THE ANATOMY OF PISAY-CVC TEACHERS
by: 𝘊𝘩𝘳𝘪𝘴𝘵𝘪𝘯𝘦 𝘝. 𝘖𝘳𝘥𝘪𝘯𝘢𝘳𝘪𝘰
The geographic location of Philippine Science High School – Cagayan Valley Campus is quite different from that of other learning institutions. The altitude, the terrain, and the distance from the town proper are only a few of the factors that make Pisay-CVC a unique place. With this, one might wonder how in the world have the teachers survived these conditions that set too much physical requirement? The secret lies in the anatomy of the PSHS-CVC teachers.
Britannica defines the human body as “the physical substance of the human organism, composed of living cells and extracellular materials organized into tissues, organs, and systems.” The human body, with the torso and extremities, in general, is a living puzzle made up of several pieces, each part having its own place and function.
(Disclaimer: the following is a non-technical view of the human anatomy, just a description of the human body of Pisay teachers as seen from the perspective of an ORDINARY WRITER. No pun intended.)
The torso. This is the human trunk, the very core that cradles the backbone and most of the body’s organs. The trunk of PSHS-CVC teachers is undeniably tough. When the teachers are in their classes, the spine endures hours of being upright, in constant mobility from one classroom to another. During off-class periods, sitting too long while working on the computer becomes too straining on the back, that no amount of liniment or efficascent oil can instantly relieve. Teachers’ backpain, the kind of ache that accumulates every single day, can only be eased by the extravagance of lying flat on bed, sofa, bench, or practically any surface that their backs extremely long to lie flat on as soon as they arrive home. And a full body massage, once a luxury they dream about, has already been elevated as essential.
Located in the torso is the abdomen, also colloquially referred to as the stomach, tummy, or belly. This is the part where the source of all physical nourishment is stored and converted into physical strength and stamina. Well, the best way to the Pisay-CVC teachers’ heart is through the stomach. And no matter how remote the campus is located, finding food to feast upon has never been a problem. Ask any teacher about their daily regular and not-so regular, in-between meals, Savemo and Mhardelle would be the top answers. Also, a significant addition to these is the canteen situated just across the campus gate that offers budget-friendly meals and snacks wittily called Bikings (a homonym spoofed from the luxury buffet restaurant). Other sources of sweet delights, protein-rich homemade goods and other treats come in handy. And several teachers share their baon, ranging from saging, ulam, chicha, and other food, free of charge, until supplies last. Indeed, tummy nourishment here is never an issue. (Insert one big burp here. Ooops! Excuse me!)
The rib cage, also part of the torso, protects the heart, lungs, and kidney, among others. Blame it on the school’s terrain, the Pisay-CVC teachers’ hearts beat faster than of any other teachers in town. If mere walking from one building to another already makes the heartbeat race to a crescendo, then walking from the gate to the gymnasium makes the heart throb so intensely, it leaves the teachers with a heart-popping-out-of-the-chest feeling.
The Pisay-CVC teachers’ lungs, too, perform impressive work. In an environment like the one in the campus, sans smoke and other pollutants, the gas exchange process in the body gives this pair of pulmonary organs a walk in the park. The challenge comes in when the teacher travels by foot from one spot in the campus to another, usually to a higher one, that the inhale-exhale process becomes a crucial task for the teachers’ built-in breathing apparatus.
As for the teacher’s kidneys, the water tumblers and the volume of water obtained from the water dispensers everywhere in the campus are proof of how this bean-shaped couple organs are taken care of. The kidneys occasionally complain about the not-so-kidney-friendly salt, oil, and other substances consumed a couple of hours before and after lunch, but then again, the water from the tumblers washes away these substances, and the guilt as well, every time.
Then to the extremities, the extensions from the torso – basically the head and the limbs. The head is so jam-packed, inside and out. Four of the sense organs reside up there. First, the eyes. The Pisay-CVC teachers’ sense of sight has deteriorated over time. Due to the constant exposure to the computer monitor day and night, not to mention some of the students’ distinct ancient-script-resembling handwriting, their vision, sans spectacles, is already far from 20-20.
Second, the ears. Pre-pandemic auditory organs were working perfectly well. When the school shifted to online modality, headphones and earbuds became necessary, thus giving the ears additional aid for listening, and noise cancellation from external sound.
Third, the nose. Teachers’ sense of smell is impeccable. It can easily name scents, aroma, even stench. The olfactory organ can easily recognize the aroma of coffee from the pantry, or the sinigang, tinola, adobo, menudo, or even mongo, that have been heating up in the microwave, or the perfume of their colleagues, and so much more. On top of that, the nose for news should never be underestimated.
Fourth, the tongue. This taste buddy is the best critic of what goes into the tummy. The teachers’ gustatory preferences are limitless, and picky eaters are rarely found in their circle. And when the nose smells news, the tongue knows when to be quiet and put itself in place.
Completing the peripheral elements of the head is the hair, the crowning glory as cliché describes it. For the males, though there is a wide range of haircuts for them, their hair styles look quite similar, except for those who prefer to have theirs shaved. Buzz cut, crew cut, Ivy League, Caesar cut, French crop, faux hawk, whatever cut they choose, it’s how they project their barber’s magnum opus that matters, with or without the hair wax or gel.
And for the females, it’s a lot more complicated. Long or short, curly or straight, jet black or dyed, bare or embellished, down or ponytailed, hair is no big deal. Visiting the salon for fair treatment is not a basic necessity, but in some instances, the frequency of parlor appointments spikes up in the months of May and November. Teachers, in general, experience bad hair days, and it’s perfectly fine. Charged to experience, these are the days that they can easily brush off.
Found inside the skull is the major asset that teachers invest into their profession. The possibilities of what the brain can do are boundless, no wonder teachers are full of creative ideas that they share to their students and colleagues. The brain operates in such an astonishing way that it enables the teachers to make sound judgment, decisions, and actions. The brain, the fountain of the teachers’ knowledge, is where their superpowers come from.
The arms and hands are limbs that perform numerous tasks, their absence practically puts all works to a halt. The hands, bare as they may seem, perform a lot. In school, they basically create materials for classroom instruction, encode volumes of word-processed documents, and do other related tasks. The fingers have already developed some kind of muscle memory, knowing where to tap each of the letters of the alphabet arranged in Qwerty layout on the computer keyboard.
The legs and feet are responsible for keeping the teachers in constant mobility. Given the geographic setup of the campus, the legs and feet have to remain sturdy to be able to conquer the steep slopes and the seemingly never-ending steps. Except for a few uric acid-induced joint pains, the lower extremities are doing well. For those who drive their own vehicles to work, their feet reflexes are absolutely functional, always mindful which pedal to step on, the accelerator or the brake.
The anatomy of the PSHS-CVC teachers is just a wonder to behold. The teachers’ bodies come in difference sizes and shapes, their vital statistics vary in proportion, their blood components range from normal to the not-so-impressive results, and many other instances of diversity. Despite these, some vital traits are common – eyes that see the beauty and goodness of every single person; ears that listen to what others need to say, and understand even the deepest meaning of silence; tongues that speak of the truth; hands that express the unspoken language of genuine care and concern; feet that keep themselves grounded; minds that help them decipher the right from the wrong; and hearts that love without conditions, and beyond limits.
Teachers have only one body, but they selflessly share a piece of them to their students, colleagues, family, friends, even strangers. And sharing themselves to others makes them whole. #