Foods I was given to eat as a child

Foods I was given to eat as a child.
 By Randall Butisingh

 They say that laughter is good medicine.  I am a person that does not laugh much.  Others would laugh at anything, but while reading the lecture you sent me, written by Guyanese Dave Martins on growing up in Guyana, I had a few good laughs as it brought back many memories. My family lived in Buxton and I could see myself a boy again at Christmas time with my pepperpot and bread in the morning washed down with a glass of home-brewed ginger beer. Later a slice of pudding with some more ginger beer and then running out to meet my friends with my little 12 cent toy pistol and shooting at them.  My mother lived in the village among the Blacks.  Her friends were all blacks and she could have cooked all the creole dishes.  We had  soup on Sundays, sometimes with beef,ochro and fufu, or with barley and chicken. I did not particularly like plantains, but fufu had a flavour I liked.  Sometimes we had it with curried fish.  In those days fish came to your door - two kwakwari for a penny or my mother would go to the drainage canal and throw in some flour and the little silver fish would come swarming, and she would scoop them up with a basket.

 Some days we would have metemn. This was my favourite as we always had duff in it.  There was nothing I liked as much as duff. Duff is made from flour, a little brown sugar, and a pinch of baking soda to raise it. I would leave that for the last after I had eaten the plantain, the eddo, the sweet potato and the fish. Then I would drink the broth which had the coconut milk in it. Some days we would have dry food which was boiled provision and fried sliced cartwheel onions swimming in it to dip our vegetables.  I remember the times we had cook up, a mixture of rice, one of the peas - split, blackeye or pigeon - ochroes and pickled mixed meat and pigtail. Then the days when we had konky, black pudding and roast-corn..  Dave mentioned paynoos.  That was the first and second day milk from the cow after it calved; the milk would curdle when boiled; sugar would be added to it. I was a lover of sugar and my hand was often in the sugar jar when I couldn’t get money to buy sweets. Even today, in my old age I like sweet things.  In my 95 years of living I calculated that with a minimum of an ounce a day, I must have eaten approximately a ton of sugar.  It is a fallacy that too much sugar causes diabetes.  Too much starches cause it; then after having diabetes, you cannot eat sugar.

There were the days when I was given a penny to buy my lunch and I would go to the cake shop and buy two sweet buscuits or a big bun for a cent and a half pint glass of mauby.  Saturday nights, we would go out on the road by Bhajan rumshop and there were the women with their bottle lamps and baskets of bread and fry-fish. Others with cakes like pumpkin pone, corn pone, bruk-mout, turn over, sugar cake and ginger cake.  I particularly liked the ginger cake; it was hard and brittle and lasted long. we used to call it shingle. Some of the boys who preferred bread but could not afford the fried fish would eat their bread with pepper sauce. In those days you could go in a shop and buy a penny loaf of bread and ask the shopman to daub a little salt butter on it or give you a piece of salt fish which you would eat raw with the bread. Raw salt fish was called cartman cheese.

These memories flood back after reading Dave’s Lecture.  Today, I do not eat meat,  I  prefer a vegetarian diet, but I sometimes eat fish curry and daal puri, cookup rice with fried ochroes and sometimes fried fish,  but my favourite is Daal and rice with stewed boulangers, pumpkin or spinach, a vegetarian dish.  In India where the people are chiefly vegetarians, daal, the various kinds, is used as the chief nutritional diet.  I also eat vegetable salad and much fruit.

THE ROLE OF THE SCHOOL - 4 of 4

THE ROLE OF THE SCHOOL

(With reference to the Sugar Estate Community in Guyana)

By: Randall Butisingh. - June 1964 - Chapters 13-15

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13 - WHAT LUSIGNAN GOVERNMENT SCHOOL ATTEMPTED DURING THE LAST TWO YEARS (1962-64):

1. A systematic course of Environmental Studies throughout the school.

This course began before the issue of the Draft Curriculum Guide and though all classes participated, it was the third and fourth standards (with more than 200 pupils on roll) led by an enterprising teacher, now in the University of the West Indies, which achieved heartening success. The formal readers were almost dispensed with, teachers and pupils collected information for “My Country”, made their own reading lessons and integrated nearly every subject of the curriculum.

Geography dealt with such topics as physical features, climate, productions, communications, important places and neighbors of British Guiana. History dealt with the Amerindians, the early explorers of British Guiana, early settlements, emancipation, Indentureship and the lives of great Guyanese. Civics included our present Constitution, the composition of the Legislature, why Government exists and the contribution of each race group to a Guyanese culture. For Hygiene there were lessons on local diseases. Filaria was dealt with thoroughly as the campaign was on in the area and much interest was evinced by both pupils and teachers. Dr. Crihel addressed teachers in school on the disease and distributed pamphlets with useful information.

Art consisted of drawings and paintings of local scenes, especially people at work. Pupils made maps with paddy, peas, shell and rice; they made cloth-cuts of women planting rice and men planting sugar cane. Maps of British Guiana and local birds were embroidered into hand towels and cushion covers. Nature Study took care of the flora and fauna of the country and Poetry by local authors were recited. The singing was almost exclusively of Guyanese songs and drama had a local setting.

So thoroughly and conscientiously did the teachers pursue this program that they were able in the end to compile a booklet called “A Reference Book on British Guiana?” This effort was highly praised by Mrs. Edith Needleman, child guidance counselor from New York who was one of the lecturers at a seminar for teachers in August 1962, and who was kind enough to write the foreword. This booklet was used during the following school year as a supplementary reader in the third and fourth standards and as a reference book by the Post Primary Department. These teachers also sat in a panel and were interviewed in “The Listener” a program over B.G. B.S, the radio station.

All along the parents were apprised of this venture; sample lessons were read to them at parent –teachers meetings, and when the booklets were ready, they were stenciled and duplicated; then they were bound by the boys of Form II and parents readily procured copies for their children.

Environmental Studies have always provided the basis for our education, as not only did the relevant topics evoke much interest, but it felt that the future Guyanese Citizen in order to function well must be aware of every resource and potential of his country.

2. In service training within the school in order to create interest help with better teaching techniques in the various subjects.

3. Getting in touch with kindergarten teachers and encouraging them to visit our school in order to learn techniques and prepare apparatuses and also to attend our Parent-Teachers meetings.

It cannot be said that these kindergarten schools are doing a good job educationally as most of the teachers have not the necessary training or experience. Most of the children from those schools when they enter the primary schools have to unlearn much of what they have been taught and begin all over again. Parents are not happy about this and some of them blame the primary school teacher for this seeming retrogression. Here the school through the P.T.A. can arrange seminars and use there trained and experienced teachers as lecturers.

4. Preparation of a pupils’ report card: This was submitted to the District Education Officer for the consideration of a special committee organized for this purpose.

5. Parent-Teacher Association: The cooperation of this organization helped considerably in human relations. It eliminated the complaints against teachers helping, thereby in the discipline and tone of the school. Parents also helped materially by building a long concrete strip for the convenience of pupils and teachers in the wet weather. They also helped to dig drains around the school compound. A little before I left on transfer the parents decided unanimously at a meeting to raise funds to meet the expenses, on a self-help basis of extending the bottom flat of the school in order to ease the present congestion and provide accommodation for new children. If this decision is not implemented soon, the school will be forced to resort to the shift system.

6. A Girl’s Club for the cultivation of refinement among the girls and for practicing democracy.

7. A Boy’s Club connected with the Community Center for fostering interest in games, for developing sportsmanship and for practicing democracy.

8. A Cookery Class conducted by the Woman Welfare Officer of the Community Center. Here the girls learn the art of cooking wholesome and nutritive meals and also learn table manners.

9. Road Safety Patrol: This trains pupils for leadership and for voluntary service to the community.

10. A Health Council for stimulating health consciousness, for investigating health problems and for encouraging health practices with a view to improving the health practices of the school and community.

11. Annual Inter-House sports for healthy rivalry, sportsmanship and team spirit.

 

12. Concerts and Exhibitions of Work that gives pupils the opportunity to work together; school and community to meet.

13. A. School Magazine…This gave both teachers and pupils an opportunity to express themselves and for the parents to learn more about what is taking place in the school. The School Magazine is an excellent medium for stimulating community interest. The initial sum of money for this venture was provided by the Parent Teacher Association.

14. A Thrift Society to encourage children to make regular savings and practice self-denial.

 

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14 - WHAT THE SCHOOL IN THE ESTATE COMMUNITY CAN ACHIEVE

 

If regard has been paid to the needs and wants of the Community, The Curriculum has been geared accordingly and the resources of School and Community exploited to its fullest, the child would have an opportunity of achieving the following:

1. A confident outlook and personal interest in his community.

2. Toleration for the opinions of others.

3. Ability to plunge into useful occupation and not unemployed.

4. If employed, ability to use his leisure profitably.

5. Knowledge of the History and resources of his country.

6. Desire for continued education.

7. Belief in the dignity of labor. He will have realized that “Labor disgraces no man; it is man who sometimes disgraces labor.”

8. Realization that work is not only a means of livelihood, but an essential condition of life. Work must bring reward far more lasting than its tangible value.

9. Realization of the Brotherhood of man, the indivisibility of the Human Race and man’s Eternal Destiny.

10. Desire to help his community by giving voluntary community service.

 

It is the function of the modern school, especially in the transplanted community of the Sugar Estate Housing Scheme with its bolstered standard of living to play the major role in cultivating a sense of values and fostering an outlook which will bring harmony, a prerequisite for Community life and living. Amelioration of living standards is false prosperity if it is not followed diligently by education for a better standard of life. These can be achieved if the school, a community itself, remains part of the community and identify itself with its needs, wants and aspirations.

 

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15 - EPILOGUE

The ink was not quite dry on the final chapter of my study paper when events the most fearsome and tragic precipitated the emerging Nation into the greatest crisis in the history of this country. The already over-strained relationship that existed between the two major ethnic groups was further aggravated and is now in a critical state awaiting the most skillful aid to restore harmony.

The racial monster has proved to be no respecter of persons and its baneful influence has reached the schools where values and attitudes are cultivated and fostered.

At Lusignan Government School twenty two Afro Guyanese teachers has had to be relocated because of their ethnic origin. Only two African children remained on the roll of the school which had an enrollment of a thousand and thirty-one. One of these, a ten; year old boy was brutally murdered near the area. Also, three hundred children of refugees of the other ethnic group who fled from their villages had to be accommodated in the school.

This is an alarming state of affairs; both religion and science have pointed to a unity and indivisibility in humanity. The Brotherhood of man is as much a “Fact of Nature” as it is a “Divine Command.” The School’s task now is a formidable one if it is to maintain those values that mean so much for the salvation of the human race.

It is hoped that the country’s predicament will shock our education policy makers and teachers into greater responsibility and consciousness of the importance of values. Restoring racial harmony, a prerequisite in our schools is a task of considerable magnitude, but this task is not impossible of accomplishment if there is realization, understanding and dedicated effort.

 

THE ROLE OF THE SCHOOL - 3 of 4

THE ROLE OF THE SCHOOL

(With reference to the Sugar Estate Community in Guyana)

By: Randall Butisingh. - June 1964 - Chapters: 9-12

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9 - THE ROLE OF THE TEACHER

“Man’s upward climb towards the light has always been,” says Buckle, educationally, not morally or religiously. Therefore, the most important person in our whole democratic institution and the civilization of the twentieth century is the school teacher.

From the above quotation it can be seen that a teacher’s influence is of tremendous importance and his duty should not be confined within the four walls of the school, but must permeate the entire community. The standard of his life and living, his interest and participation in community activities are of considerable importance to modern society; and in our present state of flux and political instability, the selection, training and assignment of our teachers cannot be overstressed. Teachers must be suitable, adaptable and willing to learn all they can about the community in which they work. A teacher who does not know, or refused to learn about his community is apt to be irrelevant and uninteresting.

In the Estate Community therefore, the teacher should have apart from a sense of vocation, the following qualification:

1. Knowledge of the customs and traditions of the peoples in the area.

2. Knowledge of comparative religion.

3. Knowledge of the needs, wants and aspirations of the residents of the area.

4. Thorough familiarizations of the area in which he is serving.

Any conscious, progressive teacher, though ignorant of the above, but, interested and resourceful enough can learn much through social and environmental studies to be effective enough for his profession.

It would be out of place in this paper to mention that a good teacher will always think of the good of the child. A teacher owes loyalty to his vocation first. This means conscientious and dedicated service to school and community. For this reason, a teacher cannot afford to be actively engaged in politics or other interests which will prevent him form giving of his best in his work.. Participation by teachers in a strike shows clearly that stress is not laid on real values and is tantamount to desertion. Such conduct can only tend to smear the noble profession and violate a fair tradition.

The last general strike (1962) in which a large number of teachers participated greatly hampered the progress of education and human relationships in this country. During the strike, children who should have been in school away from the hostility, violence and bitterness of the adult world, roamed the streets with hooligan bands and committed acts of looting and vandalism. Some were even used as cats’ paws for some of the nefarious acts committed by adults. Teachers’ work calls for service and sacrifice, and a good teacher will prefer to give a period of free service rather than striking.

Also, a teacher in his responsible capacity should not be a slave to any habit e.g. drinking, smoking or other means of escapism if he is to set a good example and teach moderation. Slavery to a habit diminishes character and the individual’s integrity becomes vulnerable. Smoking in school, even out of lesson hours is a practice not in keeping with the best traditions of the profession.

As far as possible teachers should reside in the area in which they are serving. Their presence at functions, ceremonies and other community activities, and their availability for consultation can help much in fostering good parent – teacher relationship and can help them to preach the doctrine of “working together” with greater effect.

This chapter would not be complete without mention being made on the role of the Headmaster, because on him would depend chiefly the success of the school. The Headmaster’s role is that of both teacher and administrator. As a teacher he must never cease to learn nor must his knowledge be confined to school subjects only. He should be able to give information and advice on a wide range of subjects.

His duties as an administrator are even more important. His will be the task of inspiring and encouraging his staff. To do this he will have to display tireless energy, enthusiasm, and initiative. It is important that he should be able to discover individual capacities and interests and make the best use of them in the interest of the school as a whole. But greater still would be his contribution if he could weld all the members of his staff with their different temperaments into a united whole with a singleness of purpose.

As a member of the community, he should be someone to emulate in manners, appearance and conduct. He should be sociable and have a quiet dignity and refinement of speech. He should lay stress on his punctuality. He should know as many persons as possible in the district and take an interest in community development. He must be able to understand and handle people and be a man of influence in his immediate community.

So momentous is the role of the Headmaster that his appointment to a post should involve more than scholarship or years of service.

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10 - OTHER EDUCATIONAL FORCES IN THE ESTATE COMMUNITY:

Apart from the instructions that the pupils get in the All-Age Schools, the children of the Estate Community attend afternoon classes in Hindi and Urdu. There are at present three Hindi teaching and two Urdu teaching schools in the Annandale-Lusignan Community. These schools teach the languages with the aim of preserving Religion and Culture.

There has been insistence, time and again by the Indian section of the community to teach these languages in schools. In the past, a special grant was given for the purpose of teaching Hindi. With the exception of very few schools, this subject was never successfully taught.

It is rightly thought by some that these subjects should not find a place in the school curriculum as its influence would be divisive. Teachers however can encourage those Indians or Africans, who would like to study these languages out of school, and take the opportunity of discussing the common basis of all religions as a means of fostering tolerance and a respect for the faiths of others.

There are also four kindergarten schools that cater for the pre-all age school child. These few are run by untrained and inexperienced teachers and do not help the school much. Brief comments and suggestions concerning the teachers of these schools are made under the heading: “ What the Lusignan Government School attempted during the past two years.”

The Lusignan Community Center is another educational institution in the Annandale – Lusignan Government School area. It caters for Art, Handicraft, Cookery, and Organized Games. There are also regular film shows on World News, Health and other educational topics. A well-stocked library caters for both children and adults.

The Lusignan Government School has been making use of these facilities; the playground has been used for Annual Inter-House and Inter-School Cricket and Athletics; there is a regular Cookery class and good use is made of the Library. But much more use could be made of other facilities of this organization e.g. Table Tennis, Volley Ball, Football, Scouting, Guiding and First Aid.

The school can help to foster the right attitude towards the Community Center and prepare the children to make the best use of it now and when they leave school.

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11 – THE CURRICULUM GUIDE:

It is not within the scope of this paper to discuss at length the Curriculum Guide which was recently issued by the Ministry of Education for the consideration of teachers; but so useful is this document in my estimation that it behooves me to comment, though briefly on it.

The Guide with its stress on Environmental Studies, its program of Physical and Health Education and Handicraft presents a right approach, through relevant and interesting topics, to Education in the All –Age Schools of this country.

Its skilful implementation would help greatly in fostering a right attitude towards learning and also in creating a measure of hope and confidence by equipping the youth with useful knowledge and skills. This will help him to a great extent in facing the period of his precarious adolescence, a period fraught with the feeling of insecurity, unemployment and boredom.

With the present stress on the College of Preceptors Examination for which the child has to prepare and which is highly acceptable to parents who are interested in white-collared occupation for their children, the program set out for the post primary department, though desirable becomes impracticable. This is a grave set back. A local examination of the same standard as the C.P. with relevant topics e.g. local History and Geography, Civics, Hygiene and at least one practical subject of the student’s choice would be better able to fulfill the needs of the child and the community.

Let it be hoped that the University of Guyana will, in the near future provide this service.

The Draft Curriculum Guide is not a perfect document. It cannot be perfect as perfection is not within the range of human effort, and a service as dynamic as education cannot be constrained within the exigencies of a particular period, but must look ahead, and while serving the needs of the present, plan for the future.

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12 - PARENT TEACHER ASSOCIATION

The Parent Teacher Association is a vital necessity in the schools of this country, especially in the context of emergence towards independence and a democratic socialism. All parents have a right to know who are teaching their children and what they are being taught. Also, it is the duty of the teachers to know the parents of the pupils under their charge, their way of living, their religious and social outlook and their needs and aspirations. This contact between home and school is important if the best is to be achieved for the child and the community. In this respect the schools of the estate community is no exception.

Adult education is a pressing need all over the world today but especially so in the underdeveloped countries journeying towards independence, as people will not have to think critically and make sound judgments in the affairs of the Nation, but they will also have to know what is going on in the world around and how world events affect them. Through Adult Education, they can learn every resource and potential of their country and cooperate in a system of education which aims at exploiting these resources for the benefit of the Nation. The schools through the P.T. A. can help to arrange lectures, seminars, film shows and other means of educating parents into the role they are expected to play in the life of school and community.

So important is education today that an underdeveloped country cannot always wait on Government for initiative but realization and initiative must also come from the people themselves and Adult Education can help to foster the spirit of self help so important in emerging countries. Teachers, parents and children can work together in helping to provide some of the physical necessities as well as the spirit for Independence and Nationalism.

In the estate community, if the teachers have earned the regard of the parents, much cooperation can be achieved; but teachers invariably have to take the initiative and provide the leadership. This no doubt, is due to the paternalistic mentality inherited from Indentureship. This spirit of reliance on the headmaster and teachers can be inimical to real progress, and the school can help through its Adult Education Program, to wean this spirit from a people now on the threshold of independence.

In organizing a Parent-Teacher Association, the initiative invariably comes from the school. It is the task of the Headmaster and his staff to stimulate the interest and create the right feeling. They must be able to impress the parents with their integrity, their sincerity and their spirit of sacrifice. Pupil teacher relationship, too, must be good as the child can be a strong link between teacher and parent.

When good parent-teacher relationship is achieved, the stage is set for initiative from the parents who will look to the Headmaster and staff only for advice and guidance. This will lay the foundation for progress in school and community.

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THE ROLE OF THE SCHOOL - 2 of 4

THE ROLE OF THE SCHOOL

(With reference to the Sugar Estate Community in Guyana)

By: Randall Butisingh. -June 1964 - Chapters: 5-8

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5 - PERSONAL ADEQUACY:

This will involve the health of the individual, his temperament, his attitude towards work, his sense of values, his resourcefulness, his spirit of independence and the necessary academic training for a complex modern existence.

In planning the curriculum to fulfill these needs, attention will have to be paid to a suitable program for physical education, for practical hygiene and for manual work. In this country with so much unemployment and underemployment at the present time, instructions in gardening, poultry rearing and some of the crafts would be of tremendous benefit to the majority of pupils when they leave school. This will prevent them from getting into boredom and the trouble, which is born of idleness and aversion to manual labor. But these activities must be properly organized with active teacher’s participation and interest, and good results must accrue in order to encourage pupils. The right attitude of both teachers and pupils towards this kind of work will help develop the type of citizens required in an underdeveloped and emerging country. If pupils can be made to realize that the soil is the source of nearly all of our material needs, and that those who wrest its resources for the existence of mankind are among the most important people, then the seed is set for the pioneering and enterprising spirit. It may not be practicable to have farm schools for all, but every school, especially in the rural areas, should have a little garden for this kind of training.

In cultivating a right attitude towards manual work, the attitude of parents too has to be considered: I once visited a parent who is a tailor by trade and saw his little four-year old son stitching away on a piece of plain cloth with the facility of a seasoned apprentice. I expressed my admiration of the little fellow, but the man surprised and somewhat embarrassed me by saying that he did not want his boy to do that kind of work and that he would prefer him to take to his books. This man is a successful tailor with over half a dozen employees; he talked of importing machinery for the manufacture of shirts, but he would like his boy to take up some profession that he considered easier work and of more prestige value to the family. He never thought of the child’s mental capacity or bent.

This attitude in parents can mar the future happiness of children by making them square pegs in round holes or mere robots when they could be more creative. Doctor Matthew said: “To no other cause perhaps, is failure in life so frequently to be traced as the mistaken calling” and David Bush in his book “Practical Psychology and Sex Life” stated: “Hundreds of American employees are miserable failures because they have not found the work they like to do, or have not made themselves like the work they do”.

The school therefore with the cooperation of parents can help children to see dignity in labor and to follow the occupations for which they are suited.

As regard physical education for personal adequacy the school’s program should include swimming, especially when it is considered that this country is a land of many waters and much traveling and fishing are being done in rivers. Many lives have been lost in this country because of the inability to swim. As a corollary, first aid including artificial respiration should be taught in schools.

Sex Education:

This subject should find a place in the program for practical hygiene as the great majority of children leave school during adolescence. Even the draft Curriculum Guide has given no indication of what can be done in this respect. This is not surprising because even in England and other progressive countries this need has not been adequately met. This is not doubt due to a taboo, which is gradually wearing away.

“Sex Education should not be an isolated subject”, says a writer in a Psychology Magazine, “but rather one view-point of much broader program of mental and human relationships”. C.W. Valentine in Psychology and its bearing of education suggests two principles of procedure; “first, that the child should be taught some of the main facts as to sex before he reaches the stage of adolescence, when it becomes emotionally exciting, though some repetition and extension is desirable during adolescence; secondly, that he should be taught by a person who can adopt a calm, rational himself”.

We teach the circulation of the blood and other bodily processes but never a hint of this most important biological function. We teach the prevention of diseases like Typhoid and Tuberculosis, but never words about Social Diseases which statistics show have victims among teenagers also. We warn our pupils about the dangers of alcohol and cigarette smoking, but nothing is said about the dangers of the prostitute. We teach what happens to us when we overeat and overwork, but nothing about sexual abuse. Sex remains a mystery to most adolescents except those who have learnt about it in a crude and erroneous form from other adolescents or indiscreet adults.

This subject has been the concern of many conscientious teachers and I know of an elderly female teacher who took the initiative to speak to a group of schoolgirls because of a certain incident. Some big girls were laughing at the shape of a pregnant woman. This teacher did not rebuke them, but she called together the whole class of bigger girls and explained to them the reason for the woman’s shape. This she did truthfully and skillfully changing their attitude to one of wonder and reverence. With the right teachers, and a change of attitude in parents, this subject could be reasonably met.

As regard the estate community, the need is greater; the reason for this is that there are still some illiterate and a majority of semi-literate parents to be found there. Added to this, the children especially girls still marry at an early age ignorant of matters pertaining to sex. Youths in their teens are faced with burden of household and parental responsibilities. Sometimes the burden is shared by the parents of the male as is the case in India, but this kind of dependence, though traditional, does not work well in our Guyanese society and the couple are often thrown out before they are mature enough to face the rigors of an independent existence. Because of this early marriage in the Indian element of the estate community, Mothercraft as well should be taught in schools of estates.

With the present difficulty concerning the attitude of the public towards these things, the school will have to establish good parent-teacher relationships and organize adult education programs.

Under this head, too, the use of leisure cannot be overstressed. In a community where living standards are getting higher and higher and the prospect of full time employment not good, leisure must be productive. Killing time through games of chance or idle talk will not help to fulfill the needs of the individual or the community, hence the need for hobbies like gardening and poultry rearing, woodwork and other crafts. Because of this need for productive leisure, the estate community center is finding it difficult to attract the residents for unproductive and cultural diversions. There may be some, however, who because of more remunerative and permanent employment can spend their leisure in games or undertake to initiate and organize social activities.

The modern citizen must be so equipped academically after he leaves school that he will be able to read, at least his newspapers intelligently and critically, converse intelligently on a wide range of topics including world affairs, and make calculations involving his everyday affairs, quickly and accurately.

In conclusion, apart from the physical and mental qualities, personal adequacy will involve the power of fortitude, the spirit of optimism, a sense of humor, resourcefulness, adaptability to meet the frequent changes of this modern age and wise use of adversity. These could be taught and caught in the good school.

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6 - SOCIAL ADEQUACY:

Man is a social animal. He needs for his own development and self-realization, intercourse with others of his kind. His personality flowers in a congenial social atmosphere and he is able to exploit his spiritual potentiality to greater advantage. It is the function of the school that tends more and more to a replica of society to provide the environment for the fulfillment of this need.

In the estate schools, there is not only more than one ethnic group with East Indians predominating, but there are children of different religious persuasions. The school is therefore, faced with the task of laying the foundation for racial harmony and religious toleration. The child could be made to understand that religion is a personal affair and could never be one as people vary in temperament and background; but all that religion aim at the same goal. They could be made to understand that God is the same, even if he is called by different names. The teacher, therefore, should know the religious composition of his district and have at least a smattering of comparative religion.

This fundamental toleration is a pre-requisite for social adequacy, and in a multi-racial country like ours, the chief religious feast days could well be national holidays. It would not be wise therefore to teach religious knowledge with a sectarian bias nor to direct prayers to a Divine Incarnation of a particular sect; but, as children will have to meet now and in the future at places where there will be ceremonies other than that of their own persuasion, they can learn by example and precept the wisdom of remaining reverent while others worship according to their own consciences.

The need for good relationship among ethnic groups in a multi-racial society is of great importance for the march towards Nationalism and for the future stability of the Nation. Lessons in Anatomy can impress the basic similarity of all races; lessons in Geography can explain color and hi-suite texture; lessons in history can portray the lives of great men of all races who have contributed to the material, cultural and spiritual advancement of the whole human race; and religion can explain the Fatherhood of God and the Brotherhood of man.

In the cultivation of social adequacy, the school can play its part in fostering a Guyanese Culture. This is necessary in this stage of our country’s development when individual cultures lack the stability because of inadequate knowledge and proper understanding to flourish side by side as is the case of our neighbors in Suriname. With the rapid diminishing of the Hindi language that is an integral part of the Hindu religion and culture the need for an integrated culture is essential for National stability.

This spirit is expressed in a letter by Kaka Kalelkar, Vice President, Indian Council for Cultural Relations, in a message on the occasion of the Foundation laying ceremony of the Indian Cultural Center in this country: “I have always felt, he said, “that countries like British Guiana are God’s laboratories where experience are being made, under varying conditions, of evolving multi-racial cooperation and multi-racial synthesis”.

The school can also help to lay the foundation for social adequacy by organizing clubs in which children can practice the art of listening and speaking at the correct time. They can learn, too, to share responsibility and to regard the individual for his true worth. In short the school can foster the democratic spirit.

Organized games and athletics too, can play an important part in fostering the team spirit and sportsmanship – the former so important in building a nation. Added to these, activities like concerts, where group participation is necessary, can help to a great extent towards the goal of social adequacy.

I was surprised and disappointed one day when one of my senior teachers who is African ordered an African boy off the stage as the lad was about to participate in an Indian dance one of the items for our annual concert. The boy never attempted it again even with my persuasion. He probably felt it was wrong or below the dignity of the African. This attitude in a teacher is not in the best interest of integration.

That the school is a miniature society and must reflect the values of that society is quite true in so far as developed and dynamic societies are concerned, but in a country with its culture still in the melting pot, the school is faced with the obligation of initiating new values in a way which will be acceptable to society. This is of special importance in the estate community.

The need for knowing racial customs in this country is related in the following: the leader of a discussion group in an estate community center once asked the group what they thought of “going steady.” They were discussing the problems of Adolescence. The group that chiefly comprised East Indians parents was embarrassed. The reason for this is that Indian boys and girls never meet socially. Things are changing slowly in this respect except in urban areas where the impact of education and Western life has been strong. A girl in the estate area, especially a Hindu girl, if seen walking or talking with a boy will find it difficult to get a suitor as she will be considered immoral. Adolescents who try to break away from this tradition sometimes end disastrously. There have been cases of suicide in various estates because of frustrated love. Education will eventually help to solve this and the school will have its part.

Before closing this chapter of the function of the school, it should be mentioned that education for social adequacy should extend beyond the boundaries of the community and take into consideration customs and traditions for international relationships in this age when, on account of good traveling facilities, people travel frequently for education, for pleasure and to domicile in other countries.

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7 - ECONOMIC ADEQUACY:

“Man cannot live by bread alone”, but he must have bread sufficient and nourishing enough to fulfill his physical needs if he wishes to survive and to be healthy enough to pursue the end for which he was created. He needs covering for his body, shelter and the necessities and amenities that help to make life and living worthwhile. As civilization advances, his needs multiply and the amenities of yesterday become the necessities of today. He needs books for enlightenment and entertainment, newspapers and magazines to keep him abreast with the times, recreational facilities and the capacity to meet his social demands.

In primitive times when wants were few, the individual through his own efforts was able to provide for all his wants; but in a complex modern society with the stress on specialization and the multiplicity of wants and needs, the individual has to depend on others to supply his basic wants. In order to get these things for his existence, he has to work in a special field and earn wages with which to buy them.

The school therefore, in order to “fit the child to live” will have to pay regard to this capacity of the child. Here too, as was mentioned under the heading Personal Adequacy, vocational guidance would be of importance; and “effective intelligence” where “basic intelligence” is lacking should be discovered and encouraged (see Curriculum Guide, page 50, Junior Division). The child whose basic intelligence is low should be exposed to situations where its talents could be discovered and trained, and where it could work along with its classmates with pride, confidence and a sense of achievement.

A young man recently reminded me of my once telling his teacher not to label him as dull because it is quite possible that he may be bright in some other field. This young man is a carpenter and is responsible for a small gang of workmen. What I said proved to be true, but it was a pity that his “effective intelligence” was not discovered in school.

Edgar Dale in one of his Newsletters wrote, “The saddest of all obituaries might well be: His hidden talents were never discovered”.

Important avenues for the discovery of effective intelligence are Gardening, Stock and Poultry Rearing, Woodwork, Needlework and other forms of Handwork, Art, Music, and Environmental Studies.

A word now on the economic prospects in the Estate Community today. Most of the pupils leaving school would scoff at the idea of working in the sugar-cane fields. Many parents would not like their children to work there. Even if they are willing to work there will not be enough hobs to absorb the army of young school leavers on account of mechanization and highly powered centralized factories. In these circumstances only a small percentage of them will work or will be able to find work in the fields; a small percentage will find work as technicians and clerks in the sugar industry; another small percentage will find work as civil servants or as teachers or enter business. For the rest, except for the few who find work in small industries and for the few enterprising ones, there will remain the specter of unemployment and under employment.

This latter situation should be of great concern to the “molders of the nation” as this period is the most crucial in the life of the child who is already faced with the problems of adolescence. In this country there can be no greater contribution to education than the fostering of the ability and the developing of the capacity to meet this precarious period. The child would need to be taught the dignity of labor, industry, resourcefulness and thrift; and with so much land available, so many different types of materials for handwork, the hinterland to be explored and waters for fishing, this challenging period could be met with hope and confidence.

It should be of immediate interest and concern that some people who have built houses in the extra nuclear areas are selling out and are hieing to the riverain areas where they need not wait for employment from any one. British Guiana is potentially agricultural and with a diversified peasant farming the unemployment rate can go down steeply if there is the spirit of enterprise, love of the soil and belief in the dignity of labour.

The school can play its part in creating a right attitude in cultivating a sense of values, and the Government can offer inducements that will encourage potential farmers and enhance their status. In my opinion, farm schools after the pattern of India, can help in fostering a love for agriculture.

Economic adequacy cannot be measured in terms of dollars and cents only. Money is necessary but the ability to spend is very important. Needs must be distinguished from wants and necessities from amenities. Waste of time and material will have to be eliminated too. With the practice of planning, budgeting and thrift, the dollar could be made to stretch. The use of leisure, too, could be creative and productive. School co-operatives, Cookery, and Handicraft classes and Kitchen Gardening can provide opportunity for the child to undertake responsibility for spending, budgeting and learning the Economy of Time.

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8 - GOOD CITIZENSHIP:

There is some significance in the saying “I am a citizen of no mean city” by Saint Paul that great Apostle of the Christian faith and writer of the Epistles. Saint Paul is here asserting the force of environment – a great city produces great citizens.

Environment is an important factor in the planning of the school’s program. The slum area will call for a different approach and a different treatment from the area where good housing prevails, and the estate community from that of the village or town.

The estate resident is typically self-centered. This is a legacy handed down to him by his forefathers. He has not yet learnt community living, though at times he meets with others for ceremonies and festivals. His community is mainly geographical - a collection of houses, places of worship, and public facilities, but the community spirit hardly pervades. He keeps his own house and yard scrupulously clean, but leaves common drains unattended. He throws his rubbish on the streets and allows his children to defecate there. He breaks water taps and pipes in order to irrigate his garden and digs the dirt from the land set aside for public purposes to make up his own yard. He is suspicious of the Community Center; he thinks it is an organization for destroying cultural standards by encouraging activities in which both sexes participate; he avoids educational programs, but will attend at short notice if there is a film show or free entertainment on. The young men, most of them want the free use of the Community Center. Some say the sweat of their fathers built it and prefer to spend their allowances on other things rather than contribute a small amount for the use of the educational and recreational facilities of the Center. In these circumstances the Welfare’s Officer’s task becomes an onerous one. If he manages to get groups formed, he has to carry the brunt of initiating and organizing because of a lack of initiative, complacency and a wrong concept of the officer’s duties.

The school in the estate community; if its program is to be effective, must pay regard to this state of affairs and reflect it in the curriculum. Formal lessons alone in citizenship will not be able to achieve the goal, but regard for the feeling of others, care of public property, self help and responsible leadership can be caught as well as taught in the school.

The school can help the child to realize that he is a citizen with the rights and privileges that go with the status; that he enjoys public facilities and the protection of the State; that it is his duty therefore to protect public property, to have a regard for law and order, to pay taxes, to assist in the maintenance of law and order and to help in choosing wisely, by the privilege of the vote, those who would guide the destiny of the nation.

Privilege can be interpreted to him as something sacred and which will need wisdom and the exercise of the conscience to fulfill.

“The school abounds with opportunities for the training of the useful citizen:” Kathleen E.M. Coleman in ‘Willingly to School’ states: “Even the smallest children can learn to take responsibility for themselves. They can learn to keep themselves, their clothes, the cupboards, the room and the compound clean and tidy. They can learn to keep communal property carefully, to use the latrines properly; to take great care of library books; they can learn to behave with consideration in public places; to be quick at the stand pipe, quiet outside the hospital and orderly in the queue”.

The school can also help in sowing the seeds of good citizenship by organizing clubs where procedure can be learnt, toleration can be practiced, potential leaders be discovered and democratically elected. Pupils can be given responsibility as prefects and monitors by popular vote. It is important that they learn to choose the most suitable person and not choose on the basis of sentiment. Choosing leaders on the basis of relationship or other attachment has been the bane of many organizations in this area and among semi-literate communities.

Pupils can also learn to be aware of the adhesive or dictatorial leader, to be wary of the captivating personality and the “ranter”. In the estate community centers, leaders of groups hold positions too long and when their leadership is challenged, they invariably cease to remain as ordinary members.

The first Tenants’ Association of the Annandale area was an example of adhesive leadership. The organization flourished at first because of the initiative and drive of the President, but later flopped when his position was challenged. It remained active for many months until a new set of leaders came on the scene. The former leaders stayed aloof and held the material possessions of the organization. The new association was not founded democratically but the community was too complacent and not civic-minded enough to challenge them.

Self Help:

The spirit of Self Help is an important ingredient in good citizenship and this spirit the school can help to foster. The estate family unit is not only self-centered but coming so soon after Indentureship has inherited the paternalistic mentality as well. Many projects that could be done by co-operative effort are allowed to remain while they wait on “management” to do something about them. They clamour for National Independence but are reluctant to take on the responsibility of local government, and because of material advantage prefer to be tied to the apron string of Estate Administration. This spirit needs to be weaned as it is not consistent with the spirit of independence.

Self Help in the school could be fostered through varying projects and environmental studies, through encouragement in self-help effort. It could be done on an individual or

World Citizenship:

To this end, mere retailing of knowledge should give place to much exercise in thinking. The teacher should not be too quick to solve a problem for a child. The effort and practice in thinking are of major importance in the education of the child

Unlike the days of St. Paul when cities were hemmed in with walls in order to keep away invaders and traveling was slow and tedious, when the world appeared large, some parts considered inaccessible and much unknown, today the world is continually growing smaller and smaller on account of rapid communications by air and land. Artificial barriers are now ineffective and the distant countries of the past can now be considered as neighbours. There is the possibility of a pushbutton warfare affecting the entire world and are factors of great significance for every individual living in the world today. “Our civilization cannot endure unless we as individuals realize our personal responsibility to, and dependence on, the rest of the world” is a quotation that connotes world citizenship and the indivisibility of the human race.

Where is the past, limited knowledge was adequate for life and living, today a wider and continual knowledge is necessary because of wider interests and responsibilities.

The preparation for this continued education should be the task of the school. The habit of reading should be cultivated and the use of the library encouraged. Teachers should discuss current topics of local and world interest with the children and stress their significance to the individual and humanity.

The school should also keep in touch with its own pupils and organize Adult Education programs through its Parent-Teacher Association. Adult Education is of paramount importance in an emerging country like ours as soon the government will be entrusted to the people. An enlightened people will be better able to follow issues clearly and make sound judgments.

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THE ROLE OF THE SCHOOL - 1 of 4

INTRODUCTION : January 6, 2008 :

This Paper on The Role of the School was written by me in 1964, after attending a Six week Course in Teacher Training. It is not based so much on research, but on my own experiences for over forty years as a teacher, and how I felt about the system. I trust educators will find in it something, they can think about, that will be beneficial to what is considered the real “Aim of Education”, which is, “to fit the child to live and to live with”. I would like to thank my niece Margaret Jagarnath for doing a good job in retyping the document using a good format.

Randall Butisingh

P.S.: Please excuse any typographical errors as I have not reviewed this typed copy.

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THE ROLE OF THE SCHOOL

(With reference to the Sugar Estate Community in Guyana)

By: Randall Butisingh. -June 1964 Chapter 1-4 of 15

 

1 - PREFACE
I have, for the purpose of this paper, tried to encompass as much of the relevant matter on this topic with the minimum of words. Even this effort has failed to keep me within the required maximum, on account of the wide scope that this topic offers. I ask to be excused for this transgression, and trust that what I have endeavored to present will amply compensate for the privilege I have taken in exceeding the word limit.

I would like to express my gratitude here to the tutors of the Six-Week Training Course from whom I gained knowledge and inspiration, especially Mr. Chris G. Blackman from whose talk I got the basis for this paper. I would also like to thank Miss Lea Baird, present tutor for the One Year in- Service Training Course for teachers, who discussed the topic at length with me and gave me valuable advice and encouragement.

Finally, I commend the Ministry of Education for this bold and imaginative program in teacher training.

Randall Butisingh, Senior Master,

Lusignan Government School]– June 1964

 

2 – CONTENTS – Published herein four entries, each of four chapters

1 – Preface

2 - Contents

3- Introduction

4- The Role of School with Reference to The Estate Community..

5 - Personal Adequacy.

6 - Social Adequacy.

7 - Economic Adequacy.

8 - Good Citizenship

9 - The Role of the Teacher

10 - Other Educational Forces in the Estate Community

11 - The Curriculum Guide

12 - Parent Teacher Association.

13 - What the Lusignan Government School attempted during the past two years. (1962-64)

14 - What the School in the Estate Community can achieve.

15 – Epilogue

 

 

3 – INTRODUCTION

The school today can play a vital role in the community by means of its influence, through long contact, with the child who will be the citizen of tomorrow.

So important is the school, that teachers and policy makers need not only to be enlightened, but they need to have a high sense of duty and responsibility as the child could be as clay in the hands of the potter.

The remarkable influence of a good teacher is the strong incentive for the good citizen who will be the leaven and salt of society.

This subject has appealed to me because of my long experience as a teacher who is conscious of the role that the school has played and can play in the life of the individual and the community. I am also acquainted with the estate community from late indenture-ship to the present time. I also identify myself with Adult Education Programs through the Community Center and have been able to study the needs, wants and aspirations of the people.

This paper is intended to reflect experiences and values in my long career as a teacher.

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4 - THE ROLE OF THE SCHOOL WITH REFERENCE TO THE ESTATE COMMUNITY

The Handbook of Suggestions by the Board of Education states; “ The aim of Education should be to develop to the full, the potentialities of every child at school, always in accordance with the general good of the community of which he is a member.

It follows then that the purpose of the school should be to provide a suitable environment for the child; to stimulate healthy moral, physical and intellectual growth within that environment and to provide for the development of special aptitudes, so that education would be meaningful to the child and of benefit to society.

The Estate Community:

The estate community, as it is today, is far different from that of a generation ago when workers lived huddled together in long mud-floored logies; when both man and wife and sometimes children worked in the fields for semi-starvation wages; when the living standard was very low- in some cases a few calabashes being the only utensils, a gourd (gooby) serving the purposes of both bucket and goblet and a few wooden stools and a crude wood couch the only furniture. Work then for those living in the estate was compulsory and only the sick and the malingerer stayed at home. It was a state of semi-slavery.

Today the scene is changed. The regular workers earn more, and through loans from the Labour Welfare Fund, repayable in very small installments and interest free, he is able to live in comfortable houses with much of the amenities that the middle class can afford. He enjoys the protection of Trades Unions, holidays with pay, sickness benefits, pensions and severance pay.

Whereas in the past the East Indian was unmindful of a Western education for his children, and aimed at returning after indenture-ship to the land of his birth, today the Creole Indian has adopted this country for himself and his progeny, and he is keen, in most cases in giving his children especially boys a good education. His aim chiefly is to equip them for “white-collared” occupation. He does not want them to “cut cane” or toil in the fields where the dignity of his forefathers suffered.

We must not forget, however, that the estate community comprises a small percentage of Africans who remained on the sugar estates after emancipation, that Hinduism predominates as a religion with Islam having a fair following and Christianity the religion of the Africans; that Indian customs and tradition still play an important part in the lives of the people; but that gradually Western modes have been making inroads and have been tending to modify their culture. These are important points to remember in the planning of the school curriculum.

One significant difference between the village and estate community, and which should reflect in the school curriculum, is that whereas the village has a system of Local Government and the villagers subscribe through rates and taxes for the provision and maintenance of certain facilities like roads, water supply, drainage and market place, the people in the estate housing scheme enjoy these free from the burden of taxation. That this state of affairs will sooner or later end with the implementation of the Marshall Plan should be a matter of interest to the school organizer.

Knowing these facts about the community, the school can set about planning a curriculum, which is not “alien to the nature of the child and irrelevant to the needs of the society”.

For the purpose of this paper I have set out the functions of the school under the following heads. The school must aim to develop :

(a) Personal adequacy; (b) Social adequacy; (c) Economic adequacy; (d) Good citizenship
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CREOLESE IN GUYANA

CREOLESE IN GUYANA

Creolese was the language spoken by the African descendants of slaves and is chiefly based on English, the language of the rulers of the time. Creolese also has elements of Dutch, African, and smatterings of other languages which were adapted as the liberated slaves came in contact with other races who entered the country after emancipation.

It must be remembered that when the slaves were brought in Guyana, they were separated from their families and tribesmen and so had lost their means of communication with fellow slaves, so only a few words have survived and used in the language. Words like pickney which means child, bambai which is later, e.g. me lef’ some a me food fuh bambai; nyam, to devour voraciously, and tutu which is faeces are African. Creolese has a limited vocabulary; there is no word for love; none for the courtesies; the word for excuse me is ‘done’; the word for please is du e.g. neighba len’ me you maata du; no word for greeting, but these are compensated by facial expressions and body language.

Creolese is rich in proverbs – some very striking – but will be considered inelegant, though it is how best the Creole could express himself, e.g. Bat a tu’n ‘e beheng a tap, seh when ‘e shit, ‘e go get Gawd, but ‘e dutty ‘e own skin. Some of them can only be understood in the creolese environment and the conditions which prevailed at the time; e.g. ‘only chupid maan a mek waata kerry way ‘e lap two time’. This situation obtained when men of East Indian descent worked in the trenches and canals in British Guiana clearing them of weeds. They wore only a brief loin cloth which barely covered there private parts. When this work is going on, the kokers are open so that the running water will carry away the weeds chopped by the men. The equivalent to this proverb in English is ‘once bitten, twice shy’, though not nearly as striking.

Another is ‘cent ile na ah full lamp, but ‘e ah bu’n whole night.’ This proverb does not apply in these days, but in those early days when I was a boy, I could have understood it. A lamp was a small bottle with a homemade wick made of cotton. Kerosene oil was sold at four cents a pint. A quarter pint was only a cent; it was enough for a whole night’s supply, but it was not enough to fill the lamp. Once, when I was a young man, I never used to wear a hat. One day, an African woman saw me walking in the broiling midday sun. She said to me ‘leaf fall a waata, ‘e nuh ratt’n same time.’ This meant that what I was doing will not affect me immediately, but will, at some future time.

In creolese, me is used for I, the first personal pronoun and ‘e is used as the third personal pronouns, he,she and it. One word is used for all the genders and there are also no plural endings in creolese; but as Creoles get more and more in contact with English through compulsory education in schools and occupation with English speakers, the genders are being observed, and Creolese is now almost recognizable by the Englishman. Creolese is still being used today - I always use it when I meet some of my old friends – and it will remain for some time among the African and East Indians of the villages and the sugar plantations.

If you travel throughout Guyana, you will notice that Creolese varies from region to region. When I was a teacher at Port Mourant, I visited the home of one of my pupils one afternoon. I heard him say to his mother: ‘maa, come out me eat.’ Although we never said it like that in Demerara, I understood that he was asking his mother to dish out his dinner. The creolese spoken by the East Indians varied somewhat from that spoken by the Africans.

Creolese may appear inelegant to the English speaker, but it is a fascinating language. To listen to a conversation between intelligent speakers is entertaining. I heard speeches by intelligent illiterate men on political platforms. In the thirties, the Daily Argosy, a newspaper in British Guiana carried a Creolese feature “Uncle Stapie pon the people.” This feature boosted the sale of the paper. I remember reading it regularly. Once when I was a young teacher, teaching in Baracara, I read it to some Bouvianders and it caused loud laughter and great amusement.

In Buxton, a village in Guyana, teacher George Arlington Young, a school teacher, was an expert in the language. I can recall his quoting the proverbs: “Ashes col’, dawg lay down” can be a metaphor for: I am old now, anyone can take advantage. and “ Houri tell patwa, abi go meet a stap aff.” E.F. Fredericks, a lawyer and Joseph Eleazer, a solicitor, both of Buxton, quoted creolese on occasions in their speeches. There were also poems written in Creolese by Mahadai Das, Wordsworth Mac Andrew and a few others. Rooplall Monar, a poet and novelist has written a few stories in Creolese, but in the language spoken by the young Creole where the English influence is much evident.

Creolese appears to be a dying language, and some day it will cease to be spoken. That may be so, but its proverbs should never be allowed to die, but should be researched by scholars for their wisdom and uniqueness.

Randall Butisingh

 

“The Buxton Battle Song”

This is a response from Mboya Wood:

Thank you Mr. Butisingh:

Your insightful writings are surely very inspiring. You have lifted the banner of Buxton to a new height. And you are carrying it loftily. You have made us so proud of your great work. So on behalf of all of Buxton I wish to express our profound respect, love and adoration for you. You have earned your place amongst the honorable messers: Fredricks, Younge, Nana Culley, Mammy Fiffee, Eusi, Magarel and many other Buxtonians.
Every time I read your writing it reminds me of the “Buxton Battle Song” which was written and arranged by Teacher Ruby John and others from Buxton.

The Buxton Battle Song

Thou will’t not cower in the dust
Buxton my own native land
Thy glorous name shall never rust
Oh Buxton my own native land

Remember Fredricks, Yes we must
The Buxton scholarship his thrust
And now he slumbers in the dust
In Buxton my own native land

And now may every boy and girl
In Buxton my own native land
His heart and brain all day employed
For Buxton my own native land

To add to our illustrous line
Of sons and daughters, who all time
Gave of their best that they may shine
For Buxton my own native land.

Repeat the last verse

Keep up the good works
Mboya Wood

Extracts from Responses - 1

EXTRACTS from RESPONSES … Thanks!!

Thank you all for your responses to my blogs ….. your words of encouragement and love give me the strength and inspiration to continue my work. I cannot answer them all as quickly as I would like to. I publish extracts of a few here:
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How are you (Mr. Butisingh)? It’s been a long time. I have been enjoying your wonderful words. I can still envision your beautiful form and such steadfast strength and inspiration. I pray that you are in good health and enjoying life. I hope you have a wonderful Diwali. May the blessings of Mother Lakshmi be with you today and always. May you continue to light the hearts of others as the deeya lights the world.

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Many thanks, I’ve been boasting about you and your achievements to my mother, who you taught in primary school (St. Augustine’s) in Buxton. You also taught me at the same school, I think in third standard. My mom sends her regards. Keep up the good work.

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Thank you for responding. I am very happy to know that it is you and that you are doing so well. I will continue to read your blogs, which I have already found very inspirational and I strive to be as alert and well as you as I get older.

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We need more people like you in this world. I live in Brazil since I left Guyana 30 years ago I have learnt Portuguese by teaching it. Like you, I am a teacher. I teach children from 4 to 6. I am very concerned about the future of the education in Brazil and all over the world. I am quite sure you have noticed how education has been degraded today.
I lived in Georgetown until I was fourteen years, but what I learnt in my school and home is still in me. So now I apply my “Guyanese” method of teaching in my school which has brought great results. Children leave my school and enter public or private schools as advanced kids. How wonderful is that, isn’t it? By the way, I am a handicapped person, I have been using a wheel chair for twenty nine years, but very active as I don’t allow my situation to keep me back.

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I am so glad that I am lucky enough to receive your thoughts for the day, poems etc. via email. I am always interested in any material that gives inspiration towards a better life. Since your name was familiar to me, I logged on to your website and found that not only was your name familiar, but I do know who you are. My brother and I both attended Lusignan Government School back in the 1960’s when you and my Mom were both teachers there at the time. …. As a child, I remember seeing you walking through the village a tall slim man with curly salt and pepper hair. Am I right? If I am, it is a pleasure hearing from you.

CIMBUX AWARD SPEECH

 

CIMBUX (Committee for the Improvement of Buxton) is an organisation formed by Buxtonians living in the U.S.A. The organisation meets bi-annually for a reunion when Buxtonians from all over the country attend to raise funds for helping education and social services in Buxton, their birthplace in Guyana. Among the activities at the reunion, is the presentation of awards to Buxtonians, who, it is considered, to have made valuable contributions in some sphere of activity to their village.

At the reunion members and others also get an opportunity to display their Literature and Art. Among the prominent Buxtonians who have received awards are Eusi Kwayana, Minister in the 1953 PPP and the Burnham government, Educator and writer; Sir John Carter, QC, KB, CCH, OR, who served in various ambassadorial capacities for his country; Rampersaud Tiwari, a public servant who was Permanent Secretary to a Ministry in the Burnham government; and Lyndon Barton, Senior engineer and an instructor in mechanical and aerospace engineering, author of Mechanism Analysis, holder of four U.S.patents, member of the Society of American inventors and Tau Beta PL. and Artist.

At the 2003 Reunion, Randall Butisingh was given an award for his service in the field of Education. Below is his Award Acceptance Speech for which he received a standing ovation:-.

“Fellow Buxtonians, Colleagues, Brothers, Friends! I am happy to be with you here at this tenth Reunion of CIMBUX. Happier still that I may be able to meet some of my colleagues and friends whom I have not seen for years. How unexpected, that at ninety-one, when I am about to be called to higher service, you have invited me here to provide me with a testimonial.

“I thank you the organizers of this event, and especially the colleague who nominated me for the award. If I were as wise then, as I am today, I would have had occasion to be happier, for along with what is considered the worthwhile contributions I have made to education and the community, I have left things undone and made errors along the way. But if I have been able to help or inspire even one of God’s creatures, I know I have not lived in vain.

“My brothers, fellow Buxtonians, CIMBUX is an idea which to me connotes C – Compassion, I – Integration, M – Memories, B – Brotherhood, U – Unity and X – Excellence. What are we here for but to serve our fellowmen? “The Brotherhood of man’ says Sir Patrick Renison, one of the best governors of colonial Guyana, “is not only a fact of Nature, but a Divine command.” We are not only flesh and bones, mind and intellect, these are transient; we are essentially spirit, a spark of the Divine flame, the Image of God. We are all One. “No man is an island to himself”. We are all pieces of the mosaic which is indivisible humanity. The conduct of any individual can either diminish or enhance humanity.

“CIMBUX is an organization which is nobly conceived. It is not only here to serve, but to project an image which reflects the glory of what has once been the Premier Village in Guyana. Its members must be as salt to savour whatever environment they may find themselves in, and a light to lighten it.

“I leave these thoughts with you, dear brothers and sisters – my sand of time is running out – you may not see me again. Remember that those who bring sunshine in the lives of others cannot keep it from themselves. When I was a boy at school, I remembered learning this little poem:

Kindness and love to all I owe,
No other debt doth God allow;
Kindness and love then I must pay
To everybody, every day.

“I thank you for considering me worthy of this award. I will treasure it and let it be a reminder to me and posterity that service with love does not go without reward, even if there is no uttered appreciation or gratitude.

“My final exhortation to you is Unite! For Unity is strength; and remain in the bond of Brotherhood.

“May God bless you.”

Randall Butisingh
11550 NW 20th Street
Plantation Acres
Florida 33323

Telephone 954 474 9082
Email: randallbutisingh@hotmail.com
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Landmark at Chateau Margot

Landmark at Chateau Margot

Chateau Margot is a little village on the East Coast of Demerara about six miles from Georgetown. It was once a sugar estate, therefore the need for this tall imposing structure which is the first object that passengers on board a ship that comes to Guyana see. It was erected by a Buxtonian, Anthony Gordon, who was as imposing as the structure itself. A verbose man of whom it was said told his groom, in the days of horse-drawn carriages to “unhitch those quadrupeds and provide them with provender, or I shall connect my shoemaker to your tailor.”

On the completion of his task when he saw the volume of smoke that was emitted from the chimney, exclaimed, “Had it not been for the God of Abraham, the God of Isaac and the God of Jacob, I would have drowned the heavens with smoke!” The chimney has been the theme for two other Annandale poets, Rooplal Monar, national prizewinner and Guska, poet and artist.

The writer of my foreword to “Selected Poems” yet unpublished, told me that reading about the Chimney brought tears to her eyes. Here it is:

You stand
defiant of wind and weather
a monument
dwarfing the tall green trees around;
Innumerable bricks labouriously laid
fashioned your form so straight and strong.
Where is the being that gave you shape?
If you could answer, you would tell:
“His bones are hidden in the dust
and time has dulled the scroll of memory”
Yet, in your form and bearing there exudes
the spirit of your maker long deceased.

Once your hollow symmetry
like a giant sky-trained gun
belched forth munitions of black dust
that seemed to drown high heaven
and hide the sun;
But now, your sooty task, complete
You remain serene, majestic,
enveloped in earth and sky and air
a monument to your designer
gladdening eyes at sea.

So, like you,
when my brief task of rhyming is complete
and the dark dust of my musings to earth subsides,
May my soul’s song survive:
a time defying monument in VERSE.

Randall Butisingh

randallbutisingh@hotmail.com

http://www.randallbutisingh.wordpress.com