As the time for reports rolled around again, I dreaded the thought of writing one. I felt like I had nothing to write; life had become very routine. After the school trip to Swaziland (five days surrounded by students, sisters, and teachers) and the arrival of fresh Grinnell eyes, I realized that this routine and normalcy are noteworthy in themselves. This normalcy stems primarily through our assimilation to life here, as well as our real acceptance by others.
After a quarter of trying to understand the national curriculum and the intricacies of St. Rodrigue, I feel that my classes went quite smoothly, albeit quickly, second quarter. My students understand and are familiar with me and my teaching style. They know they have to do assignments all quarter, not just pass a final exam. They know that I won't beat them, but I am serious. I also understand my students and the way they communicate their problems. When I began teaching here, I often took their silence as understanding. Now, I know that a major reaction equals understanding. For example, in a game reserve in Swaziland, a park guide pointed out 'Execution Mountain.' The students were politely quiet. I requested that he explain what that meant. When he described killing people by throwing them off the top of the mountain, the girls reacted with gasps, horrified looks, yells, and gestures. Now it made sense!
My degree of comfort outside the classroom at St. Rodrigue has also greatly increased. Second quarter, I felt like a real member of the staff-able to speak my opinion and feel that I understood the situation well enough to have one. Our involvement in school activities has also changed dramatically, from being a mere physical presence at the Moshoeshoe Day celebration, to helping plan every detail of the Swaziland trip. On the trip itself, this difference was clearly illustrated. I wasn't just allowed to help; I was expected to meet daily with the 'Entertainment Committee,' help the bus driver with directions, collect money from students, and gather information. For the first time, being fluent in English, rather than Sesotho, was beneficial, as we navigated our way around the country. To our students, the teachers, the sisters, and the community, we are no longer a novelty. We have gone from being treated with curiosity and a pleasant ambivalence, to real friendships, respect, and more reciprocal neighbor and colleague relationships. We are not just '3 whites,' but our individual personalities are recognized and appreciated. In sum, our life has taken a more real and natural course.
In addition to being accepted, I've been reflecting on my acceptance of many aspects of life. Various things that I used to have a heightened awareness of or was annoyed by, now seem normal. I came across the following quote by Andre Gide in my journal: "One doesn't discover new lands without consenting to lose sight of the shore for a very long time." This seems relevant to my life here. It doesn't mean that I think everything is for the best, but that I am used to it. For example, it no longer surprises me to find an empty classroom during our scheduled class time. I now know that the students have been taken to remove weeds from the mission grounds or put stones in the road. Since I don't leave for anything until 30 minutes after the given time, I realize that I've partially knocked my American sense of schedule. I have also grown accustomed to waiting for everything. I alternate between my students' way of dealing with delays, such as dancing and singing in the bus aisles, and assuming a semi-comatose state while the time passes. I also rarely remember or realize that I'm constantly being stared at or watched; when I see other white people it seems odd. The final indicator of acceptance is waking up when it is 47 degrees Fahrenheit in our bedroom and being thankful that it is not any colder!
This much time here has also given me a chance to make some comparisons with other schools in Lesotho. I've had the chance to meet other teachers from a number of schools, visit a few, and hear a lot about others. When I first arrived at St. Rodrigue, I was struck by the lack of resources; however, now I have visited two schools that don't have any desks, much less a library or a science lab. The grounds and buildings at St. Rodrigue are also immaculate and well-maintained. In spite of the pleasant surroundings of the schools, the Catholic Secretariat paid a visit to St. Rodrigue because of its overall poor results on the Cambridge exam. The visit turned out to be frustrating. They had no real solutions for improvement. They dismissed the facts that St. Rodrigue accepts students with very low test scores and that many girls can't even afford books. They responded to concrete suggestions from teachers by stating that they had no funds. So, we continue to do our best, feel lucky for what we do have, and know that great improvements can be made.
As I emphasize how much I've learned over time, I also can't believe how quickly time is slipping by. I feel guilty that I wasn't most effective in my classes from day one. My Form C students write the junior certificate exam in October. I am nervous for them. I gave a sample exam for English language at the end of the quarter. It is a three-hour test involving reading comprehension, grammar, composition, and letter writing. They were also given sample tests for their other subjects; only a handful of students passed more than one subject. In English, the weakest area was reading comprehension. The passages are complex and ask students to provide one-word synonyms for a list of vocabulary words. Even the directions are tricky for students learning English as a second language. Unfortunately, the compositions are graded with very little credit for content, the students' strength. They have very strong opinions and are willing to state them. One of the most interesting assignments (to me anyway) I've given this years was an essay on HIV/AIDS. There were major flaws in some of the information, but many students wrote interesting, strong essays describing the problems of AIDS in Lesotho and claiming that the main hindrance to stopping its spread is people's reluctance to believe the information available.
Aside from school, we've been keeping ourselves quite busy. We manage to never be bored. Weekend trip to Malealea for pony-trekking, Katse dam, and braais in Maseru have exposed us to many areas and people in Lesotho. At St. Rodrigue, 101 ways to cook flour and water, playing 'Which Influential Grinnellian Would You Choose as a Spouse?,' and, 'What Would George and Doug do in this Situation?' keeps us entertained. We are able to fill everyday with laughter, which helps end each day on a positive note and keeps my spirits high.
