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Archive for the 'Guyana' Category


THOUGHT FOR TODAY

Posted by randallbutisingh on May 16, 2008

EVEN SUCH IS TIME.

This poem was found in a Bible in the Tower of London. It was written by Sir Walter Raleigh (1554-1618), a favourite courtier of Queen Elizabeth I. He was imprisoned by King James I, her successor, accused of treason. He was eventually put to death.
Raleigh, apart from being a writer was an adventurer. In 1595, he led an expedition to Guiana in search of El Dorado. He described the expedition in his book The Discoverie of Guiana. He did discover some gold mines, but no one supported his project. While in prison he also wrote “The History of the World.”
Popular feeling has always been on Raleigh’s side ever since 1603. After his death in 1618, his collective writings were collected and published.

Here is his poem:

Even such is time that takes in trust
Our youth, our joys, our all we have,
And pays us back with earth and dust.
Who in the dark and silent grave,
When we have wandered all our ways,
Shuts up the story of our days;
But from this earth, this grave, this dust,
My God shall raise me up i trust.

Posted in Guyana, Philosophy, Poetry, Religion, Thoughts | 1 Comment »

TEACHING - NO LONGER A VOCATION

Posted by randallbutisingh on May 15, 2008

TEACHING - NO LONGER A VOCATION

By Randall Butisingh

This article was written in 1971, a few months before I retired.

I was very dissatisfied with what was taking place in school; where political expediency ousted teaching ethics resulting in a breakdown of discipline, insubordination and the degradation of Education in the schools of Guyana.

——–

Teaching had always been regarded as a vocation, and it was expected that the men and women who entered its ranks did so because of that sense.

The earliest teachers were volunteers who gave their spare time to educate the young ones of their time. Robert Raikes, an Englishman was one of the first of this kind. His pupils were the scum of the English slum – the stray boys as they were called – and his first task was to teach them Religion, and later Reading and Writing.

From that humble beginning sprang the Church Schools which gave formal lessons in the Three R’s and also taught them Religion… Teachers were remunerated but the pay was so small that only the dedicated offered their services. To these it was an opportunity for service to their fellow men.

Even in this country, in the nineteenth century, teaching attracted to a great extent, the dedicated and conscientious worker. Teachers never used to grudge giving services during unofficial hours; to them, it fitted with the sense of vocation.

Vocation knows no holiday and working in an occupation in which one is dedicated is a holiday in itself. The good teacher enjoys this perpetual holiday and is bored and unhappy when he is away from his charge.

For the past half century and more, much has been done to mar the spirit of devotion, though it is not entirely eradicated. The payment by results system, in Dual Control, when government came in and paid the bills, has been one of the ugliest blots in the administrative system. If teachers gave extra service, they gave it through compulsion; they struggled hard to survive, and in the struggle, some resorted to unethical means. The smartest and not always the most conscientious survived.

This state of affairs, where results mattered most, proved a bane to real progress because, if volition which is consistent with the spirit of dedication is removed, then vocation becomes a misnomer, and true education, that what is worth knowing and becoming suffers.

At present the payment by results system does not obtain, but teaching in the context of Guyana, has been made attractive in the form of more pay for teachers, opportunity of training for all – formerly only the few academically best were selected for training – protection of a trade union which can resort to the strike weapon and go-slow tactics, and numerous holidays.. These have attracted into the profession many who have no love for teaching, self-seekers, opportunists, who can never inspire or motivate their pupils.

Some of these square pegs however, are intrinsically good, with a potential for other type of occupations, but unfortunately, the system offers them no scope for their development, neither has it been able to discover their hidden talents. So the potential technician, craftsman, farmer, fisherman and others find teaching a field for financial exploitation, and also a stepping stone to more lucrative employment… With the promise of free education for all, what will happen to the army of youths of average ability who will pass five or more subjects at the G.C.E “O’ level? Surely the teaching profession, the civil service and the industries will not be able to absorb all of them in white collar posts. Many of them will roam the streets and be a burden to state and society.

The type of Education which does not take aptitude into consideration cannot successfully build a young nation that is struggling for economic sufficiency through Cooperatives. Technical skill and brawn are the things most needed… Without them our Education would be unproductive, it would produce unproductive teachers who would perpetuate un-productivity.

A manual- based Education is the best thing for our schools. Pupils should be made to use their hands right from the beginning and produce. This productivity should continue all through the school… No school should be without a Garden, a Handicraft and a Domestic Department. Here is where the children would learn that there is dignity in labour and would enjoy the fruits of labour. Every School, if properly organized will be able to pay some of its expenses. If this is done, when the pupils leave school, they will be able to wrest a living from the Agricultural lands, Forests, Water and other resources of the country.

Again proper incentives should be given to the manual-type worker if this type of occupation is to be stressed. The scavenger who does the dirtiest work but very essential job should be better paid than the clerk; the farmer should be rewarded with bonuses and national honours and compensated when his crops get destroyed by floods or pests.

The indispensable service of the farmer should be properly recognized as his profession is a noble one and people owe him its sustenance. Also a National Farmers’ Day should be held every year when public recognition could be paid to them.

Because of the security which teachers enjoy and the unwillingness of many to go the ‘second mile, they should be made to do by compulsion what their counterparts of the past did voluntarily. What reason is there why teachers should not work more than five hours a day, five days a week and during vacation? This does not mean that they will have to do routine work all the time, but they can surely help the Nation in social work like Adult Education, Youth Club activities and classes for the underprivileged. They can also find some time visiting parents, arranging their own refresher courses, writing text books and learning to use their hands among other things.

The holidays given throughout the year should not mean exemption from duty for teachers. They should be considered on duty and be available for utilization in the National cause, especially as they are paid for these periods.

At present, apart from the three months’ holidays teachers get every year, a month’s leave every three years, many hours are lost to teaching in this country by teachers who take leave for illnesses real, or imaginary, and for selfish reasons.

Is there any wonder, taking all these things into consideration that Teaching has ceased to be a Vocation for many?

——

Update: All the recommendations concerning Farming that I have made in this article were later implemented by the People’s National Congress (P.N.C.) Government administration.(1964-1992)

Posted in Economics, Education, Guyana, science | 2 Comments »

THOUGHT FOR TODAY

Posted by randallbutisingh on May 8, 2008

INTERVIEW WITH TWO STUDENT DOCTORS, 2001

This is an interview I had with two student doctors in the USA, who interviewed me in 2001 when I was 89 years old. — Randall Butisingh

Question; How have you kept your health over the Years?

Answer: My state of health is not fortuitous. Apart from being born into a strong, healthy family, I had a good start from babyhood. I was breast fed from for many months. My parents had a small dairy, and as a child, I was given milk fresh from the udders of the cows which were grass fed. I liked fruits and in my days as a child, we had them in abundance. I exercised a great deal during my life; I ran, I swam, I boxed, I played cricket, I did acrobatics. I remember as a child, I never liked to be a mere spectator in a sporting event. I always liked to be a participator. Throughout the years, after surviving all the childhood illnesses, except typhoid and whooping cough, which I never contracted, I believe I built up a good immune system.

Mentally, I improved with old age. At eighty-nine, I think clearer, learn faster and remember better. My eyesight has very much improved after cataract operations so I can do much reading and writing. At present, I read Oriental philosophy and Comparative religion. I read and write poetry. I am interested in music also and did some practice on the violin at the age of seventy-five. I started to play the recorder (German flute), only a few months ago and have acquired some degree of proficiency. I can also translate music to accommodate it on the recorder.

Apart from being a teacher, which I am all my life, with a few breaks in between where I garnered good experiences in other occupations, I am a learner . I learned shorthand and typewriting, Hindi and Urdu while at school and the Arabic Script after I was eighty. I believe that when one stops learning, he ceases to live, and it is never too late to learn.

Question: Whom do you admire most in life? How do you feel that influences you in how you live your life?

Answer: The person I admire most in my life is Mahatma Gandhi, the architect of India’s freedom. Although I never saw him, I wept when he died as many did all over the world. I have read his autobiography and several of his biographies. I have also translated a hundred page biography of him from Hindi to English.. His doctrine of love and non-violence and self-denial appealed to me. He taught that I can live comfortably on very little; while others are poor while being rich, because they are never satisfied. I can be rich without having much because I want nothing and can share from the little that I have.

Question: Knowing that you live two months in the U.S.A. and two months in Guyana, what are the differences?

Answer: I enjoy living with relatives in the United States. My physical needs are well taken care of, but I am pampered and dependent. I have, however, made many good friends here, ranging from early twenties to past middle age. I am a good teacher, and there is always something which I can teach someone, . Here I am exposed to the best programmes on television, to music, to art, (I did six paintings of sceneries at a class I attended), to philosophy. I can follow the issues of the day, be an armchair traveller where I can see the countries of the world in the comfort of the living room, can communicate freely by telephone and e-mail. Here I have all the time of the world at my disposal.

In Guyana, however, I enjoy more independence. I do most things for myself, including cooking and washing. I move around more freely with the friends I have there. I am in an organization that propagates Hindi. I teach Hindi, set question papers for the Hindi examinations, edit a Journal, write Welcome and Farewell addresses in Hindi for High Commissioners and Hindi professors, give talks at religious gatherings and correspond with the newspapers.

Students: Thanks!

Posted in Education, Guyana, Philosophy, Poetry, Religion, Thoughts | No Comments »

THOUGHT FOR TODAY

Posted by randallbutisingh on May 2, 2008

CLOTHING IN CIVILISED COMMUNITIES

This article written in the sixties when male teachers were allowed to remove their jackets in school; later they were allowed to come to school without jackets, but they could wear a shirt-jac or shirt and tie… During the seventies, the tie was discarded.

——

In an article captioned “Mini-skirted teacher” by Lucian, I would like to add that clothing in civilized communities is not only an article for the protection and adornment of the body, but it has a religious and cultural significance as well.

Among the religions, there is a tendency to dress in a manner which is sexually sobering, hence the purdah which is an extreme system of covering the whole body, including the face, by Muslim women. The shalwar and sari of the Hindus are garments which cover the whole body, but are elegant in appearance.

On the other hand, the tendency of primitive peoples is to wear as little clothing, if you may call it so, as possible. In most cases, only the regions for which Eve and Adam improvised their attire with the leaves of the fig tree are covered.

The argument that this or that piece of garment is superfluous or inconvenient cannot hold water. Usage and adaptability will take care of that.

Guyana is a hot country and from the point of view of suitability where comfort is concerned, would be that worn by the Arawaks. Our belles will be cool and attractive in the outfit worn by Miss Guyana for world scrutiny; but after all we are civilized, and this type of apparel, notwithstanding its practical utility, will be regarded as indecent.

The teaching profession calls for a certain dignity in appearance, and this dignity is dictated by convention and as Lucian rightly said, obligation. Dignified clothes hide contours, even deformities, both of which attract either salacious or morbid interest.

In our society the use of the tie as a cultural symbol is voluntary in certain categories of workers, but obligatory in the teaching profession where it is the duty of the members to main cultural standards.

Teachers are not models for fashion in the classroom. Fashion is an ephemeral phenomenon. Its designers pander to the excitement and attraction which current taste can reject. Teachers, too, must not initiate changes, but must confirm to what is accepted by society.

The time for discarding the tie by the male, even if reason prompts, and for permitting teachers to dress unconventionally and without modesty has not yet arrived… Let whatever is dignified and decent in apparel be retained in the classroom until such time as custom otherwise decrees. Perhaps a dignified national costume may be evolved.

Footnote: When a Miss Guyana entered for a Miss World contest in the seventies, she displayed what was worn by the Arawaks, an indigenous Amerindian tribe in Guyana.

. - Randall Butisingh

Posted in Education, Environment, Guyana, Thoughts | No Comments »

THOUGHT FOR TODAY

Posted by randallbutisingh on April 25, 2008

ONLY A BREATHING SPACE

Article written when the Venezuelan Government made its preposterous claim to the whole of the Essequebo county, in Guyana.

It is to be regretted that a final settlement concerning the Venezuelan claim to two-thirds of Guyana’s soil could not have been made. As the situation is at present, our delegation to the Geneva conference has only achieved a breathing space, after which we are likely to be faced with another preposterous claim by our neighbour.

The anticipation of this possibility by loyal and responsible Guyanese will surely cause some uneasiness.. It is sad that at this stage of the human race when education and the achievements in science are removing geographical and cultural barriers, short sighted nations should try to extent territory. Mankind is one and indivisible and prosperity is not to be found in national surfeiting, but in the use of all the resources of the world for the whole human race.

It seems, however, that man’s political advancement has not kept pace with his remarkable scientific mind. He has failed so far in his quest for a happy and peaceful coexistence simply because his politics lags behind his scientific progress.

Let us hope that our neighbour will realize the vanity and futility of their aspiration, and try to achieve, instead, peaceful coexistence. And let us also hope that this momentous matter will help to weld Guyanese of every ethnic group into a united nation, using our own mistakes of the past as lessons for tolerance, goodwill and harmony among ourselves.

— Randall Butisingh

Posted in Economics, Guyana, Politics, Thoughts | No Comments »

THOUGHT FOR TODAY

Posted by randallbutisingh on April 15, 2008

British Guiana in the days of Colonialism

Excerpts from ”MY STORY”, by Randall Butisingh -(unpublished)

British Guiana, which was named Guyana after Independence, was one of the most beautiful tropical countries among its neighbours and the Caribbean. It enjoyed for most of the year the refreshing Trade Winds of the Atlantic, lush green vegetation on the coastlands, extensive forests with a wide variety of woods and many rivers with cataracts and waterfalls. The Kaieteur Fall, on the Potaro River in the heart of the interior, with a total drop of over eight hundred feet is a magnificent spectacle and a great tourist attraction.

Apart from floods in some areas on the coastlands which were below sea level, British Guiana enjoyed freedom from natural disasters. Foreigners who visited thoroughly enjoyed the equable and salubrious climate. It was in those days the Bread Basket of the Caribbean. Sugar and Rice were its chief exports and there was abundance of vegetables and fruits that it produced all the year round. British Guiana was known then as the Magnificent Province. It was also called the Land of Many Waters because of the many rivers and streams which provide transportation, boating and abundant fish of every variety.

Georgetown, its Capital was known as the Garden City. In it were tall Saaman trees on both sides of the avenues to give shelter to the pedestrian and to protect them from the traffic. The streets were not macadamized as they are today, but were paved with burnt earth rolled flat and wetted by water carts several times in the day to keep down the dust. There was a network of tram cars which went around the city and through it as well, and the horse and buggy which took passengers from the railway station to the commercial areas of the City. Those were the early days. Later, in the twenties the motor car and motor bus came.

The Stabroek Market, or Big Market, as it was called by the Creoles was situated at the mouth of the Demerara River on its right bank. It was one of the chief attractions. It had a tower on which was a huge clock with three faces which could be seen from a good distance. It would ring out the hours and half-hours very loudly… This market was a conglomerate of shops and stores with nearly every conceivable item needed in those days by the consumer.

It also had parlours and eating shops where the consumer, for a small sum could get refreshment on the spot. But for children, what was most exciting was the variety of candy in all shapes colours and flavours, homemade by African women. Along Water Street going north from the market were the wholesale and retail stores selling all kinds of goods; there was a 5, 10, 15 and 25 cent store where you could pick up many useful household articles.

Other places of interest were the museum where there were local and exotic birds and animals, some in their natural habitat; the Botanic Gardens, a huge garden of all types of trees and a zoo with a variety of mammals like the manatee, a huge vegetarian animal which was placed in canals to keep them clear of weeds; birds and reptiles.

There was the Promenade Gardens, a much smaller garden cultivated with flowers of many kinds. In this garden was a band-stand where the Militia Band would perform every week for an appreciative audience. This band would also play on the sea-wall on certain occasions. After Independence, it became known as the Police Band. Another place of interest was the Saint George’s Cathedral said to be the tallest wooden building in the world. It was a landmark as its tower could be seen from great distances around.

British Guiana was the attraction for workers and miners from the Caribbean islands and a haven for foreigners who would thoroughly enjoy their stay.

Randall Butisingh

Posted in Guyana, Thoughts | No Comments »

THOUGHT FOR TODAY

Posted by randallbutisingh on April 13, 2008

THE HINDI LANGUAGE IN MULTICULTURAL GUYANA

A paper by Randall Butisingh, read at a gathering for RACE AND ETHNIC STUDIES IN GUYANA in April 1994

First of all let me pose the question. Is the Guyanese society truly multicultural? If the answer is yes, then it must be a multilingual society as language is a major component of culture. If it is not multilingual, to what extent is it multicultural and what effort has been made to restore, revive or improve the language component.

Sixteen years ago, there was an upsurge of interest in Hindi in Guyana. This interest was awakened by the Guyana Hindi Prachar Sabha, a non-political, non-sectarian organization of Hindi lovers. The Sabha’s chief aim was the revival of Hindi as a spoken language. Throughout the country, classes were held in temples, schools and other places. By the Sabha’s efforts Hindi was introduced in the Secondary Schools, wherever there was a teacher on the staff who could teach it. This fell through because of the unavailability of qualified teachers in the schools. The Cove and John Secondary School and the Tagore Memorial School, Corentyne are now the only Government Schools where Hindi is taught.

About this same time, there had been efforts by Afro-Guyanese to teach Swahili as a means of social identification for the group. Some Afro Guyanese even assumed African names. Unfortunately the flame of enthusiasm dwindled to a flicker, then to smoldering embers.

“Language,” as U.N. Tiwari, first lecturer of Hindi at the University of Guyana puts it ,”is an awakened act of civilization and poetry, its divine blossom.”. I have made this statement on the basis of what these two elements, language and poetry have contributed to the quality of life and character of a once oppressed people. Language, be it spoken or written, conveys the feelings and emotions of individuals or groups of people. It is a system of communication by which thoughts are expressed, and a medium by which cultural traditions are handed to future generations. I may say an accurate judgment of any civilization can be determined by the language of its people.

To illustrate my point, let us look at the word ‘love’. There is no word for it in the vocabulary of primitive peoples The virtue love is a development of civilization, and the word love - a flower of its language. The emotions of love, kindness, sympathy and the like are expressed in the languaage of all civilized peoples.

However, there are words in some civilized languages that cannot find equivalents in other civilized languages. For example, I quote from Hindi, the language that I study and teach: There is no single word equivalent for the word DHARAM. Dharam is variously connoted as Religion,; Duty; Justice; Righteousness and the like; but its application is wider. To the Hindu, there is Dharam in everything and whatever thing loses its Dharam, that thing perishes. In short, it is Dharam that supports the universe. Another word ATITHI; the guest who comes unexpectedly and is treated like a god. This type of hospitality is only found in the social structure of Hinduism.. Hence the uniqueness of the word itself..

Now, let us look at the social behaviour of the second person in Hindi; the pronoun “YOU” This word has three dimensions, Tu, Tum and Aap. Tu is used when addressing an inferior, a child , a very dear person or God. Tum is used for equals like friends and lovers and Aap is used for superiors, strangers and husbands, even a beggar must be addressed as Aap; a mother can be fondly addressed as tu, but never the father; to address a friend as aap means that something has gone sour in the friendship.. So, you see, one has only to place oneself in the social environment of a people so as to understand how they feel and act, and what language they use to express their feelings. Language is the symbol of social and cultural identification. When a people loses its language, it loses its identity.

Hindi first came to Guyana, then British Guiana when the sailing vessel Hesperus dropped anchor in the Demerara River and deposited its human cargo on a Georgetown wharf. These immigrants, chiefly hardworking peasants, were the first batch of indentured laboures from India. Other batches were to follow until the year 1917 when the last batch arrived. A small number of these immigrants returned after their contract ended; some renewed their contracts, but most of them remained and made Guyana their home.. Today Indo-Guyanese make up nearly half the population of this country. Most of the immigrants came from Bhojpur, a province where Hindi was spoken. Hindi, therefore was the medium of communication among them.

That Hindi has survived in various aspects of Guyanese life up to the present time has been due chiefly to the deep religious beliefs of the Hindus and the high value they place on their customs and traditions. Hindi was not just for them a bread- and- butter language. Here is where poetry comes in as a motivator and a sustainer of the Indian spirit. The small number of them that was literate brought with them their religious books, the most prized among them was the Ramayan, an epic which treats of the life of Lord Rama, their much beloved hero who was the incarnation of Vishnu – the preserver God of the Hindu Trinity. The Ramayan is written in Hindi verse and Hindus never tire listening to the exploits of their hero, the devotion of Sita, his consort and the fidelity of Lakshman, his brother. Many of the listeners were illiterate, but they carried the stories in their heads. This was acquired by frequently listening to readings of the Holy Book.

The Ramayan was the chief of inspiration for the immigrants. In it they found comfort and hope and the fortitude required for the slave labour they had to perform. It was not unusual that after a hard day’s work, these devout people would sit in groups in the flickering lights of diyas and listen to the great story.

Other favourite books were the Hanuman Chalisa and the Danlila. The former extols the power of Hanuman, the greatest of Lord Rama’s devotees, while the other treats of the exploits of their most beloved Incarnation, Lord Krishna, when he was a child.

Music also is a potent factor in the preservation of Hindi. The Indo-Guyanese is a lover of music, and there is hardly a religious or social function in the mandirs or private homes where this exercise is not given prominence. Old and young contribute to the programmes accompanied by the dholak, dantal, the sarangi and the harmonium. Music was another sustainer of the Indian spirit. After a hard day’s work in the fields which was usually a long way from home, the women would sing along the way drumming on their saucepans while the men would beat the time on their cutlasses with their files, thus relieving the strain of a hard day’s work and the long walk towards home. In addition to ceremonial music, the advent of Hindi films has played a significant role in Indian music. Songs like Suhani Raat and a few others have found favour with other ethnic groups. I again quote U.N. Tiwari here. In his article “Modern Hindi Poetry”, he states: “Musicality of Hindi poetry is self-evident from the single fact that film songs predominantly composed in Hindi are cravings, not only in India, but other lands such as the Soviet Union, the Arab world, the Caribbean including Guyana. The people of these countries – both young and old alike – go on humming the tunes; and their non-understanding of the Hindi language does not create any hindrance to their enjoyment and appreciation.”

Although as a spoken language Hindi is almost out, yet it still persists in various aspects of the Guyanese Culture. There are still some old Indo-Guyanese who can speak it, some understand but do not speak, and there are a few Afro-Guyanese who can both understand and speak.

The motives for learning Hindi in the past were various. Chinese businessmen learnt it for the purpose of trade,; White Christian missionaries for the purpose of proselytizing, but the Africans who learnt it did so through cultural appreciation. Some of these Afro-Guyanese assumed names like Rajaram and Paltu das. The late Rev. V.V. Gray, an Afro- Guyanese scholar in both Hindi and Utdu, called himself Pandit V.V. Gray before he was ordained.

Hindi has persisted in the names of Indo-Guyanese, be they Christian or Hindu. The Tiwaris, the Dases, The Persauds, the Singhs are common Hindu names. Hindi has also persisted in the greetings among Indians; Ram Ram, invoking the name of a beloved deity; Pranaam and Namaskar or Namaste are greetings used. Most of the Indians still address their relatives as nana, nani; aja aji for maternal and paternal grandparents respectively and so on. Other words which have been retained in the local vocabulary are Bhaji, dal, massala, sari, orhni, phagwah, divali, dost, roti, puri, and others. The words pundit, thug and jungle are Hindi words used internationally and have found a place in the English dictionary.

Hindi is an inter national language, used and understood to a various extent in over fifty countries and was recently introduced in the United Nations. It is the official language of India and the mother tongue of 200,000,000 people. A major component in Indian Culture, it has a significant role in forging a world culture. BASUDAIVA KUTUMBHAN, the whole universe, constitutes one family and is the language flower of Hindu Thought.

Hindi is very among us today in Guyana. It is a part of the culture of one of the major ethnic groups. It is their mother tongue also. It should be given precedence over languages like Spanish and Portuguese in the curricula of our schools. I f given the encouragement and help it deserves from all sections of the community, educational institutions and Government, Hindi will play a significant role in the social and cultural life of our multicultural nation. If it is allowed to decline, we may well witness the decline of those qualities which have helped to make the forefathers of the Indo-Guyanese a hardworking, devout, peaceful and law-abiding people who helped to build this Nation..

Finally, let me add, Nationhood , whether in the context of a Multiracial Society or not is a unit. It is a projection and extension of the individual. If there is any distrust, suspicion or other wise among the multicultural ethnic components, the goal and ideal of One People, One Nation, and One Destiny cannot be realized. Hindi , as a language for all Guyanese can play a significant role in National Unity.

Randall Butisingh

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THOUGHT FOR TODAY

Posted by randallbutisingh on April 10, 2008

CONSCIOUS SUBMISSION

When men are subdued by force they do not submit in their minds, but only because their strength is inadequate. When men are subdued by power in personality they are pleased to their very heart’s core and do really submit.

Mencius (Meng Tzu}

The power of personality or charisma or ideas can be more powerful than the might of the sword, or the cannon or the bomb. The use of force can capture and suppress but it usually cannot maintain allegiance when the force is removed. True power is invisible and accepted consciously through acceptance of the ruler and his methods of governance - conscious submission.

Great leaders have the ability to enthuse others and to garner support with their words and actions and their leadership qualities. People follow and obey their wishes and such leaders thrive in the power vested and bequeathed to them by their people. They have little fear that the people will rise up against them.

The same concepts ccould be applied to the conquering armies of the old civilizations of the Greeks and the Romans. Later, the great European colonial powers of the Industrial Age showed their longevity in controlling millions of subjects with minimum physical force. In some cases they may have conquered initially by force, but they were only able to retain their power through mutually beneficial policies like trade and power brokering with the local factions in their colonies e.g. The Indian Raj of Britiin’s colonialism of India.

Even in the historical writings of little Demerara, now Guyana, that the Dutch ruled from 1581-1781 it is said that the Dutch settlers did not subjugate the native indigenous Amerindian tribes. The Dutch settler policy was to actively befriend local tribes with gifts and trade so that they became allies and protectors of the Dutch interests there. This policy also ensured that their slaves, imported from Africa, did not successfully escape as they were quickly tracked down and returned by the Amerindians.

It can therefore be said that the likeable personality, like the pen, is mightier than the sword. That endearing personality can be embodied in an individual or in a whole nation or people, as they are perceived by others. Their rule is accepted by their subjects who consciously submit as they are pleased with their method of governance.

Cyril Bryan

Posted in Education, Environment, Guyana, Messages, Philosophy, Poetry, Thoughts, Uncategorized | 1 Comment »

BEING GUYANESE

Posted by randallbutisingh on March 9, 2008

BEING GUYANESE : By Dave Martins of the “Tradewinds”.

Speech in Orlando Florida, February 2008. Website: http://www.dtradewinds.com/

There’s a Guyanese friend of mine, Vibert Cambridge, many of you know him, who was visiting me in my home in Cayman a few years ago, and in the course of a long gaff about this and that – both Vibert and I love a good gaff – Vibert, who is a very intellectually astute banna, suddenly said to me. “Dave, all these things I know you’re involved in…what would you say your life has been about?” I had to stop and think for a bit, but my response to Vibert then was, “My life has been largely about observation and music.” I say largely, because there have obviously been other things – you know, one or two lovely ladies; some wonderful friends all over the map; a powerful family – but mostly observation and music, and I put observation first, because that’s the key. Every writer who moves from the superficial or trivial (you know, like WHO PUT THE DOGS OUT), the writer who goes beyond that into introspection, who gives you ideas or views to think about, for those creators the song or the novel or the poem is the vehicle, but ultimately it is the result of observation. Observation of self perhaps, but also of others; observations of the world around; observations of reactions; bits of all sorts of apparently insignificant things that most people miss, but the observer catches, and that is really the raw material, the source, so to speak, of whatever the good writer produces; he or she is telling us about something seen, or something unraveled, or something imagined.

I didn’t know it at the time, of course, but I started observing at a very young age, living in Vreed-en-Hoop, going to school at Main Street and Saints in Georgetown, coming home every day on the ferry boat, with my sports model Rudge bicycle with the handle turned down Remember that? The turned down handle like a racing bike? My bike was a constant. Remember that, constant? You all know what that is, right? I remember when the three-speed bicycles came out in Guyana – I’m going back in time here – and those bikes make a soft ticking sound as you rode them. Remember that? Tick, tick, tick. And when it came out, it was the rage. This one happened in Vreed-en-Hoop: A girl, standing by the roadside, waiting for a bus; a fella going by on a bicycle and she asked him for a tow. Not a TOE, you know.,.a TOW. So the fella put her on the cross bar and they going along. But suddenly she turned to the guy and say, “But wait a minute. I ain’t hearing no ticking.” So the guy say, “This is a constant, it’s not a ticker.” The girl say, “Wha’! Put me down; ah gon wait for a ticker.” Those are the kinds of things writers remember, and here I am 50 years later, telling you that story to make a point.

As I was thinking about coming here to talk to you, a group of Guyanese, like so many outside Guyana, who have made substantial lives for themselves away from the homeland, as I was thinking about that, it occurred to me that there are two major factors operating in the successes we see in people like you in the diaspora.

The first factor, and this is an obvious one, is the new homeland itself (the Orlando, Toronto, New York, London, etc.) where new experiences, new vistas, have broadened us and stimulated us. We are all changed by life outside Guyana, and particularly by the experiences of our chosen careers.

Guyanese have adapted readily to these new ways, sometimes in weeks, sometimes overnight like the Guyanese immigrant who comes off the plane at JFK talking like a born Yankee (I wrote a song about that you may recall.) And we do well because we are an ingenious people. Like the guy from Linden who land up in Queens and his brother organized him a job helping out in the kitchen of a restaurant….(the “string joke”)

If you think about it, in your own life, you will find instances, like the banna in the kitchen, where you learned a new discipline, you advanced yourself, and sometimes it’s only on looking back at your life that you recognize the changes – you didn’t notice them at the time.

For example, I’ve been a professional musician since I formed Tradewinds in 1967 in Toronto, but it was only late last year, on my way to St Lucia, for the funeral of my friend Bobby Clarke, that in the middle of that sorrow, it suddenly occurred to me how much more I had come to know the world because I became a song-writer. Because of some songs I had written about Caribbean life, I had come to know places and made friends all over this region that I would otherwise have missed. When I visit Barbados, or St. Vincent or Guyana, people shout at me in the streets or call the radio station to say hello; these people in St. Lucia are like family. I have come to know the little back-o-wall villages in those islands and the small places like Bequia and St. Maarten, and the solid, genuine people who live there and invite you into their homes and make you feel special. Just because I wrote some songs.

And the same is true of the island Grand Cayman where I live - all of the Tradewinds guys are there – Clive, Jeff, Harry and Richard. If Radio Cayman hadn’t started playing our music in the late 1970s, I probably would have never come to Cayman. In fact, when they called me in Toronto in 1979 about coming to play in Cayman, I didn’t even know where the place was. Music had brought me to it, and all of us in the band enjoy a good life there – I have sapodilla trees in my yard, and breadnut, and golden apple, and 14 mango trees. I even got starapple, and whitey…remember whitey? All of that because I observed some stuff and wrote some songs and people liked them.

If you think about it, each of you has a similar story; there have been changes in your life that resulted from the path you chose outside the Caribbean, directions you never dreamed of. We don’t often see it as something to be grateful for, but I’m suggesting to you tonight that you should, and I don’t mean in the material sense. Living outside has given us more span. It has made us more aware, more sensitive, more ambitious. It has moved us from the country bookies, like myself, to people who are now comfortable in very sophisticated circumstances – in a box at the Super Bowl, holidaying in Italy, even to wearing an Armani suit. Look at alyou tonight; dressed to the nines. Look where we come from and where we reach – my friend Vibert Cambridge is a PhD, a professor at Ohio University. Our horizons have been expanded by migration.

To look back on my life outside Guyana, for instance, I can also see now that that’s where I learned the power of personal belief. I’m sure that’s true for a lot of you. I learned it in Toronto in 1967 when I came up with this idea to record four songs and go to Trinidad carnival, where we had some friends, and try to get the songs on the air and perhaps play in a carnival fete. People from Trinidad who used to come to the Bermuda tavern in Toronto to hear Tradewinds play were speechless. “You’re doing what? You’re going with a 4-piece band, with no brass, to play in Trinidad carnival? You belong in the madhouse, oui”. They were right; to look back on it, it was impossible. But I didn’t know it was impossible, so I said, Let’s go, and we recorded four songs, one of which was MEET ME IN PORT OF SPAIN which I was sure would be a hit, and we paid our way to Trinidad, stayed with friends, flogged the songs with the radio stations, played a couple of small gigs for free and flew back to Toronto. We went there unknown and came back more or less the same way. But six weeks later, I’m looking out the window at the snow in Toronto, and I get a call from a Trinidad recording company. “Hear na padna; that song alyou put out making mas in Trinidad, you know. I want to release that.” So I said, “You mean Meet Me in Port of Spain.” He said, “Meet me in what? No man, Honeymooning Couple”. In six months, from one hit song, we had gone from a totally unknown group to one of the most popular bands in the region headlining shows all over the place; playing to sold-out crowds in Astor cinema. So if I had listened to people in Toronto, I would have never taken the plunge, and all that followed for me with Tradewinds would have never happened. Coming to North America, seeing how people just went after stuff, had opened my horizons, as it has for many of you. Like most of you in this room tonight, I had picked up the self-confidence I lacked when I came migrated.

In these cities of the “outer world” as Guyanese would say we learned a lot of “ations” – like application; dedication; speculation; innovation; and, one of my favourites, be-on-time-ation. As I said in the song IT’S TRADITIONAL, no more of this buying an expensive watch to see how late you coming late. We learned. We learned fast. We jumped in with the rest of them and held our own.

        So when you examine your success story, to be fair we must first give credit to these places we came to. That’s the first piece, it’s a vital piece. However, it’s not just the place we came to; it is also the place we came from, and it’s unfortunately true that a lot of us forget that second piece. The reality is that where we came from had a lot to do with how well we’ve done wherever we went. It may not have occurred to you before, but it’s true. I’m not talking about the politics of Guyana here, and the various governments, and the establishments; I’m talking about our way of being, our culture, our attitude to life. In other words, not the condition of the politics, but the condition of the people.

The qualities that helped us succeed here were forged in that homeland behind us, in the culture in which we grew up, where we learned perseverance, where we acquired our sense of humour, where we learned to deal with setbacks, to deal with cunnu munnus, to be ingenious, like the guy with the string, to make do, to invent. In other words, it is the qualities ingrained in us, imbedded in us by the Guyanese culture, that underpin the success we have made outside. Growing up in Guyana you find ways to get around problems; and many of us have come to these developed countries and leave people speechless at how we improvise and substitute and get things to work. We learned that in Guyana. For instance:. Hillman hub cap story

        Our Guyanese culture gave us a powerful sense of humour. Kaimchand and Basdeo working in a factory in Toronto. Kaimchand say, “Bas, these white people, if they think you cracking up, they does tell you tek the day off. Watch I gon show you.” Early in the morning, the boss making he rounds, Kaimchand climb up a ladder and hanging upside down from a beam in the ceiling. So the boss say, “Kaimchand what are you doing up there?” So Kaimchand says, “Skipper I is a light bulb.” So the boss say, “Kaimchand. You been working too much overtime. Take the day off.” So Kaimchand walking out and Basdeo following behind, So the boss said, “Basdeo where you going?” Basdeo say “How you mean, skipper? I can’t work in the dark.”

        Also, in that culture, with all that turmoil, we learned to take setbacks in life gracefully. Like the banna on a carrier bike. Remember the carrier bike with that big tray in front carrying cargo around town? A banna on a carrier bike coming down Croal Street to turn right into Water Street. Now mind you, the bike loaded; two bag of flour and a bag of of onions in the carrier. And I don’t have to tell you; the bike aint got no bell and no brakes, you put your foot on the back tyre to slow down, and pray to God you stop in time. Second thing, he can’t see this from Croal Street, but up from the corner a big truck park up on the right side of Water Street in front of Bettencourts unloading, traffic passing on the left. So your boy coming down Croal Street and aint got no bell, so he hollering, “Passage, passage” and people moving out the way. Everything nice. But as he make the turn into Water Street, hear wha’ happening: traffic on the left, building on the right, truck straight ahead, and he can’t stop…the banna tek one look and he holler out “Collision laka rass, collision.” Bradang. Guyanese culture. Levity in adversity

        Guyana has put a stamp on us, with this vibrant, colourful, humourous, optimistic culture that sets us up to succeed when opportunity comes.

        A Guyanese friend of mine, Terry Ferreira, who lives in New Jersey put it very well in an email he sent me and which I sent on to Stabroek News in Guyana. Before I read his note, I need to tell you that this is the same Terry Ferreira, a Putagee from New Amsterdam, who, in 1996, rode a bike 7,600 miles from Orinduik in Guyana, through Brazil, Venezuela, Central America, the US, all the way to Niagara Falls. It took him 5 months, but he did it. The first 160 miles his sister Donna rode with him. After that, it was him alone. Not many people know this amazing story of this amazing guy. 7,600 miles in 5 months. That’s the kind of man he is. He made the ride to draw attention to an organization he started in New Jersey, called Quiet Noise, to try and stamp out the public stigma towards mental illness. This is a banna who has been a success outside Guyana, but hear what he says: “Of all the things I am, have done, claim to be, or was brave enough to dream about, the most important aspect of my being is buried in the lucky shot that I was born Guyanese. Let me put it this way – I would dislike being from elsewhere. We are such a bright bunch of people; common sense and ability galore. As individuals, we are usually ready for the chance, the task and the challenge.

        “How many times we hear about one of us who started out with nothing, not even a proper cricket bat, school books, even shoes, or the ability to construct a proper sentence, bare-foot but hungry for improvement, making it all the way to the top of his or her endeavour?

        “Give me my people’s company, and I am most happy. Give me my country’s spirit, give me my people’s outlook and I am boss in anything I choose. Fixing, reaching for, or solving anything that is often a headache for others, is often a breeze for us. Long live North America, where I find myself, but long live Guyana that gave me the tools to succeed.”

Terry is making the point I’m making: Our life in Guyana prepared us to succeed.

        Now I know there will be some who reject what I’m saying, who feel Guyana has given them nothing, and they owe Guyana nothing. I hear them. I hear them loud and clear. They haven’t gone home in years, but I also see them same people Saturday morning in the Caribbean market buying their curry powder and their hassar; and I see them in their house parties grooving to soca and reggae; and I still see them in their Dockers pants in the roti shop, and Christmas morning, in their fancy house they still have garlic pork on the stove, and if you give them two rum they end up telling you of the champion cashew tree they had in Forshaw Street.

Ah sorry for them as they try to evade the culture like Sarwan dodging a bouncer; you can’t evade your culture banna. It’s on you like a stain. For everybody, not just Guyanese, your culture follows you wherever you go. It is part of you. Like the Sikh with his turban, or the Islamic woman with the veil, you can see it; you can see it in the trinis. Trinidadians are the only people who coming into your house, no music playing, but they chipping; sometimes you can smell it, as in my sister’s apartment building in Toronto: you walk down the hall, doors closed, but you know some Pakistani living there – you can smell the geera and the Basmati rice; sometimes you can hear it: traffic stop in the middle of some American suburb, 2 o’clock in the morning, you can hear reggae pumping through the door – who living there?

Wherever we wander, our Guyanese culture sustains us and fortifies us. It comforts us. When we have a hard time at work or with a client, we silently tell the man about he beetee and the pressure ease. When we girl friend give we a hard time, we put on Sahani Raat, cry lil bit, and feel better. When family come to visit is roti, and pepper pot and cook up – KFC put one side. You walking down the street somber, you run into a padna, “Oh score.” “So buddy wha giein on” and just so a smile on your face. Can you imagine a life without roti and curry, or metagee? Is there a sweeter dessert than paynoos? Can you imagine Christmas without pepperpot and garlic pork? I know a Guyanese working on the DEW line in Alaska. He say, “Dave, Christmas I drop a garlic pork pon dey backside; um almost melt the glacier.”

        Just think about the ingredients of this culture and how they never leave you. Every time you see a picture of Stabroek Market, you make a connection. You can hear your culture in the sound of a dray cart going down Lamaha Street, clop clop clop clop; you can see it in the guys up in the tree poping cricket, or in the Jordanite with the bottle lamp in town, or in the sweep of the Essequibo, as my friend Ian McDonald calls it, the mighty Essequibo; you can feel it in that early morning dew up in the Abary, you can smell it in that punt trench odour when you passing Diamond…remember that? Guyanese driving two English people from the airport, they passing Diamond, the English woman says, “Good Lord, driver, what is that awful odour” Guyanese smiles, takes a deep breath, “That’s Diamond estate, madam. Smell today, rum tomorrow.”

        And the other thing to notice is that the culture endures. It does not fade. Fifty years after he leave Guyana, my friend Colin Cholmondeley, now living in India, first thing every morning, after he tek a pee, guess what Colin doing? He reading the Guyana newspapers online. Every day. As we say in GT, the culture got he backside.

        The politicians may stumble, the economy may be struggling, but our culture stays strong. Even when there is madness about, as there is now in Guyana, in Agricola and Lusignan and Bartica, in the middle of all that, the culture continues, and it will come out whole in the end. The current madness will pass away; the culture will survive that. And the children of the culture, thousands like you, carry it wherever they go, as you have carried it and drawn strength and joy from it.

        You have it here with you, in this hotel tonight, in this place 3,000 miles from the Guyana. You have come all that way, and your culture has come with you. It will never leave you as you will never leave it. As the song says, IS WE OWN.

“Mary and Paul up on the seawall, is we own. And the gal foot fine, but lawd she behind is we own.”

        We should be proud of Orlando and New York and Toronto and all the other arenas of our achievements. But we must be proud of our beginnings, too, and be proud of the culture that produced us. At the core, wherever we are, it is the essence of who we are.

Alyou walk good.

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THE ROLE OF THE SCHOOL - 4 of 4

Posted by randallbutisingh on January 10, 2008

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.

 

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