Chapter 14: In the House of the Students

The house where Makaraig lived was worth visiting. Large and spacious, with two entresols provided with elegant gratings, it seemed to be a school during the first hours of the morning and pandemonium from ten o’clock on. During the boarders’ recreation hours, from the lower hallway of the spacious entrance up to the main floor, there was a bubbling of laughter, shouts, and movement. Boys in scanty clothing played sipa or practised gymnastic exercises on improvised trapezes, while on the staircase a fight was in progress between eight or nine armed with canes, sticks, and ropes, but neither attackers nor attacked did any great damage, their blows generally falling sidewise upon the shoulders of the Chinese pedler who was there selling his outlandish mixtures and indigestible pastries. Crowds of boys surrounded him, pulled at his already disordered queue, snatched pies from him, haggled over the prices, and committed a thousand deviltries. The Chinese yelled, swore, forswore, in all the languages he could jabber, not omitting his own; he whimpered, laughed, pleaded, put on a smiling face when an ugly one would not serve, or the reverse.

He cursed them as devils, savages, no kilistanos1 but that mattered nothing. A whack would bring his face around smiling, and if the blow fell only upon his shoulders he would calmly continue his business transactions, contenting himself with crying out to them that he was not in the game, but if it struck the flat basket on which were placed his wares, then he would swear never to come again, as he poured out upon them all the imprecations and anathemas imaginable. Then the boys would redouble their efforts to make him rage the more, and when at last his vocabulary was exhausted and they were satiated with his fearful mixtures, they paid him religiously, and sent him away happy, winking, chuckling to himself, and receiving as caresses the light blows from their canes that the students gave him as tokens of farewell.

Concerts on the piano and violin, the guitar, and the accordion, alternated with the continual clashing of blades from the fencing lessons. Around a long, wide table the students of the Ateneo prepared their compositions or solved their problems by the side of others writing to their sweethearts on pink perforated note-paper covered with drawings. Here one was composing a melodrama at the side of another practising on the flute, from which he drew wheezy notes. Over there, the older boys, students in professional courses, who affected silk socks and embroidered slippers, amused themselves in teasing the smaller boys by pulling their ears, already red from repeated fillips, while two or three held down a little fellow who yelled and cried, defending himself with his feet against being reduced to the condition in which he was born, kicking and howling. In one room, around a small table, four were playing revesino with laughter and jokes, to the great annoyance of another who pretended to be studying his lesson but who was in reality waiting his turn to play.

Still another came in with exaggerated wonder, scandalized as he approached the table. “How wicked you are! So early in the morning and already gambling! Let’s see, let’s see! You fool, take it with the three of spades!” Closing his book, he too joined in the game.

Cries and blows were heard. Two boys were fighting in the adjoining room—a lame student who was very sensitive about his infirmity and an unhappy newcomer from the provinces who was just commencing his studies. He was working over a treatise on philosophy and reading innocently in a loud voice, with a wrong accent, the Cartesian principle: “Cogito, ergo sum!”

The little lame boy (el cojito) took this as an insult and the others intervened to restore peace, but in reality only to sow discord and come to blows themselves.

In the dining-room a young man with a can of sardines, a bottle of wine, and the provisions that he had just brought from his town, was making heroic efforts to the end that his friends might participate in his lunch, while they were offering in their turn heroic resistance to his invitation. Others were bathing on the azotea, playing firemen with the water from the well, and joining in combats with pails of water, to the great delight of the spectators.

But the noise and shouts gradually died away with the coming of leading students, summoned by Makaraig to report to them the progress of the academy of Castilian. Isagani was cordially greeted, as was also the Peninsular, Sandoval, who had come to Manila as a government employee and was finishing his studies, and who had completely identified himself with the cause of the Filipino students. The barriers that politics had established between the races had disappeared in the schoolroom as though dissolved by the zeal of science and youth.

From lack of lyceums and scientific, literary, or political centers, Sandoval took advantage of all the meetings to cultivate his great oratorical gifts, delivering speeches and arguing on any subject, to draw forth applause from his friends and listeners. At that moment the subject of conversation was the instruction in Castilian, but as Makaraig had not yet arrived conjecture was still the order of the day.

“What can have happened?”

“What has the General decided?”

“Has he refused the permit?”

“Has Padre Irene or Padre Sibyla won?”

Such were the questions they asked one another, questions that could be answered only by Makaraig.

Among the young men gathered together there were optimists like Isagani and Sandoval, who saw the thing already accomplished and talked of congratulations and praise from the government for the patriotism of the students—outbursts of optimism that led Juanito Pelaez to claim for himself a large part of the glory of founding the society.