for our internationally trained
debaters to experience the local style of debating; this tour-
nament was to showcase the versatility of ISM’s best even
when not playing on home court.” In an amazing show of
talent and skill, ISM came out on top with ISM A (Mariella
Salazar and Akshar Bonu) and ISM B (Michi Ferreol and Le-  
andro Leviste) claiming a spot in finals with ISM B placing
first. Not only that, Akshar Bonu won overall best speaker
of the tournament, Michi Ferreol won best speaker of the
finals, and Leandro Leviste won first runner-up best speaker
of the finals and fourth runner-up overall best speaker of the IDeA Lite was a competition that attracted learned
tournament. Mr. Peter Curry, the Forensics club adviser has and amateur debaters alike to the podium. Amidst all the
this to say: “A fine start!” A fine start indeed… constant writing and ‘shaming,’ the intense time pressure
and points of information, any person who has never offi-
cially done debate in their life would no doubt find every-
thing intimidating and challenging at the start. But, as the
competition progresses, the event actually brings out the
best in aspiring debaters and motivates them to step up
their game. Overall, IDeA Lite was a very fulfilling experi-
ence and even the participants who were not successful did
not leave empty handed.

Another debate tournament that ISM plans to join is

PSDC (Philippine Schools Debate Championship). The event
will run from November 3 to 8 at the Ateneo de Manila Uni-
versity; participants will be given the opportunity to miss
two days of school. Those interested can either contact Mr.
Curry (Room 3020) or Anthony Gokianluy (anthony_gokian-
luy@yahoo.com). Please feel free to get involved, because
  taking part in events such as this is not about winning, but
about getting as much of the experience as possible. n

46
47
 ES Building BelAir

ISM Field BelAir

48
 Seniors 1966

Science Club

Service Learning 1959

Preschool in 1961

PTA 1970

The American School 1936 49

 ISMwelcomesournewFacult
Sandra Navar obtained her
Bachelor of Arts from Northeast-
ern Illinois University and taught
Upper Elementary class in pub-
lic school in Colorado for eight
years. In 2008, she moved with
her husband Eric to the American
School of Warsaw where she has
been teaching 5th grade. She
is teaching Math and Science
in the same grade here at ISM.
Lee Allison graduated from
Georgia State University and
subsequently obtained a Mas-
ters from George Mason. Lee
worked for three years with the
Peace Corps teaching in Micro-
nesia and spent another three
years as an ESL teacher in
Bangkok before returning to the
USA for two years. Since 2007,
Lee has been teaching English-
as-a-Second-Language at North
Jakarta International School. Lee
is an avid traveler and explorer.
He will be teaching Grade One
ESL in our Elementary School.
50
Marsha Hillman is a graduate of
Massey University in New Zealand
and began her teaching in Wairara-
pa College. Her overseas career
has taken her to England, Qatar
and, most recently, Indonesia where
she worked at British International
School Jakarta. Marsha is teaching
Middle School English but her keen
interest in drama will, I’m sure,
prompt her to become involved
in our Performing Arts program.
Michelle Monroe is a graduate
of Wake Forest University and
gained her Master of Arts in Tele-
vision and Film Studies from the
Universitiet Van Amsterdam. She
has also studied at universities in
France and Benin. Michelle be-
gan her career as a Third Grade
Teacher in a French-immersion
school in Maryland and then spent
three years at a French-immersion
Montessori school, teaching Middle
School students. Since 2007, she
has been working at the Ameri-
can Community School in north-
west London. Michelle is teach-
ing Middle School English here.
Teresa Cook is another gradu-
ate of Pacific Lutheran University
whose Masters Degree comes
from City University Bellevue in
Washington State. Teresa has
spent much of her career in Up-
per Primary and has been Cur-
riculum Coordinator in her last two
posts. She will be teaching Eng-
lish and Social Studies in Grade 5
Douglas McQueen is our new
High School Counselor. A native of
Canada, Doug’s first degree – in
Commerce – came from the Uni-
versity of Guelph. He obtained his
Masters in Curriculum and Teach-
ing at the University of Toronto and
his Guidance Counseling qualifi-
cations from Queen’s University.
He began his teaching career in
Grade Four and Five at the Na-
goya International School Japan
and it is there that he took on the
role of whole school counselor.
Doug will be coming to us with
his wife Naoko and son Conner.
tyMembers:MABUHAY!
Michael Relf is teaching Geog-
raphy in our High School. Mike
has a degree in Geography from
University of London and an MA
in Environmental Education from
Nottingham Trent. Having taught
in state school in London, he be-
came Head of Geography at Am-
man Baccalaureate School and
then Head of Social Sciences at
Colegio Internacional de Cara-
cas. His last post was as Head of
Geography at Thames Valley Uni-
versity Sixth Form Academy. Mike
is a keen sportsman and plays
soccer, squash, golfs and bikes.
Nadia Hartley took her BA de-
gree in Film Studies at Southamp-
ton Institute of Higher Education
and subsequently obtained an
ESL certificate from CELTA and
a PGCE from Brunel University.
After working for two years as an
ESL/EFL teacher, Nadia became
a primary school teacher in Lon-
don. Since 2006, she has worked
at Leipzig International School in
Germany where she has been
an elementary classroom teacher
and Art and Design Coordinator.
Nadia is working in the Elementa-
ry School Art department as Pro-
gram Leader. Nadia joins us with
her daughter, Eve.
Guime Odendaal obtained his
Bachelor of Music at Wheaton
College Illinois and subsequent-
ly a Master of Music in Educa-
tion at Northwestern University.
After a variety of musical teach-
ing experiences in Illinois, Gui-
me moved to Karachi American
School where he has taught gen-
eral music to younger children as
well as taking responsibility for
Secondary Orchestra and Choral
Director. Guime’s other interna-
tional experiences include summer
camps in Uzbekistan and Siberia.
Andrea Thompson comes to ISM
from the Taipei American School
where she has been teaching High
School English. She obtained her
Bachelor’s and Master’s Degrees
from University of Minnesota and,
before moving to Taiwan, taught
English in Minneapolis for eight
years. She and her husband are
keen hikers and campers and
have recently taken up scuba div-
ing. Andrea has a long-standing
commitment to Service Learning
and will, I’m sure, be actively in-
volved here. She and husband
Mark are accompanied by their
two children Sierra and Jacob.
Jennifer Etherton is a graduate
of Western Illinois University and
immediately obtained her certi-
fication as a Special Education
teacher. She worked for three
years in public schools in Arizona
before taking up posts in Egypt,
Madagascar and China. Upon her
return to the USA, she spent five
more years in public school in Il-
linois before she ventured abroad
again. Since 2008, she has
been working at the International
School Florence as an ES Learn-
ing Support teacher, and she
will take on that same role here.
Justin Cook gained his BA in Eng-
lish at the University of Colorado
and, from the same institution, an
MA in Curriculum and Instruction.
Justin taught for two years at the
American School in Tegucigalpa,
Honduras before returning to the
States to teach High School Eng-
lish. He is joining us after his last
posting at Nagoya International
School where he was teaching
IB English and TOK. Justin will
be joined by his wife, Karianne.
51
 We have a new Coordinator for
Student and Faculty Learning.
Sam Cook is no stranger to the
Philippines, having worked for
five years at Brent School. Subse-
quent to his time in Mamplasan, he
worked in Hangzhou, China and,
for the last three years, he has
been Head of School at North Ja-
karta International School. Sam’s
first degree was at Pacific Luther-
an University where he focused on
Math and Secondary Education,
and he subsequently obtained his
Master’s qualification at Michigan
State University. He also holds a
Certificate of International Lead-
ership from the Principals’ Train-
ing Center. Sam is here with his
three children and his wife Teresa.
Karianne Cook obtained a con-
current degree Master of Science/
Bachelor of Arts from University
of Colorado before qualifying as
a teacher from Metropolitan State
College. Karianne taught Biology
and Chemistry at the American
School of Honduras and, on her re-
turn to the States, taught 9th grade
Earth Science at a state school in
Colorado. Her last post was at Na-
goya International School teaching
Middle School Math and Science.
Here at ISM Karianne will
also be working with our Mid-
dle School Science Team.
52
Eric Hamlin obtained his BS at
Kennesaw State University in
Georgia and obtained his teach-
ing qualifications at Northeast-
ern Illinois University. He com-
pleted his MA in Global Studies
at the University of Denver. Eric
has been an all-subjects class
teacher at 6th Grade, has taught
Language Arts at 8th Grade and,
for five years, 7th Grade World
Geography in Jefferson County,
Colorado. In 2008, he moved to
the American School of Warsaw
where he has been teaching Mid-
dle School Humanities and Glob-
al Issues. He is teaching Social
Studies in Grades 7 and 8 here.
Anna Markovich is our Program
Leader for Fourth Grade. After
graduating from Western Wash-
ington University, Anna worked
in public schools in Washington
State for four years before mov-
ing to Casablanca American
School where, for the past two
years, she has been a Read-
ing and Literacy Specialist.
Maya gained her BA from Michi-
gan State University, an MS in
Physical Education from Florida
State and an MA in Special Educa-
tion from Brooklyn College. Maya
has also studied abroad in Cuba,
Chile and Costa Rica. She began
her career in New York where she
taught Special Education and,
most recently, she has worked
at East State University and the
University of South Carolina as a
Learning Specialist for at-risk stu-
dent athletes to help them cope
with the academic demands of col-
lege life. Maya’s favorite sports are
volleyball and softball, and she is,
as well, a keen dancer. She comes
to us to work in the Middle School
Learning Support Department.
Maria Rachelle, also known as
Naynay, is coming back to ISM af-
ter some time-off to raise her fam-
ily. Naynay obtained her BA from
Ateneo here in Manila and her
Masters Degree from Wheelock
College in Boston. Naynay will be
returning to her beloved first grade.
Patrick Hillman is the Program
Leader for High School Math. A
graduate of the University of War-
wick, Patrick taught in Hampshire,
England before three years teach-
ing in Australia and New Zealand.
His first posting abroad was at
Doha College in Qatar, and from
2006-2009 he was employed at the
British International School Jakar-
ta, where, among other responsi-
bilities, he took on the role of K-12
E-Learning Coordinator. This last
year, he and his wife have spent
touring the world. A keen sports-
man, Patrick played hockey, tennis
and cricket at Under 16 and Under
19 county levels. He also enjoys
diving, golfing, squash and chess.
Travis O’Neel obtained his BA in
Elementary Education in University
of North Dakota and subsequently
acquired a Master’s in Education
from Framingham State College.
Travis was quick to realize that in-
ternational education was where
he wished to be and he taught
for two years at Lincoln School in
Costa Rica followed by two years
at the Thai-Chinese International
School in Bangkok. Since 2006,
he has been a Grade 3 Teacher at
Ruamrudee International School.
A distinguished sportsman, Travis
was the North Central Conference
Most Valuable Linebacker, Univer-
sity of North Dakota Team Captain
and All-American Athlete of the
Year. Travis will be joining us with
his wife and two small children.
Teachers in Action
Carly Relf is teaching Wellness in
Middle School. Carly obtained her
Bachelor’s degree at the University
of Birmingham and taught Geogra-
phy in a state school in Peterbor-
ough before moving to the Amman
Baccalaureate School in Jordan.
Thereafter, she taught Geogra-
phy for five years at the Colegio
Internacional de Caracas. Since
returning from Venezuela, she has
been teaching part-time classes
in PE and Humanities. Carly is a
keen athlete and has participated
in nine marathons as well as vari-
ous other long-distance races.
She has also completed a number
of long-distance bike challenges.
Carly and husband Michael will be
joining us with their three children.
53
 Liham Selected Writing
Liham is a student-run publication at ISM that is open to anyone who loves to write. This publication encourages free-thinking
and free-lance writing, and simply provides an outlet for students with a passion in creative writing to gather and share their
literary pieces with others. To read their second issue please visit: http://www.scribd.com/doc/32050901/Liham-Issue-2-Final

For those who are interested in submitting literary pieces, please send them to liham.litmag@gmail.com or contact Ms. Wendy
Debettencourt.

This is the link to Liham’s ism-online page: http://liham.ism-online.org/

THE CHAIR
by Lynn Yu

in the winter
a chair was put
into my father’s shower WE ARE NOT THEM, THIS IS NOT US
during his daily ablutions Terrorism through the eyes of a Muslim
the chair made gravity tolerable by Rabia Shakeel
for his creaking body
lifted him to There is a story that is marked on our face,
the falling water Yet no one believes that those are deceiving lies
that shoved dirt off his skin There stamp of terrorism is marked around the world
but couldn’t budge Yet no one believes that it is us, who crave for peace,
the grains of time There are names that you know us by,
that had lodged in his knees There are eyes that you look at us with
they were rough, jagged, these grains We are not them, this is not us
they rubbedagainst the bones in his body We are scared so much of the dark,
they rubbedagainst his chair Yet, we are pushed into it
and slowly Lies and hatred rises around us,
slowly Yet we still ask for forgiveness
eroded For something we did not commit
them
to There are names that you know us by,
dust There are eyes that you look at us with
We are not them, this is not us
so i made him a new chair We crave to live together,
i tore my hair out of my head Yet they separate us with walls that run miles long
and spun the strands into steel We are forced to be scared of ourselves,
i built the chair’s frame Yet we still believe that it is not something we should be
i pulled out the fibers of my heart accused of
and made pillows
i padded the chair There are names that you know us by,
i picked my nails out of my hands There are eyes that you look at us with
and carved them into diamonds We are not them, this is not us
i adorned the chair Our lies are heard all around the world,
i collected my tears of joy But our wounds remain here
and made a soothing enamel Our voices are heard world wide,
i shined the chair But no one wants to hear our cries
in the spring There are names that you know us by,
this chair was put There are eyes that you look at us with
into my father’s shower We are not them, this is not us

it’s still there.

54

Ang SAT
ni Anthony Gokianluy
Napipikon na me!
Nag-aaral until hatinggabi
ng CollegeBoard SAT.
Bukas, judgement day na!
200 para sa ‘yong name,
1500 ‘yan para sa mga average lang,
2400 kung naka-perfect, mala-nerd.
0 kung no-read, no-write.
Kaya ba ng review? E, innate skill ang kailangan –
ung SAT book, sabi raw “Higher score, guaranteed!”
e marketing ploy lang ‘yun
para bumili ang mga desperate students.
Paano na ang mga Parents?
drama kung rejected sa HYPSM, sa dream school
hyper-mahirap mapasok dun,
kailangan ng 1,000,000 SAT para accepted!
Punta na me sa Africa para sa EC,
at sana ok na ang 5.0 academic GPA
sa mukha ng mga selective Adcom…
Kailangan ko talaga ng miracle sa SAT!
E, nakakatulong ba ang College Confidential
mga nagpost may 2200 above SAT,
mga naturally intelligent ang mga ‘yun
sure in na sila, highly qualified ang credentials!
Tayo lang, mga ordinary mortals,
Mga hardworking laborers ng school
di mga URM, walang hooks whatsoever.
Lucky lang kung naka-second tier college.
Paano kung too common ang Commonapp?
Paano kung normal lang ang supplements?
Kung wala kang naging leader positions,
magsesecond-look ba ang adcom o diretso sa rejection?
Kapag safeties natin state university…
napaka-noob naman. Mga bottom Ivies
di rin masyadong hardcore –
Everything’s name value these days
High reach, low reach, no chance…
walang kamalay-malay ang ‘yong income bracket.
Political ang buong process, pre
dapat uber superduper extraordinary ka!
AP at SAT, one big happy family!
ETS at ako, nagmamahalan at nagpapatayan.
Sana mababa matriculation at yield sa aking first-choice
para accepted, di deferred at waitlisted!
Nanawagan ako sa Barron’s, Kaplan, kung sino ka man
Time is running out, saklolo! Nawa’y maingkrisan
ng 1% ang probability ng ninanasang kapalaran
o baka reach ko lang UP, Ateneo at La Salle!
Music
by Moonie
Music is a world of illusions— illusions of a dream that
Inspires millions to reach...!
It is a gift
A gift of emotions not yet discovered, not yet named,
Sees things even the wise cannot see
A language that communicates with hearts, not lies,
A mother that exists as a crying shoulder for the brokenheart-
ed
innocent
The troubled father and his worries for tomorrow,
The lost orphan and his memories of yesterday,
The hopeless dreamer, hopes shattered with each teardrop
If you let the music swallow you, it will be
The newborn baby in the city of Bethlehem,
The fairy dust to finally fly.
Music fills my heart with memories of freedom and truth,
Presents a ride back to the days of sunshine and laughter,
A glimpse of a future I once knew,
A better world for us to discover.
Music
is the world of illusions— a world where when the
Clock strikes midnight,
You’ll have to run home and watch your glass slipper
shatter
Into a thousand pieces.
55
 “Don’t Touch
“DON’T theTHE
TOUCH Horse.”
HORSE.”
"*3,*. ,*2" /8*43/
By: Caitlin Coyiuto, Grade 11
exists whereThe only =123 3)*.( or
the Fellows, 3)&8 2"
the professors, are allowed to step
on;/.>3 3/4$)
the grass. 3)& )/12&<
The single exception )&8
is in the ‘Cloisters’ however, where
3",+*.( "#/43
absolutely no one 3)& ,*'&2*9&%
is allowed to #1/.
tread on, including the Fellows, as
23".%*.(
this was where /. 3)&of nuns
a group *123had/413
been buried centuries ago. In the
/,,&(&
past, "-#1*%(&
Jesus College used to be!.*5&12*38
a
12th century nunnery of St. Rade-
3)& 0,"$& 6)&1& I "33&.%&% 3)&
gund, and its chapel stands as the
4--&1 1/(1"- '/1 3)& &.3*1&
oldest building in Cambridge. There
was also the issue of ‘checking in’
4,8night,
each  "-#1*%(&
where we would have !.*5&12*
to come down between the hours
of40
10 - /' 31to*.%&0&.%&.3
11 PM sign-in with a Dean $/,,&(&
– if even a single minute late, we
Bronze horse on the =5& be".%
would -/23
assigned 6&,, +./6.
to remain in the $/.
The first thing they say to you: “Don’t touch the Front
studyCourt
hall lawn is
the following day as punishment. This was the
horse.” They would be talking about thebylife-sized
modernbronze
sculptorend
Barry Flanagan.
of the *.(>2
brief orientation, and with4&&.>2 1*.*38us 3 
that they released
statue standing on the First Court of Jesus College, Cam- to dinner, held at the Hall, with its high ceiling and position-
bridge University in UK – the place where I attended the ing of long tables resembling the Dining Hall in Hogwarts,
Oxbridge Summer Program for the entire month of July minus the floating candles.
2010. Cambridge University is made up of 31 independent
colleges, the top five and most well known consisting of An essential subject that the Deans had failed to
King’s, Queen’s, Trinity, St. John’s andJesus College (my explain or rather, show us: how to get around the college.
father joked that I’d come out a Jesuit after staying in Jesus Jesus College has an innumerable number of courts, each
College for a month). For the duration of our stay we would quadrangle having at least five different archways going
study two subjects, one being our Major and the other a off in different directions. It would take us quite a while to
Minor. Majors would be held everyday except on Sundays, work out how to get around, along with acquainting our-
(&*.%%


and Minors only three times a week. In all honesty, I was a selves on which grass we could trample on. I soon learned
little apprehensive at first to be staying there, on my own, that my Major class, Creative Writing, was held over at Li-
not knowing anyone or my surroundings; the idea of using brary Court, which took around a 5-10 minute walk from
up a big chunk of my summer break from school was also my dorm room depending on the speed of my Power Walk.
not a very inviting prospect. My teacher was Michael Sofranko; he insisting to us non-
chalantly that we learn to use a first name basis with him.
Well, I was going to be proven wrong. Quite a friendly and talkative fellow, he was apparently one
of the most experienced teachers as he had taught in this
I arrived early on the very first day, in hopes of particular program for 11 years. I found out later on that his
grabbing a good room in my assigned dorm. Based on the class was also one of the most rigorous as well; we were
facilities I had requested for, I was placed in North Court; assigned almost everyday to write a piece, ranging from
its rooms, I was surprisingly delighted to find, furnished to small poems to full-length short stories. And to top it all off,
rival a hotel’s, with a sofa bed, an arm chair, a desk, a our Major class lasted three and a half hours every morn-
bathroom complete with toilet and shower, accompanied ing – quite mind-stretching to start the days off with.
by a small pouch of soap, shampoo and conditioner. Once
everyone had been checked in, all students assembled From then on we would be free from 12:30 PM to 2
before ‘M’ Staircase, where the Deans –our supervisors PM to either stay or leave the campus. After we had gotten
briefed us on basic rules and regulations. So yes, num- acquainted with our surroundings, my friends and I would
ber one: don’t touch the horse in First Court. If spotted, usually go into town to grab a quick lunch – there were plen-
not only will the Porters –those individuals being the secu- ty of cafes and restaurants that were quite friendly to the
rity of the college- run out and drag you off the lawn, but student’s wallet. We would often quickly buy some paninis
charge you with a fine of one thousand pounds. Also, spe- from Cafe Munch, then spend the remaining time touring
cific lawns are off-limits to students; apparently a hierarchy around the Market Place, virtually the center of town where

56
stalls of all sorts were set up at various times of the day.
Noon was also often the time when mobs of tourists would
be lolling about, congesting the narrow streets. Cambridge
also homed over 30,000 bicycles, they at times sneaking
up behind us and only at the last minute ringing their little
bells – essentially telling us to get out of the way.
Minor classes only lasted two hours – from 2 to 4
PM. I had chosen Photojournalism for my minor; our teach-
er, named Jamie, was quite a bright and cheerful young
man. After looking around at the others’ cameras, I soon
discovered that another girl and I were the only ones who
had brought a point-and-shoot camera; everyone appar-
ently had their own intimidating SLRs. The class however,
was not as demanding in comparison with Creative Writ-
ing. For most of the time Jamie would take us into the town,
exploring numerous parks, museums and historic sites, in-
cluding the only hill Cambridge possesses and the King’s
College chapel which was home to the magnificent fan-
vaulted ceiling. Along King’s Parade, there was also the
one million pound, 24-carat gold clock with an intricately
large, moving, sinister-looking, metal locust resting atop –
it apparently signifying the Chronophage; in Greek, mean-
ing the ‘time eater’. This allegedly trying to tell us that ‘time
is short’.
Every single day there were new activities being
posted up on the boards below the Hall – in essence, they
wanted to keep us busy. These activities had ranged from
talks by Nobel Laureate winners, attending Shakespear-
ean plays, a ghost tour in the evening, and even a Cana-
dian fellow rapping Chaucer. On one occasion we were
taken down to the River Cam for punting. The way punting
worked was that an individual would stand on the platform
at the end of the boat, propelling the punt forward by push-
ing a long pole into the river bank. The highlight of our
excursions were the Canterbury and London day trips held
on the first two Fridays of the month.
Inevitably Canterbury will always ring a bell with
the renowned classic, the ‘Canterbury Tales’ by Geoffrey
Chaucer; my father being able to buy me a very old copy
from G. Davids – a bookseller in Cambridge since 1896.
During that trip on the first Friday, the main attraction was
when we were brought to the Canterbury Cathedral, it be-
ing a historical landmark since the Middle Ages; a time
when pilgrims would come from miles away just to visit
the shrine of Thomas Beckett, his bones placed in an altar
within the Cathedral.
The following Friday, we were then taken to Lon-
don, where each of our Major teachers led us on a tour that
they themselves had designed. Mr. Sofranko decided that
we would embark on a 5 mile walk (apparently the most
challenging of all the tours), this including strolling along
the Thames in order to get a spectacular view of the Lon-
don Eye, Big Ben and the Parliament Building, crossing
the bridge, and reaching our final destination: Westmin-
ster Abbey. As usual, the church was packed with tourists,
our class straining to see the ornate tombs of numerous
monarchs, and the memorials of distinguished authors, in-
cluding Jane Austen, Charles Dickens, the Brontë sisters,
T.S Eliot, John Keats, and many more. We were then led
back to Trafalgar Square where we could assemble with
the other Major classes to find our friends; the remaining
afternoon was spent exploring the city on our own.
All too soon, July 31st arrived – the very last day
of the Oxbridge Program. We attended our Major class in
the morning, as usual, but were then given the rest of our
last day to spend time with our friends. My group set off to
the Market Place once again; I, buying 150 grams of olives
to munch while we walked, whereas my friend attempted
to splurge by purchasing 3 t-shirts. We spent the remain-
ing afternoon buying chocolates for our families from the
confectionery shop on Sidney Street, and afterwards I ac-
companied my friends to the ‘Rock Shop’ where they ogled
over precious stones and numerous knick-knacks. Tonight
we would not be eating in our regular cafeteria-tray style,
but would be served a formal banquet, with a complete ap-
petizer, main course, and dessert all presented on special
gold-leaf platters engraved with ‘Jesus College’ in Latin.
After dinner, there was then the long-awaited awarding
ceremony in Wesley Church across the street, where the
top student in each Major class would be recognized and
presented before the students and faculty. When Mr. Sof-
ranko stood on stage for his turn, he said that in the past
11 years it was always a student from the United States
or Europe who had won this award. I was quite surprised
when he pointed at me, saying it is the very first time a
student from the Philippines had been chosen. I was quite
stunned, since I believed that many others in my class
would deem worthy of the very same award, but proud at
the same time as I hope that I have honoured my school
and my country.
As the night neared its end, I soon had to say good-
bye to my friends as my parents had just arrived to take
me to their hotel; apparently the following morning, I would
have to get up early for the long journey to Bayreuth, Ger-
many, where we would be watching an opera by Richard
Wagner, ‘Die Meistersinger von Nürnberg’, before return-
ing to Manila. In an attempt to make me stay longer for the
last Formal Dance held in the Forum, my friends all dog-
piled atop of me, and hid my room key so I couldn’t get my
suitcases. As I sadly walked through First Court, waving
back to my friends who stood at the archway, I could still
see the faint outline of the bronze horse in the darkness.
Oh, how I regret that I wasn’t able to touch it, at least once
during my stay at Jesus College – but who says I won’t be
back? n
57
 Joinusforaneveningoflaughteraswecelebrate90years!
ISM’s own Dance Co., Show Choir and Jazz Band open the night for Filipino-American co-
median, Rex Navarrete (PG13).

November 11, 2010

6pm, Fine Arts Theater
International School Manila, Taguig City
Seating is limited so buy your tickets today!
Tickets are Php 500 and available at the cashier’s office now!
Contact ISM90th@ismanila.org for more information.

Who is Rex Navarrete?

Rex Navarrete was born in Ma-

nila but was brought up in the
San Francisco Bay Area. He has
been doing comedy live since
1989 and is the premiere Filipino-
American comedian - and yes,
he’s “talagang crazy!” His debut
CD, “Badly Browned”, the first
ever Filipino-American live stand-
up comedy album, was recorded
live and released in 1998. Since
then he has released 3 more live
albums as well as 3 DVDs of live
performances.

Want to know more? Check out

http://www.rexnavarrete.com
Watch a sneak peek:
http://www.youtube.com/
watch?v=m6Jk3qbtSF8

58
59
60
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






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
• 
• 
• 
• 
• 

• 
• 


  
  
 
  
 
 
  
 
  
 
 
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
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 

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




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 90th Celebration Calendar of Events
November 10 - 12, 2010
• November 10, ISM Community & Alumni Golf Tournament 
~ Sta. Elena Golf Club, Laguna. Tee-Off is at 7:30AM. 
~ Register at ism90th@ismanila.org
~ TICKETS ON SALE NOW AT THE CASHIER.

• November 11, Comedian Rex Navarrete Performs (PG13)

~ ISM Dance Co, ISM Show Choir and ISM Jazz Band open the show!
~ 6:00PM FAT, ISM campus
~ TICKETS ON SALE NOW at the Cashier’s Office: PHP 500/Ticket

• November 12, 90th Gala Night

~ Join us for dinner and dancing at the Manila Polo Club!
~ Filipino cultural show and Jedi Jazz perform.
~ Tables of 10 or 8 can be reserved.
~ Php2000/Ticket
~ TICKETS ON SALE NOW AT THE CASHIER.

For more information please contact ism90th@ismanila.org

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University Parkway, Fort Bonifacio, Global City
1634 Taguig City
P.O. Box 1526 MCPO Makati City 1255
Trunkline: (632) 840-8400/ Fax (632) 840-8405