History

INTRODUCTION

The beauty of the present and the grandeur of the future are defined by the light of its past.

Throughout human civilizations, strong emphasis on revisiting history had been wholly, if not religiously commended, embraced and sought by academics, scholars, intellectuals and of anyone who desires to study the past as an indispensable authority of providing knowledge and insights which enlightens the minds, and of inseminating emotions and virtues which touches the hearts of the people.

This view completely denies the common misconception by most, that History is a disinteresting academic theme, of less importance, superficial and incapable of satisfying the “Quest for Knowledge” of those who desire to understand the present and predict the future. The pragmatic wisdom underlying in this scholarly pursuit vehemently proposes that History by its own right is a potent and strong guiding force which with its influence, will help individuals and societies move forward with vibrant inspiration and renewed vision on the succeeding chapters of its existence.

Various thinkers of the previous times had propagated such idealism with fervor and passion, our very own National Hero, Dr. Jose P. Rizal who in most of his speeches and writings underscored the utmost significance of educating peoples’ minds in their toil to shed light on their understanding of the past. Thereupon, it solidified the will and conviction of the school to rediscover and unravel the origin, chronological existence, progress and development of the school from its fateful conception up to its present form and structure being one of the notable, respected and productive scholastic institutions of the municipality of Solana, province of Cagayan. With this purpose, essential tools and were made and utilized together with the active participation made by significant personalities who had provided the necessary information which served as the backbone of this writing and most importantly with the Bounties and Guidance given by the Omnipotent One.

This manifold aspiration became its primary force which by its extent will enable the past, present and future students of the school to have an opportunity to revisit the meaningful heritage of its school a contribution and a legacy which will serve as a “Literature of Inspiration”.

Sampaguita National High School is situated at barangay Sampaguita in the Western region of Solana -from where it got its name. It is surrounded by neighboring barangays of Furagui, General Balao, Padul, Pataya, Maguirig and some barangays namely Lakambini, Villa Rey and Warat from the adjacent municipalities of Piat and Tuao. The aforementioned places are provender of the school’s student population. The school has a land area of 9,996 sq. km and a current student population of 955 it is 200 meters away from the national road, a location so strategic, making the school free from the blusters of a busy road. Currently, it has fifteen instructional rooms, one administration building which houses the Principal’s Office, one faculty room, one school library, one Computer Laboratory, one Science Laboratory, a TLE Room which accommodates the technical vocational subjects of Dress Making, Drafting and Electrical Installation, a School Canteen, a spacious Gymnasium and a recently constructed Senior High School Building.

The school comprises of 46 highly capable faculty members, 4 competent administrative staffs, 2 staunchly dedicated security guards and is currently headed by Henry B. Parana, Ph.D. whose mental acuity, strong will, unwavering commitment and flaming desire towards service are of huge contribution to the school’s adherence for continuous development.

THE ADVENT: Laying the Foundations

For the past 23 years of its existence the school had undergone various struggles, hardships, accomplishments and innovations which are instrumental to its growth and advancement. Prior to 1995, Gadu National High School was the only scholastic institution that served the need for secondary education of the vast population of Western Solana, several learners from remote barangays of Sampaguita, Padul, Furagui, Pataya, General Balao, Maguirig and Nangalisan had to walk on foot for several kilometres to reach the school, traversing the vast extensive farmlands, hilly terrains and unpaved roads which became more inhospitable during rainy seasons for transportation during those years were few and difficult.

For the dilemma to be addressed, a resolution was drafted to establish an annexation of Gadu National High School at barangay Sampaguita, thereupon by May of 1995, the annexation was first initiated by the late Honourable Arnold “Ben” Lingan, former Mayor of Solana who perceived such a vehement need and laid the first constructions of classrooms at a piece of farmland donated by Mrs. Lucilla Miguel, a resident of the Barangay, whose immense act of charity led into the initial conception of the school. However the said undertaking was almost thwarted when Mayor Lingan died from a cardiac arrest. The task was continued by then Honourable Vice Mayor Rodrigo De Asis who then ascended into the position as the Mayor, and had proven his to be worth and capability in advocating an establishment of the school. It is through the staunch leadership and utmost yearning for public service of Mayor De Asis that the school received insurmountable support on various angles, apart from the aid it acquired from philanthropical personalities and institutions, hence an immensely remarkable legacy for the school.

During its first year, the school annex was temporarily headed by Mr. Charles Palattao, one of the pioneering teachers of the school. He was succeeded by Mrs. Ceferina Canlas, former Officer In Charge of Gadu National High School, on the year 1996 and started formulating policies, programs and activities for the school. There are only 76 students enrolled in the school during its first school year with Mr. Charles Palattao, Ms. Pilar Tambasacan, Mrs. Merlita A. Dayag and Mr. Wilfredo Liquigan forming a small band of teachers. There are only two functioning classrooms that held the teachers and students during classes and three remaining classrooms intended for the ensuing school years. The school was confronted with various concerns during its early years among these were the insufficiency of instructional materials, unavailability of school facilities and other educational resources needed to ensure that the learners will receive proper education.

According to the pioneer teachers, the school grounds served as a corral, where cattles, carabaos and goats flock, most of the plants, flowers and vegetation were destroyed because that the school had no proper fence to fend itself from animals entering its vicinity, in addition the school has a “pumpwell” the only source of clean and usable water for the residents of the school. Oftentimes the teachers seek assistance from the community and other stakeholders in sufficing the needs of the school. The tough conditions and inadequacies the school experienced was never a formidable hindrance, to perform its core functions and deliver the quality instruction and learning experience the students need in order to grow and develop holistically. By and large, the pioneer teachers often said that life in the school during its early years were strenuous yet meaningful and difficult yet wonderful, capitalizing on their aspiration and resiliency to serve passionately in their noble cause.

The school held its First Commencement Exercises on the March of 1999 heralding its first fruits of 73 graduates and ushering them towards their subsequent educational journey, which are an impressive feat and a wonderful blessing on the part of the school. These challenging and marvellous experiences were no doubt became a strong motivational force for the school’s unfolding of its accomplishments, triumphs and victories in the ensuing years.

MAGNUM OPUS: The Glorious Beginnings

As the new millennium approaches a new journey is set for the school to savour fresh opportunities, a huge step, as the school is about to enter a generation different from where it had started. The momentous year was, in 1997 when the school had its first official school head in the person of Mrs. Genevieve Pizarro, her tenure is the longest so far in the annals of the School serving from 1997 to 2008.

During her time, the minute number of four teachers had increased into 23. Notwithstanding, the financial inadequacies of the school, Mrs. Pizarro, with her staunch leadership, the unwavering support of the school faculty, and with the help of kind-hearted stakeholders were able to construct a parabola with a gate, a perimeter fence that will surround the school vicinity, an additional of 4 instructional rooms, a school library, a computer laboratory and a school gymnasium, that were facilitative in the school’s various roles and operations.

Mrs. Pizarro’s tenure of office was also a defining for it greatly contributed to the eventual autonomy of the school from its Mother School, Gadu National High School which led to its status as an independent school on 1998 three years after its conception. During this period the school most specifically its teachers, became actively involved in various civic and social activities of the community. This initiative was of an important step in forging a strong home and school relationship which were significant in identifying and solving the wide arrays of school concern.

Commensurately, the school with its willingness to acquire extra-source of funds conducted an annual “Social Bonanza” where the school with its various display of economic goods, popularly, a whole roasted pig or lechon, in which the item is sold at the highest bid, the same procedure is done when the school held a “Popularity Contest” among students and/or parents, in which the criteria for winning is based on who among the contestants had earned the highest solicited money, from thereupon a certain percentage was acquired by the school as its share and will be utilized for an intended purpose beneficial for the students and teachers. In addition, the school during this period is slowly creating its own niche on various competitions both in areas of academics and sports, having winnings in the municipal, congressional and division levels an impressive achievement for it aided the school to gain considerable amount of confidence and experience to become an active participant in future contested events.

Aside from the aforementioned, Mrs. Pizarro also emphasized that faculty socializations and excursions were important in maintaining a familial relationship between her and the teachers, According to an account given by Ms. Pilar Tambasacan, one of the pioneers of the school, the school held yearly fieldtrips for teachers journeying to various places and destinations within and outside the province from which even family members of teachers were included the main effect of which was a development, reflection, creation and re-establishment of relationships, understanding and unity among the teachers and with their School Head and which also served as a breakaway and recluse from the tasking nature and demand of school work and teaching.

In adherence to what had ascribed, Mrs. Pizarro is known of her motherly approach in the execution of her duties and responsibilities as a School Head enabling the teachers to have a familial feeling borne in them enabling them to function at their very best, and had instilled a genuine motivation on the part of the students and stakeholders to become active participants of the school’s programs and other related affairs. Undoubtedly, Mrs. Pizarro concluded her service as a School Head with beautiful memories that left indelible mark of inspiration for the school. A legacy which became an integral part of the school’s heritage, that still reverberates at the contemporary times.

BRIEF YET PROMISING: A Resonating Accomplishment

In retrospect, and in extremely rare cases, “Quality may outweigh quantity”, in which at some point, reminds us that little things can create huge and magnificent wonders which remains true with the gestalt philosophy that “All substances no matter how colossal or minute, are a fraction of something greater”.

This was demonstrated, when Mrs. Maria Acorda succeeded Mrs. Genevieve Pizarro as a School Head on the year 2008, serving only for almost 3 months, a short yet significant period which contributed largely for the school particularly on the areas of quality academic instruction and teacher professional growth, which are by a greater extent, was the heart of her administration .

Despite of her diminutive stay, Mrs. Acorda was responsible for the building of a flagpole basement which by far reinforced by her aim to commence the spirit of nationalism among the students by having a decent structure for the national symbol- which by far, is a portion of one of the core values of every school. In addition she also initiated the construction of a covered pathway along the school gate. She also put strong emphasis on quality teaching practices which she religiously reminds during most occasions

Foremost, Mrs. Acorda’s light, jovial and easy feeling personality were deeply admired by the teachers of the school, reiterating that such personal aura, was akin to a relaxing balm, capable of easing the tensions and stress of daily teaching life. As an offshoot of her utmost support for professional advancement of teachers and the improvement of quality service in teaching which she zealously carried out from her predecessor. One of the members of faculty was professionally advanced as a Master Teacher I in the person of Mrs. Wilma T. Malillin an English Teacher, the first faculty member to receive a professional promotion and lone Master Teacher of the school to date.

Generally, Mrs. Acorda’s brief span of service was yet a significantly influential stage of the school’s progressive evolution, a tiny ripple which resonated huge waves for the coming years.

STRENGTH AND HONOUR: Towards Profoundness and Dedication

”Strength and Honour”, said Marcus Aurelius Caesar, ruler of ancient Rome before his Generals before they set on their victorious battles against the German Tribes. Strength equals formidable will and Honour is achievable through unshakeable discipline. These virtues guided Marcus Aurelius to preserve and shield the empire from threats and dangers that could corrupt his empire’s tradition, way of life and people. From thereupon he gained respect from his legions, people and even from his foes.

This short epitome strikingly resembles the cornerstone of Mrs. Corazon Camayang’s term of office, who then served from the later months of 2008 to the early parts of 2013. Her firm and solid principles on student discipline and quality academic performance was the primary concerns of her school services. To fulfil this aspiration, Mrs. Camayang accentuated the significant benefit of a rigorous Classroom Observation which she conducted with an untiring pace.

In consequence, the teachers learned much on this practice for it enabled them to discover new learnings particularly in pedagogical skills, instructional tool construction, Student behaviour management and Content delivery, which by its essence helped increase the professional expertise and capabilities of the teachers, which by a discernible fact, the school is exercising up to the present day.

Aside from the life-shaping virtues and principles she had so generously imparted, It was also during the duration of her administration when the number of the school faculty was further enlarged, adding 16 teachers and 2 book-keepers. Her administration was responsible for the establishment of the school’s administrative office, 3 communal Comfort Rooms, a School Canteen, a Storage Room and 4 instructional rooms.

Her indomitable life values on discipline, endurance and wisdom both challenged and inspired the teachers to perceived their inner strengths and weaknesses, empowering the teachers for self and professional development. Indeed, Mrs. Camayang had set a potent example for her teachers and students to strive towards their higher and noble paths. An example that imbued a fresh breath of hope that someday the school will be able to soar higher than its previous flight.

A HERCULEAN FEAT: Creating Innovations

It has been the core interest of the school to bestow the conducive and nurturing educational environment possible for the students regardless of its apparent restrictions on its funds and resources. This, for Mr. Joel M. Camayang, who served as a School Head from 2013-2017 had proven that such feat is possible, a person who according to his guiding principles believes that for the students to experience and acquire education at its premium, it is necessary to create a learning environment that greatly supports and reinforces learning through physical facilities improvement.

This administrative tenet was of huge influence that led in building of a larger school gymnasium, elevation of the school’s podium, construction of additional covered walk and the construction of the submersible water system which practically addressed the school’s need for an accessible and clean water supply. Mr. Camayang reiterated that the school would never acquire those bounties without the wholehearted supports and donations given by stakeholders most especially by the Municipal Officials of Solana headed by Honourable Ex-Mayor Meynard “Jojo” Z. Carag and the incumbent Honourable Mayor Jenalyn P. Carag, who were the greatest strength for his social networking capabilities. An initiative which aided the school’s financial needs and alleviated its financial burden.

Another highlight of his administration was when he and Mrs. Wilma T. Malillin, the school’s sole Master Teacher, successfully reached out to one of the most respectable International Education Institutions, a South Korean based, Korean International Cooperation Agency (KOICA) which enabled the school to gain access from volunteer teachers from South Korea, who made a distinguishing service for the school predominantly on the field of science and technology. The coming of volunteer teachers also led in the rich cultural dialogue and exchange, forging a strong bond and relationship between two nationalities.

By and Large, the impressive association of the school with KOICA culminated with the construction of the school’s Science Laboratory equipped with the latest tools, equipments, technologies and instructional materials which helped the teachers, specifically those teaching sciences, in delivering effective and meaningful teaching and learning experiences. At this period the existing number of its faculty of instruction was increased with 9 teachers, 2 of which will be teaching in the Junior High School and the other 7 teachers will be forming the senior high school faculty. in addition 2 disbursing officers were hired by the school.

Consequently, it was also during his term of office when a two storey Instructional Building was built to accommodate its forthcoming senior high school students as well as the purchasing of pertinent educational resources and instructional materials, in preparation for the nationwide implementation of the K-12 Senior High School Curriculum with the school readily offered Science Technology Engineering and Mathematics (STEM) from the Academic strand and Agri-Fishery Arts, Bread and Pastry, Cookery and Electrical Installation courses from the Technical Vocational and Livelihood strand.

The pilot years of the Senior High School curriculum, posed a multitude of asperities and trials, but the school, particularly Mr. Camayang and the Senior High School Teachers, were able to sustain those necessities and formulate solutions to solve those problems through an efficient management of its limited resources and perceptive decision making. Consistently, these scales of accomplishment by the school under the leadership of Mr. Camayang were one of the monumental milestones of the school’s progress which, through the grace of Almighty God, will incessantly expand in the future.

INTO THE STARS: Across the Horizon

By the end of 2017 Mr. Camayang was succeeded by Henry B. Parana, Ph.D. the current School Head of Sampaguita National High School, a man whose vision and ambition for the school centers on his principle of “Transformative Leadership” which underscores work efficiency, quality output, active student performance in academic and extra-curricular activities, strong linkages with stakeholders and teacher empowerment both in instruction and work designation. Mr. Parana emphasized the importance of working in unison in achieving successfully the projects and programs of the school.

During his period of administration, Sampaguita National High School held its first Senior High School Graduation Ceremony from which 98 students successfully completed all the academic requirements for their chosen career strand, it is a wonderfully conducted event graced by the presence of important personalities who had vowed to become partners for the school’s development and school goals realization. Marking a symbol of successful performance for the school, and an integral contribution for socio-educational development for the nation.

In his administration 3 Senior High School Teachers and 1 substitute teacher who thereafter received a permanent appointment for the Junior High School, became a part of the school’s growing faculty of instruction. Consequently, it is his ultimate aim to increase the school’s student population by conducting a Family Mapping as a part of its annual Early Enrolment Campaign to identify, attract and invite potential enrolees for the school among the feeder barangays, by coordinating with every elementary schools of the barangays and doing the necessary protocols with its public officials.

In lieu with his desire on the development of student’s talents, skills and foremost initiative to become proactive participants in various school affairs, Mr. Parana further re-emphasized that the various student-teacher organizations and subject clubs were an important contributors and partners on school development in which he revived organizations that were once active in the school such as the Girl Scout of the Philippines and the Boy Scout of the Philippines apart from his plan for the formation of the official School Alumni. Furthermore, he had expressed his full support and trust to these organizations that their inherent responsibilities and the expectations laid upon them will not be in vain.

Designations of Coordinatorships were also installed among teachers, firmly believing that through the delegation of work and responsibilities the teachers could become more equipped with the knowledge and skills to become professionally and technically competent both in their field of work, hence considered as a training ground for future undertakings. As a part of the process of bettering the school’s functions and services, meetings and conundrums were held often, for Mr. Parana to discuss with the teachers and sometimes with the students, parents and other stakeholders about his various schemes and designs to improve and eventually beautify the school, he always remind the teachers that sacrifice and selfless efforts are what the school needs in order to achieved greater accomplishments and working success.

In a nutshell, his tenet on “Transformative Leadership” encapsulates the very example of a “Great Man Theory” in the parlance of Political Sciences. Wherein he is a type of leader who would say “Let us bring together the best ideas and we will create the best decisions”. This very statement was constantly reminded and applied on all facets of school activities while giving due and equity recognitions on the contributions and efforts made by teachers, students and stakeholders. Complementary on what had been aforementioned, Mr. Parana is currently concerning himself to the reorganization and reconstruction of the school’s system so as to help the school move forward beyond its present capabilities and conditions, a dream which according to him is a vocation and not just an institutionally structured responsibility the effect of which will soon be savoured, cherished and admired by the succeeding generations.

Throughout the history of mankind individuals, societies and institutions had sought to extend beyond the frontiers of its present structures and systems, and is continuously evolving, growing and undergoing tedious and significant changes, having a faith, that through guided inspiration, clean motives and a flaming desire it is never impossible to achieve something great and can make a huge mystifying difference. As what a Brazilian writer and social activist, Paulo Coelho, said “If you really want something the whole Universe will conspire to help you achieve it”. This powerful cosmic message is what inspires Sampaguita National High School to set its sail for an expedition towards the uncharted waters of its own universe and is set to discover new lands of opportunities and bounties that will help place the school among the stars.