They are hope

It’s the stereotypical story, and all too common, of the young adult in the third world nation.

A young girl, coming from a broken home but with enough intelligence for a bright future, meets a boy. He, also smart, skips school and runs with the wrong crowd. Soon she is pregnant and both of their futures are much dimmer. They drop out of school and live at home, stretching family support as much as possible and understanding that their dreams of being different than the rest have now collapsed.

You want it to have a happy ending, but it often doesn’t. Instead the ending is riddled with poverty, disease and, eventually, death. Or so they tell you.

A few weeks earlier I noticed that two of my Form B students – the equivalent of 9th grade – stopped coming to school. The boy is an occasional attendee as it is and far too influenced by his bad-behaving friends. He has a new girlfriend each week along with an excuse for his unfinished homework. He could be smart, but he doesn’t want to be.

The girl is a double orphan, living with another family. She is quiet, yet smart. Her family situation and intelligence earned a government scholarship until she completes the final year of high school. A few journal assignments revealed that her home life is not very good and she may be depressed.

After a few absences I asked others in the class why they were no longer attending Married, they said. And then I asked the question that I already knew the answer to: “Is she with child?” I said, making the outline of pregnant belly with my hand.

Yes.

It hit me hard. This girl needed to be in school. She wants to be a nurse. She deserves a good life. She isn’t ready to be a mother, but is any 18 year old? The other teachers assured me this happens often, but that didn’t make me feel better. Those other girls are someone else’s student. She is mine. What could I’ve done to prevent this? Did I fail her?

Sure, that’s putting too much pressure on myself, but I came here to do something. Maybe I couldn’t prevent it, but I could at least attempt to help in the aftermath.

The principal told me that the parents had been called – the guardian for the girl – and were told that the students should still continue with school. But because our school is a church school, the two teenagers should marry and present a certificate of that marriage. The principal encouraged them to do a traditional marriage over a church one because it takes less time and money. The church one, she said, could come later.

The students still didn’t come to school and other students said that they had not officially married, in either the traditional or church sense.

I decided I should talk to them and asked a few students, who live in the same village, to accompany me there. One day after school we walked the 40-minutes to their small village. I was nervous. Who am I to intervene in their personal life and was nervous they would not appreciate the unexpected house call.

The girl now lives with the boy and his grandfather and sister (his mother works elsewhere and sends money home). The boy was at a neighbor’s when we arrived but saw us coming and greeted us at the door. He was a bit shocked to see me. I said I came to visit him and the girl.

The girl came out of a small hut near the main house. Her appearance threw me off. Instead of the usual school uniform, she was wearing a sweater, pants, blanket wrapped around her waist and a headscarf. She seemed older. Another teacher later told me that this is the attire of married women and her dress is indication of her change in relationship status.

“We miss you,” I began. My hands were shaking, but I told myself I couldn’t let the thoughts of what was happening stop me from doing it.

I told them that it didn’t matter why they are not in school, but they need to come back. Their futures depended on it. It was a bit awkward because my two escorts were there and the students were nervous to talk about it in front of them knowing it would be the next day’s gossip.

Seeing their hesitation, I pulled the girl aside.

“Are you with child?” I asked.

“Yes, Madame,” she said diverting eyes downward.

“Why have you stopped coming to school?”

“Because it is my first and the other students will laugh at me.”

“Yes, they probably will. But that will stop after a few days. However, you having an education will make your child’s life better. To be a good mother, you need to go to school.”

“Yes,” she said quietly.

I then told her that she could come to me if she needed any help. I would even go to the clinic with her.

They were still uneasy with my presence so I said goodbye and hoped that I would see them soon. On Monday, they promised.

They didn’t come Monday, or the next day or the next day. A full week elapsed and I was positive that they had decided to drop out.

Today was the first day of exams and, although I didn’t need to be there because it was not my day to oversee the test taking, I came to school anyway to finish up preparing my tests and work on a few Peace Corps projects. I was returning from the toilet as the students started to make their way from their classrooms to the testing area.

“Hello, Madame” he said with a giant smile.

At first I failed to recognize my greeter, then I saw him. It was the boy. I leaped to give him a hug, screaming, “You are here!”

“Yes, I am here.”

I then asked if the girl was here and he pointed to her. I ran across the school grounds, yelling in delight. The other students started to laugh but pointed her out to me. I gave her a hug.

“I am so happy you are here,” I said.

Typically shy, she said a quiet, “yes” behind a soft smile.

I walked back to the teacher’s room and had to hold back the tears. They came back.

Another teacher told me they arrived yesterday, but I was attending to work in Maseru so did not meet them. They presented a letter of marriage and, although not signed, the principal accepted it and said they could write their exams.

I have no idea if my visit did anything to persuade them but I don’t care. All I care is that they came back. They wanted to finish their schooling and they are. Their story is different and the potential for their happy ending still glows.

In this job of ups and downs, frustration and uselessness, these are the moments that keep pushing your forward. In every essence, they are hope.

The Rabbit of Easter

In one of my last classes before the Easter break I decided to use the 40-minute period as a culture exchange. I asked the students how Basotho celebrate Easter and the simple answer, well the only answer, was “church.”

I prodded for more information but, at 8 a.m., they weren’t in the mood. Or maybe they didn’t have the language to go beyond that. Either way, their side of the conversation stopped there.

So to explain a holiday that is the foundation of a very complex, disputed religion I started with the death on the cross and the rise of Christian. As devote Christians, most knew the story and shook their heads in understanding.

Then I moved on to the commercial side of Easter. I used the word “rabbit,” which they didn’t understand so I drew one on the black board. “Ahh,” they exclaimed at my creature with floppy years and a round belly. Not an exact replica, but good enough to move on. The little ones, I said making the Basotho hand gesture for young children (arm extended down with thumb pressed to the four fingers), believe that a rabbit – the Easter Bunny – will come to their house at night.

“Whaaa?” they said with puzzled looks.

“Yes. He. Comes. To. Their. House. At. Night. And. Leaves. Them. Eggs.” I said speaking in what we PCVs call box-talk, a very annunciated, slow English.

They stared at me with horror. But when you look at it the way they did, without the big fluffy bunny, pastel colors and Hallmark glam, a rabbit coming to your house in the middle of the night is pretty terrifying.

Their reactions softened when I explained these weren’t the normal mahe that you buy at the shop. They were special and filled with chocolate.

“Ooooooh,” they said in unison and smiled at one another. See, this Easter Bunny thing isn’t so creepy when chocolate is involved, right?

I also broke down the ins and outs of a proper Easter Egg hunt. They really liked the idea of sweets scattered in the grass and the death fight that comes when trying to collect as much as you can.

My students were never more engaged in a lesson. They love learning about the crazy practices of Americans. To them, the toughest thing to swallow was that not everyone celebrates Easter because not all believe in Jesus Christ as the savior. I poorly introduced them to Islam, Buddhism and Judaism and they shook their heads in disbelief when I described atheism.

To finish the lesson I asked them to journal about their favorite Basotho tradition, which may appear strange to the outsider. I am not sure I will ever understand the belief in witchcraft or what really happens at initiation schools (I’ll blog about these things later). And, with just five months country, some things are no longer unusual too me. The other day I tweeted about posting a photo of some of my students in traditional dress, which exposes the breast, and one of my sweet followers reminded me that Facebook would take those photos down and there are legal implications for something like that in the U.S. That never occurred to me because it really isn’t a big deal here.

If you’ve ever read David Sedaris, this lesson was not unlike his essay, Jesus Shaves, where he describes discussing “the rabbit of Easter” and other culture practices of the holiday in simple nouns and verbs. The exchange is innocent and sweet, just like mine.

 

I love being able to share my culture and traditions with my students, especially when it encourages them to share theirs with me. It brings us closer together, building that bridge between cultures and creating a wider foundation of understanding. And, no matter how weird a rabbit visiting you in the middle of the night is, we share the joy of a savior risen and that is pretty special.

 

 

“Why did you join the Peace Corps?”

My most recent column for the Capital Journal

I’ve never had a definite answer to the question, ”Why did you decide to join the Peace Corps?”

“To help people” and “to see the world” are my most used answers but neither really sum up why I am here.

Peace Corps was something I casually considered in college but, with the encouragement of looming school loan payments, I chose employment. Yet, the desire to serve overseas never went away, even as I did a slight career change from newspapers to non-profit. Eventually, I realized that if I didn’t join the Peace Corps I would regret it and even pictured myself on my deathbed saying, “I wish I would have.”

To become a volunteer, I gave up a lot, more than just fancy coffee drinks and hot showers. I had a great job, a furnished apartment, an active social life and close proximity to my family. That all changed in order to reside in a third-world country and live on $9.13 day.

Four months into my 27-month commitment, there are days when I do ask myself why I am here. Many volunteers join under the premise that they will “change the world” but the reality hits quickly that won’t happen. As I become more familiar with my school and village, I’ve realized that the big issues – poverty and the devastation of HIV and AIDS – are not things I can fix. I am just one person here for a short time and, eventually, I will return to my privileged life in the United States. What good can I possibly do?

Since the beginning of the school year, I noticed one student constantly behind. He often fell asleep and rarely cared to take notes. After class one day, I pulled him aside and asked him what was going on. He said he had a hard time understanding me through my accent and was unable to keep up with the lesson. I told him to always come to me when he didn’t understand something and that I believed in him.

The next week, I gave the students an assignment on tenses and expected that he would struggle the most of my 23 students. But, he surprised me. He had a few simple mistakes, but really understood the concept and put more effort into it than I had seen all year. Maybe I didn’t do anything, but something snapped within him.

As I try to grasp my role as a volunteer and in the village, I know the real reason I am here is because of that one student. I may do nothing else of importance in my service, but to see a slight improvement in just one person is enough to make the world better. For two years, it is worth all that I gave up to be here and serve my country as a volunteer.

March 1 is International Peace Corps Day and I am wildly proud to be part of this organization. Wherever I go and whatever I do beyond Lesotho, I will carry this experience. I am tied to Peace Corps for the rest of my life.

 

 

 

The Library, finished

“Wow,” they said in unison as they walked in the room. Their eyes were big and moving fast to absorb it all. This was for them.

In about a month and a half, two-dozen dirty boxes from New Hampshire were transformed into a functioning library. It’s not perfect, but it’s new and exciting.

As I mentioned in an earlier post, one of my first projects at school is a library. The library was a godsend, something to do in those early days when school was not in session and I was trying to maneuver the village. Unpacking boxes, sorting books into genres and stamping inside pages with the school seal were a great, and seemingly useful way, to spend the first month.

To be honest, I had no idea what I was doing. I like libraries but I am no expert on how they operate. I reached out to a few volunteers and consulted Peace Corps manuals, but mostly I did what made sense.

There are more than 1,400 books in the library, including novels, non-fiction and textbooks. The day I unpacked all of the books, I nearly burst into tears – I had no idea what to do. So, I stuck to what I know and what I like, simplicity.

I sorted the books into several sections and, eventually, decided to lump them into three categories: fiction, nonfiction and textbook & reference. From there, the textbook & reference and nonfiction were separated into sub categories and fiction was put into classes based on reading level. Then everything received colored stickers (or masking tape inked with markers because that is what my school could afford) to help the students determine what they wanted and for easily re-shelving. If you are in Form A, you may only want to look at the green and blue sticker books. If you wanted to read about animals, look for the red books and find the “Animals” label on the shelf.

At first, I organized books by alphabetical order, using the author’s last name. The concept of libraries is brand new to them so it was best to avoid the Dewy Decimal System. We also didn’t have a card catalogue (no resources for it and the students wouldn’t know how to use it, or rather they wouldn’t) so there was no real need for it. But, I could hear library enthusiasts judging me for not alphabetizing, so it was the least I could do. However, when I asked a few girls to help me copy the names of the books down for our records with specific instructions to keep the books in order, they put them back in way that made sense to them – by size. At that point, I realized it didn’t matter if my library followed proper protocol, this was for Lesotho students and it should be organized in a way they can understand (Basotho are extremely particular about cleanliness and neatness).

With most of the organizing done, I needed to sticker the books and record what I had incase something goes missing, but it was a lot of work for one person. Most of the teachers weren’t interested so I asked for student library monitors, one from each class so there would be three. I got 10 helpers. They were eager to be in the library and took great pride in staking the books just so and placing the stickers. During their class’ scheduled library time, they were in charge of re-shelving books and making sure students follow the rules. For their leadership, they get to wear a special ‘LM’ badge I made and I gave them American candy (thanks Mom and Amy) after workdays.

It took a month and half, but last week, we opened the library. When each class walked in for the first time, they “wow”ed it. The school board had the same reaction.

Most students checked out books the first day and some were so excited that they picked up a book but decided to find another several times, thinking maybe there is a better one in the bunch. Finally, I had to make them chose one and said they could get another next week.

The library is not a finished project, but a work in-progress. Eventually, I want to start a reading program similar to Book It and use late-fee money to buy the top readers snacks at the end of the year. I have a few hand drawn signs, but I would like to plaster the walls with “Reading is fun” posters and create special reading spaces throughout the room. There is a small magazine section that I would love to expand (hint to those who want to send packages) and I would like to incorporate Sesotho books. I also want to open the library to the community at night or on the weekends.

One awesome soon-to-be addition is bookmarkers. My lovely mother talked to the librarian at her school and he donated a bunch of bookmarkers my students can use and will love.

I am proud of this library because it’s a visual representation of my work here, but mostly because the students are excited about it. It’s not that these kids have wanted a library for years; the whole idea is new. Even casual reading is unfamiliar to them. But, when they come into the library, they smile and are eager to find the perfect book.

A few days before the library was to open, one of the teachers came into the room while I was working. He took a look around and sighed. “You know, at first, I thought you were being top optimistic about this library. But you really did it. It looks wonderful.”

That is all I need.