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|The focus of this issue is Dar05, the trip to Tanzania this July by 21 TEAAers and friends. We begin with two pieces of a general nature. Articles on Tanzania begin with reflections by Brooks Goddard and conclude with Dean McHenry's notes on his independent trip to Tanzania and Uganda. Mabel Lee reflects on her two years in Malawi and her overseas experience in general. The newsletter concludes with several usual sections.|
|Note: Underlined `Contents' items are clickable.|
Letter from a Former Student:
The Teachers for East Africa: A Legacy Of Giving, and Giving, and Giving
|Ernest Rugwa Byarushengo|
[Ernest attended Nyakato Secondary School, Bukoba,
Tanzania, 1962-1965. He is now a teacher and literacy
coach at Park View Middle School, Lancaster, CA 93534,
March 31, 2005]
It is with honor and great exhilaration that I take this opportunity to highlight the ways in which the TEA and its members benefited me and affected my life. I have been taught, have met, known, visited, etc. with many of them. These blessings were in two distinct phases. At the end I hope you will allow me to highlight an American not associated with TEA but was just as influential. Any positives I have achieved in my life, I owe to these individuals.
Phase 1 The first phase started when I started secondary education at Nyakato Secondary School, Bukoba, Tanzania. I was a youngster who had left the comfort and familiarity of my family and home villages for the first time. The TEA members provided the knowledge and education. Without them my qualifying to enter the secondary school would not have meant anything. I have taught History/Social Sciences and English/Language Arts. Currently I am also my site's Literacy Coach. The work of TEAs made it all possible. The following are some of the individuals who made a difference in my life.
Mr. David Imig taught me world (including US) geography. Mr. Richard Lemke was a magician with science (physics). I still remember him, his pipe, his lesson, etc. very vividly. Mrs. Lemke was my English teacher in Form IIB and introduced me to stamp collecting. She once gave us a stern lesson on not asking a lady her age. Mr. LeRoy Smith was my civics teacher. He taught me lessons back in 1963 that every American needs to hold dear today. He has been a pillar of support for me in the last few months, a tough, dark time in my life. Mr. Richard Heyman was my English teacher in Forms IIIA and IVA. In that final year he was also my class master. In the latter capacity he believed in me enough to force me to apply for Form V. Also, through his connection, I was introduced to a pen pal in 1964. She and I have met and still correspond. While visiting her in Atlanta in 1973, I had a memorable encounter at Stone Mountain.
Phase 2 The second phase involved people who became friends and mentors. As I was maturing, in my first year at the University of Dar es Salaam, 1968, I met Jim Hense by a fluke, a happenstance. He was teaching at Marangu Teachers' College in Moshi at the time, in town (Dar) for an inservice, and we became friends. In 1969, at the end of that university year, I requested and was posted at Old Moshi Secondary School for my Teaching Practice. I spent weekends with Jim and through him met other TEAs including Darrell McLeod and his family. Mr. Jim Hense became a great, great friend and he still is. He hosted me on weekends during my Year 1 teaching practice at Old Moshi. In 1970, during my Year 2 Teaching Practice, I was assigned to Marangu Teachers' College. I stayed with him the entire time and for some time after that when I stayed on the site as a teacher on temporary assignment. The only time I have ever been to Mombasa or a national park (Tsavo) was with Jack and Jim.
Mr. Jack Schober became a friend and during my Teaching Practice at Marangu he was my Master Teacher. He coached me, guided me, tutored me, etc. Partly as a result of what he did for me my Practice supervisors were so impressed that they recommended me to become an instructor at the University of Dar es Salaam and pursue graduate studies. I visited him in Los Angeles in 1973 and he was the first person to take me to Disneyland.
I met Mr. Dudley Sims through Jack Schober and he too became a friend. He was teaching at Chang'ombe Teachers' College. I visited him in 1973 in Miami. His daughter and I had an encounter with a stingray.
The Other American The non-TEA American is Mr. Harold Cook. I first met Mr. Cook when he and his wife Eleanore came to Katoke Teachers' College at the end of 1955. I was in Standard (Grade) 2. The elementary and middle schools were associated with the college. So, he was in charge of that entire education and church complex. His influence on me while I was in primary and middle schools was indirect. It became direct when I entered secondary school. He started hiring me during vacation times and paying me. As I climbed higher in education, my jobs and related assignments became increasingly sophisticated. He is the very first person in the world to give me a job and pay me for it. My post-middle school tuition was always free. But, my family was so poor that without this money I would have been unable to buy essentials such as school uniforms, shoes, underclothing, etc. In fact, this employment supplied all my money non-tuition needs most of the time through Form VI. He left Katoke in 1968 and now lives in Lancaster, PA.
TEA's Legacy Without the services of the TEA individuals, I hate to imagine what might have become of me at any given point. They made a difference in my life and in the lives of my peers. They transformed and revolutionized my country and the entire region. They made a big difference in the lives of thousands. For example, I bet Uganda's President Museveni is a product of TEA teachers. Most likely all presidential candidates in Tanzania this year are former students of TEA teachers. Congo's current President Kabila must be a former student of former students of TEA teachers.
The TEA gift keeps giving, and giving, and giving: giving of self and to those in need. Thank you all! Asanteni sana nyote!
|Kenya's Northern Desert, Then and Now|
|Tony Troughear, Australian TEA, 1968|
[Tony began his TEA experience with the Dip Ed
at Makerere in 68-69. He taught at Gaicanjiro Secondary School,
Kenya, before becoming headmaster at Marsabit Secondary School, Kenya
in 1971. He also taught at Malindi SS. After that he worked in the
Schools Broadcasting Service, Educational Media Service (Kenya
Institute of Education), Kenya Institute of Mass Communication and the
Kenya Times newspaper, all non-TEA positions. He left Kenya in 1987
and now works in a newspaper in Newcastle, Australia.]
The seminal time I spent in Kenya after the Dip. Ed. year at Makerere was as headmaster at Marsabit Secondary School in northern Kenya, from 1971-73. It was a place of limitless possibilities for someone who wanted to have a go.
The small town was in the middle of a game reserve, on the side of a huge plate volcano, with a forest on top, teeming with elephants, and surrounded on all sides for several hundred kilometres by desert. The mountain was like an island in the sea and during the dry season, when the air was hazy and the sun bright, the horizon actually looked like the sea, blue and flat.
All around the mountain were nomads and I was fairly sure I was hearing the death rattle of a way of life that sedentary people look at as inherently romantic. The movement of ethnic groups was being cramped by game parks and government regulation. Roads and schools were white-anting the will to live in such a harsh environment. I was very conscious of being part of the demise of an ancient way of life.
But that way of life was always erupting into the school and into the town. Nomads were often in the school for water, or at the well nearby, if it had any. Every so often there would be a minor skirmish among different tribes and there would be some running around and a bit of concern. Then nothing would happen. One of my students had been castrated by some raiders as a child, looking for a trophy of war. He was just approaching adolescence when I left the school. I didn't fancy his chances of a happy life.
One day a child rushed up to my house above the school, shouting "The Rendille are coming! The Rendille are coming!" Up until then only Gabbra and Boran had watered their stock at the well near the school. I looked down at the huge euphorbia fence we had growing at the bottom of the school and a woman, all in red, strode out from behind it, very determined, leading a camel. I thought, "Oh, no! We're in for it now!" She made straight for the watering trough and the Gabbra who were there. Others followed. And nothing happened. I thought, "Times are changing."
But they weren't. That was 30 years ago and this year all hell has broken loose. The Gabbra whom I knew quite well, whose country must be one of the worst in the world - all hot black rocks and blinding white dust - have finally been squeezed too hard. Vital safety-net grazing areas have gone to game parks. Borans have settled in the Huri Hills which was a last-resort grazing area. The Gabbra couldn't live any more. This year they struck out in all directions, killing, stealing and terrorising. The Rendille fled. The Turkana moved off to regroup. The Boran moved over the border to Ethiopia to get help from Ethiopian Boran in the Oromo Liberation Front, who all have arms.
Terrible massacres have taken place. Schools are in uproar. Little villages have become ghost towns. And the star pupil of Marsabit Secondary School - Bonaya Adhi Godana, taken as a small child from the desert and forced to go to school by the government, and who rose to be Kenya's foreign minister - has to support his Gabbra people. What will happen to him?
The desert is doing what it always does, I suppose, when too many people want a piece of it. It kills a lot of the excess humanity. I had thought we were past that. But we're not.
|Reflections on Dar-05|
Dar-05 was a smashing success. Everything worked to schedule. We had
the cooperation of the Faculty of Education at the University of Dar
es Salaam and the Tanzanian Ministry of Education and Culture.
President Mkapa gave a brilliant conference keynote speech, and
Minister Mungai was gracious in his remarks closing the conference.
Collectively we visited about 22 secondary schools and 2 teacher
training colleges in 9 towns and cities. There is clear need for us in
Tanzania, and we feel compelled to serve some needs there. Dar-05
proved equally as did Kampala-03 that to go 'back' is a great tonic.
We began by gathering July 3 in the Sleep Inn on the Mnazi Moja side of Dar and then taking a ferry to Zanzibar on the 4th. By then we realized that Sophia Ng'wango of Comfort Travel and Car Hire had our best interests at heart. We stayed at the Mtoni Marine Centre, 4 kms out of Stone Town. We learned the daladala routine very quickly (a 20 cent ride per person vs. a $1 ride per person in a taxi), so Stone Town was very accessible. We took a Spice Tour the next day and were delighted especially by the singing coconut tree climber. We ate well, swam when we wanted. Luncheon and dancers at the Tower Top Restaurant of Emerson & Green's Hotel were magical, and a farewell dinner at Mtoni delightful.
The conference at University of Dar es Salaam (UDSM) on July 12-14 brought out much information, and our hosts were gracious and accommodating. President Mkapa was the catalyst for this event because his appearance energized both the university and ministry. Indeed, I was asked early on how we managed to get the president to come. The reason is Frank Ballance, and his long-ago friendship with fellow Makerere-mate, Benjamin Mkapa. Without Frank's letter of invitation, the conference would have been minimal and our school visits curtailed. Following the conference TEAArs dispersed to former schools and were generally received with open arms and gifts.
On July 16th fifteen of us boarded the Walimu Bus for Lushoto where we stayed in mountain coolness. We did have time for two 6-kilometer walks to a rift lookout. The 17th and 18th found us in Moshi (of the famed roundabout), and the next 2 days in Arusha. Folks found cybercafes throughout the trip, even ones where they could phone home for cheap. We gathered for a farewell dinner on July 20 too tired to discuss immediately ideas for future plans but feeling that we had had sufficient experiences to warrant doing something special. In the sense of 'turning out for us' Tanzania surpassed Kenya clearly and maybe even Uganda.
I wish to applaud Henry Hamburger for visiting Mackay College, Nateete, in Uganda and Bishop Atundo School in Kenya on his own time and on behalf of TEAA. Likewise Pat Gill gave service in several areas in Uganda. John Dwyer and his daughter Nelia spent 3 days at Mackay. So good ground has been set for any of you to visit these schools and teach students or teach teachers.
There was talk of 07 on the west coast with Seattle a possibility.
|Gene Marschall, Wave 4, UK TEA|
Initial thoughts before the trip: I left Tanzania in 1967 and apart
from a year in South Africa in 1974-75 with Shell International
(and South Africa was and is rather different of course), my first
return trip to Africa was in 2004 (apart from the quick trip in 1992
below) when I did commercial projects in Burkina Faso and in Uganda;
Burkina Faso (and Mali) are so dreadfully poor that the visit to
Uganda seemed positive by comparison, since Uganda seemed more
prosperous than Burkina Faso. However I was concerned that so little
had changed in 40 years.
Also between 1990 and 1993 I had worked for an alternative development bank (an NGO) in the Netherlands and in 1992 had made a trip to the Ivory Coast, Ghana, Sierra Leone, Guinea, Senegal and Gambia in connection with some of our loans to projects there. Most of these loans were non-performing and, compared to our loan experience in Asia and Latin America, Africa was disappointing. Therefore I was rather apprehensive about what I would see.
Monday July 11th in Dar: Impressive performances by the President of Tanzania and other notables. I liked the visit to the Computer Centre and the Library. I did not feel so negative about the address by the US representative as some of the other participants. I liked his emphasis on aid tied to specific projects rather than general aid. Of course he was not an educational specialist, but in view of the fact that educational books are scarce in Tanzania, maybe this might be a good way of using tied US project aid - for the purchase of school books.
The services provided by Sophia, our guide for the Dar segment, were first class.
Schools. I was impressed how all the staff try and make the best of what they have; they are all very dedicated and selfless people. They basically seem to have the same facilities as 40 years ago but 2 - 3 times as many pupils in line with the population growth. Books are clearly in short supply - especially good geography books.
Tanzania in general is a stable and friendly country and is trying hard. Nevertheless it has not made much (per capita) economic progress in 40 years - there are just more (poor) people. I have just read a Financial Times Survey of Tanzania, and it is a sobering thought that some 40% of the Government Budget (including funds for education) come from foreign aid with the UK Government (still) a big donor. At least these funds seem to be used for education, health, and infrastructure projects rather than for defence or capital flight. They are trying to do something about the AIDS menace but all progress is simply swamped by the population growth. I talked to a number of local people and noticed that it was quite common to have 4 - 5 children and not to feel guilty about it.
|Fruit and Spice Tour on Zanzibar|
[Sam is the, grandson of TEAAr Ann and Paul Dickinson.]
Among my misty first impressions of Africa, snakebites, rooftop dancing, festivals, and mountain climbing all rank highly, but I will always remember the wet, sloppy smile of a man called Mr. Butterfly. Our caravan of teachers and friends picked up this amazing performer on the Zanzibar fruit and spice tour. A short man with a dark round face, Mr. Butterfly was a thirty-five year old employee of the government's fruit and spice farms where our crew was headed to taste the bounty of the island. He was wearing rolled up cargo shorts and a faded red t-shirt when he hopped into our matatu and extended a warm greeting to us all. His eyes and mouth were perpetually overflowing with the juices of living and through his bubbling toothless grin you could see that he was a genuinely jolly fellow. He instructed us about the "twisted" coconut tree and seemed as excited as we were about the tour.
As we drove past scores of school children, our group reminisced on the trials and triumphs of teaching in this untamed land in an even less tame time. However, it was time to create new stories as we pulled up to an outcropping of benches where our fruit tasting was to take place. A bulky and serious man in a breezy shirt explained how he could not disrespect such a wise group of people (who happened to be older than he was) by telling them what to do, so he told me, the 'boy,' in a loud voice what to do so that everyone knew what he wanted. Respect was maintained. His assistants carved rare and foreign fruit as the serious man explained their origins, tastes, and any medicinal purposes.
Then I was swept away into the forest as a representative of what the group should be doing. There Mr. Butterfly sat in childlike anticipation of his performance. As we all marveled at the height of the coconut trees, Mr. Butterfly made our jaws fall further when he scurried halfway up the most fruitful palm tree and broke out in song. "Jambo jambo" echoed through the palm trees as he half-danced, half-jumped up the tree. The majority of our group fell into paralyzed disbelief as he began to gyrate against the tree. The song grew muffled and palms and coconuts began to fall. Mr. Butterfly's assistants picked up the coconuts and sliced them open as Mr. Butterfly began to descend the tree with an even more ferocious amount of gyration, yelling, and jumping. Despite his lack of equipment and fearful disregard for gravity, he made it back down and whipped us up a coconut treat by disassembling the nut with a machete so we could scoop out the innards like shaved ice.
Pictures were taken, money changed hands, and we were on our way to the spice farm. The serious man told us about the spice history of Zanzibar as we tasted the island's treasure and children made souvenirs out of palms. After splurging on boat shaped spice bundles we were again on our way, a little more cultured in tree climbing and fruit tasting.
|Notes on Dar-05|
Expectations were low and anxieties high because our Mwanza
arrangements were up in the air until right before we left Dar. But
in the typical African way, plans worked out at the last moment and my
experience far exceeded all my expectations. Mwanza still retained
its small town friendliness, and Rosary (Nganza) faculty and students
showed the same enthusiastic spirit that I remembered from the 60's.
Their Peace Corps teacher agreed with me and said he had already
signed up for another two years of duty.
I must admit that what I recall most vividly about Zanzibar and Mtoni is being startled out of bed by Sharon's scream as she was bitten by a snake. This bite by what locals insisted on calling a "not-very-poisonous" snake brought not only a lot of pain and agony to Sharon but also some memorable and bizarre medical happenings: an American gastroenterologist wielding a snake bite kit; an Italian - our Mtoni manager - trying to administer electric shocks to Sharon's rapidly swelling foot; then real shock when Sharon and I met the sleepwalking doctor at Zanzibar's "best" hospital. After the hospital experience, the snakebite international board of experts expanded to include an Indian MD, a Hungarian woman doctor, and finally a witch doctor in the form of an American nun producing a snake stone given to her by a White Father. But that wasn't all bad because we decided to hunt down snake stones at the Mwanza market and were thrown immediately into the town's busy street life. Sharon, it would have been kwa heri if that happened to me - thanks for enduring all that discomfort and coming along to Mwanza!
I returned to Nganza School accompanied by former students who made the event a positive educational experience for the assembled student body. We arrived after classes were over because these women all had to work at their various jobs: Bwiru Girls' SS Headmistress; Ministry of Education Literacy Council Director (Nat'l headquarters for Literacy Council is in Mwanza); Bugando Medical Center AIDS counselor trainer; primary school teacher; street children's program teacher. I spoke first to the students and asked them to listen carefully to these former graduates who were leading productive lives in the community, Then the women each gave an inspiring short talk to the students about their work. Most of these women are from 55 to 60 years old, yet they continue to work extremely hard - TEAAers' former students are still at their leadership roles in Tanzania due to the AIDS epidemic that tore through the next generation. At the end of the assembly the students sang their beautiful national anthem "Tanzania, Tanzania" and we all left with a sense of hope for this new generation of Tanzanian women.
Dar05 was more meaningful to me than K03 only because on this trip I could return to my old school. I agree with Fred that the trip would not have happened without Brooks' leadership. TEAA can keep being effective by helping secondary schools as it has in the past, but if we want to branch out, here's a suggestion: the street children's program that Carol, Sharon and I visited in Mwanza. Maybe we could be of help by just collecting T shirts for the kids. I'll try to email a few photos so everyone can see the way these kids are dressed.
|Dar 40 Years Later|
Sitting here in my living room, watching a magpie hop along my fence,
I can hardly believe that two weeks ago I was in Tanzania, and, yet,
at the same time, I can recall the experience very clearly, as I can
also recall my experiences of 40+ years ago, becoming aware that it
seems a very long time ago to others when they give me a look that
says to them it's the same as saying 100, and it is the connections
between this trip and my experiences 40 years ago that form one of my
themes for this trip. First, in terms of the people: I found my
travelling companions very pleasant, adaptable, unflappable,
interesting, resourceful people who shared my love of travel and
certain aspects of outlook on life - a serious approach without being
deadly, a perspective on life, a desire to make a contribution. While
it was a pleasure to find such compatible folk, it should have been no
surprise, as no doubt these were the factors which led to us going to
East Africa in the first place and managing to thrive there enough to
want to return many years later.
Secondly, in terms of similarities of the places we visited, I am sure large parts of Zanzibar look the same as they did forty years ago. While going to my school, looking out over the bush, dotted here and there with flat-roofed Gogo houses, it looked as though nothing had changed. As I looked out the window of my upper storey window at the Sleep Inn in Dar, I'm sure the general appearance of the buildings (multistorey interspersed with tin roofed one storey ones) was the same. However, it was on the ground when I hadn't a clue where I was in a city I had lived in and known reasonably well, and when I realized that, if I hadn't stayed with the "crocodile" to dinner, I would have starved or worse, and when I was overwhelmed by the sheer number of people that I became aware of my second theme: change.
For Dar es Salaam and Tanzania have changed a great deal over the years (in my opinion both for the better and the worse - while realizing that my opinion means nothing - one of the things which also united us was the anti colonial agenda - I firmly believe that it is the Tanzanians' country for them to make of it what they wish). For example, there are paved roads between the major towns, people are well dressed, there is 24 hour electricity in the small town where I taught. On the other hand, it is also a place where there is no longer reliable running water and no landline telephone to the school, it having given way to the cheaper and nearly ubiquitous mobile telephone.
All of this leads me to my third theme, incongruity, as the opposites become more and more extreme. Among the tin roofs I looked down on in Dar was one around the corner from the hotel which was reached along the dirt street in front of our hotel, one of many in the city. There were also crammed buses professing allegiance to football clubs thousands of miles away, nearly ubiquitous television showing parts of Western culture, which I barely comprehend, to people anywhere, it seemed, where two or more people could be gathered together, the Atlantic shop near the California shop, both named for places nowhere near Tanzania, the Mama Muddy haircutting establishment, Tash Clash bus, the Shabby restaurant, the Metro IT Driving School, it being, seemingly, impossible to have too much modernity crammed together.
And I guess that's my problem - I bring too much baggage to the situation and call it incongruous while to those without the baggage, it's probably exhilarating, or, at least, just life. So, having thoroughly enjoyed the trip, it's just as well I've left the scene - to those without the baggage who will make a new and different world out of what I see as incongruities.
|Returning to Nyakato SS, Bukoba|
|Leal and Audrey Dickson|
It was a very warm Friday afternoon when Audrey and I arrived in
Bukoba, and as it was already 3:30 we headed up the hill for the 8 km
trip to "our" school, Nyakato Gov't Secondary School. We were
excited, of course, but apprehensive too, as our attempts to contact
the school by email and one postal letter had failed to elicit
a response until just 2 days before, when I got a brief email while at
the Speke Hotel in Kampala. I replied, simply saying we would try to
be there on Friday.
To our utter surprise, waiting by the turn into the entrance to the school was my old friend and laboratory assistant, Josephat. What an emotional reunion - we simply threw our arms around one another, both trying to speak at once. He had been waiting there for us all day! As had the faculty at the school. Soon they had assembled most of the faculty and staff, including the headmaster, who had delayed his vacation to meet us. They proudly toured us around the campus and buildings. The warmth of the welcome was so unexpected, we were overwhelmed. After the tour we were escorted into the library where they served cold drinks and samosas and presented us with a handmade bark-cloth award. We signed the guest book (the same one we used in '62, and which had been used since the school was founded in 1924), chatted and then listened to their speeches.
We returned on Sat. am for a closer look at the library (almost nonexistent!), the labs and equipment, and their 7 newly acquired PCs, in a secure room. They have no Internet access and report that about 50% of staff are computer literate. In one of my emails I had suggested a reason for our visit was that we were in Tanzania to meet with other TEAA folks and would be discussing the current state of secondary education in Tanzania, and to see if there were any modest kinds of individual contributions we might make once again. For this they were prepared, and at the end of the morning presented us with a detailed list of the school's needs, especially in the area of textbooks, lab supplies/equipment, and geography materials.
We spent the afternoon in the village with Josephat and Laurence Muruko, who helped us in our house and with our son. What a festive time - recalling those days of 40+ years ago, and seeing these 65-70 year-old men (who we had lost track of, and feared might be dead) still so energetic and jovial. It was bittersweet, however, as both have lost several children to AIDS, and Josephat now has 6 orphaned grandchildren or grandnieces living with him and his wife!
It was also bittersweet because of the condition in which we found the school, the lack of resources, and the poverty of these people we once worked with. The school now has 530 students crowded into 10 dorms, where once there were 240 students in 6 dorms. There are a few new buildings, but biology and chemistry are still taught in the same rooms/labs as then. Where once there was a microscope for each 2 students, now there are none. Textbook numbers are reported to be so low that anywhere from 5-20 students share a text. But they are excited to have just gotten a brand new photocopier - which they hope will help. Food is still cooked on a kuni stove. There is no money to keep the soccer pitch mowed, so cows do the job. No new housing in all these 40+ years. Single faculty and staff live in what once was servant's quarters. But the headmaster and faculty are mostly young and appear to be incredibly committed to their job and the school, even in the face of such meager resources.
Audrey and I came away knowing that we wanted to make a serious effort to help these teachers and their current group of students. Accordingly, we have organized the purchase of textbooks and other materials from a bookstore in Dar, and are in the process of having them shipped. Our next effort will be to contact former Nyakato TEAers, to see if they wish to join us in this effort. We believe a new generation of students will benefit greatly from any modest sponsorship for their educational needs.
|Visits to Bagamoyo Schools|
|Henry Hamburger and Marsh McJunkin|
Bagamoyo is a small, quiet town with little in the way of paved
roads. It takes about a 1-mile walk out of town to reach a string of
three or four beachfront hotels, which have some business but not
much. Across the way and down a tree-lined road was Marian Girls'
High, our main assignment. More on that shortly.
An equal distance out the opposite way we found the Bagamoyo School of Art and Sculpture, late in the day, unfortunately, when there was little activity. Admittedly this was not optimal planning. Still, there was quite a lot to see: a great mural, painted plant pots, a diagram of plans for expansion, kids doing drama exercises, a Nyerere statue, dozens of sculpted Nyerere heads, and a sculpture workshop with an impressive display of student work, guarded by a teacher who was chiseling away at his latest. This was an interesting and unusual visit, though the school did not seem to be a good candidate for our support.
Marian Girls' is a private, all-boarding school with relatively high fees. Its finances are also helped by the joint support of multiple Christian denominations. The student body is not confined to these faiths, though, and indeed includes Muslim members, as does the faculty. We met some of the administrators and teachers and got the impression that the school was well and tightly run. Indeed Marian is a perennial high finisher nationwide in the exams derby. We also noticed a large new building under construction, with its girders for roof-support being cut from piping and welded on site.
We both attended a dynamic and reasonably interactive class on an eclectic combination of ethical and social topics. Marsh also went to the computer room and concluded that what they need most now is solar power, something that would be in the dollar range of our projects. Here is her report.
The computer classroom had about 20 computers in it. It also had 4 monitors hung overhead that were connected to the instructor's computer, which was connected to the internet. The problem was that power was intermittent. When the instructor brought the internet up and began showing a video, it kept dying as the electricity went on and off again and again. As it was a power problem, the individual computers couldn't be used either.
He let me talk, and I spent the time talking about the parts of a computer, asking questions which they answered readily, obviously familiar with the basics. I then spent time talking about the internet, how it works, how it can provide access to the world immediately through fiber optic cables laid on the ocean floor and through satellites. They all dutifully took notes, and asked appropriate questions. It would seem as though that school and maybe others would be good places for solar power, because the power grid outside of Dar seems to be unreliable.
I visited Pugu school just outside Dar. Forty years ago it was going
through the transition of a mission school to a government school. The
enrollment has increased from 300ish to 1300ish. The numbers of staff
have increased from 15ish to 80ish; more buildings but not enough of
just about everything else. The old brick buildings looked pretty much
the same but many of the rooms were depressing. In the library a glass
partition seems to have been shut years ago sectioning off an array of
piles of books, old files and such. (Yet there is a librarian on
staff. I wondered what he does.) The science labs were dingy and
dirty with the barest of old equipment. At least I think it was
equipment. This is a hint of the physical aspects of the school. The
school is certainly in need. The physical environment of the school
and the classrooms are an indication of the staff.
I enjoyed my visit. The second headmaster was a wonderful host. I enjoyed the efforts to make me feel comfortable and even the beers served. As you have all experienced, now and 40 years ago, the Tanzanians are wonderful people trying to make their way in a challenging environment. The teachers are trying to do as good a job as they can with what they have. I did not see any particular indicators of teachers "going the extra step" but then I didn't see it all. I got the impression that many of the teachers were working at other things to support themselves and families. Teaching at Pugu is just a job.
Mr. Shile, the second headmaster, seems to be a good administrator. He certainly was handling many different matters even though the school was not in session. Some of his struggles are Ministry appointed teachers who only teach a few hours each week but get paid the same as full time teachers. No doubt the list goes on.
Bottom line: although Pugu would benefit from our efforts and assistance I think other schools might benefit more.
|Mpwapwa Teacher Training College|
[When Bill learned that he wasn't going to be able to
go with the TEAA group in July, he planned a trip with
his family in April. This is his school report.]
For my first visit to the college where I taught as a TEEA tutor 1964-66, a prearranged visit did not materialize. However, my family and I were given a warm impromptu welcome by Vice Principal Edna Abel and staff. After an update on the current status of the college, we were given a tour of the campus. The tour revealed that the buildings and facilities were in good repair with a computer/technology building being prepared. The new facility will provide current information and educational resources now that Mpwapwa has electricity 24/7. As we entered the college grounds, a group of students with their bed rolls, suitcases and backpacks were awaiting transportation to begin practice teaching in various schools in Tanzania. Ms. Abel noted that they expect to increase enrollment from the present 792 to around 1000 by July 2005 to meet the demand for secondary school teachers caused by a sharp increase in community secondary schools. An immediate need by the college is more teaching/learning materials such as laptop computers, books, educational journals, multimedia equipment, etc.
I left with the conviction that Tanzania is committed to increasing and enriching their educational efforts and deserve greater support from the international community.
|TEAA Projects in Kenya and Uganda|
|[These comments are incorporated into a longer report. Click here to see the "Projects Report".]|
We support schools in Uganda and Kenya, and I visited
them just before Dar-05. Below is some background and
a report on the current scene for each. As Dar-05rs
well know, our shared sojourn in Tanzania had as a top
priority to find a particularly worthy school or two in
that country as well.
Uganda. Participants in K03, the Uganda-Kenya trip, remember MacKay College as a promising and deserving high school in the Nateete neighborhood of Kampala. We were struck in particular by the dynamic and engaging principal, Gertrude Ssekabira, and felt confident that this would be a good place to support. Indeed we have made it the focus of our Uganda operations, with computers, support for high-performing AIDS orphans, and teacher training visits. In 2004 Fawn Cousens and I shopped for computers for MacKay, and Fawn then followed through with Gertrude on the delivery of three new computers with a good selection of software. These are now located, with a couple of others, in a small computer room, where, during this June 2005 visit, I saw a competent young teacher providing individual facilitation to five students with various degrees of knowledge and learning rates.
The orphan-support project is principally the work of Arlone Child who has raised thousands of dollars and made her own substantial contributions. Gertrude has implemented the selection of students according to agreed guidelines, including academic performance in the top quarter. Fawn has been monitoring this effort.
John Dwyer and I bookended the Dar-05 meetings by carrying out the cherished idea of Brooks Goddard to extend TEAA support from the financial area into the more personal realm of visiting and teaching. John will report on his own visit to MacKay after Dar05; mine took place beforehand. I stayed two nights at the home of deputy head Anne Karemire, taught second- and fifth-year math and conducted a small teacher training session.
Kenya. The top rememberer in the 'K03' trip was Ed Schmidt, who linked up with three African friends. One of these was his former student Enoch Nandokha, who had several stories of Ed's helpfulness, wisdom and generosity. Enoch went on from Kakamega HS to become an excellent biologist, retired into preaching in the town of Bungoma, and has now retired from that into a life that includes being our representative and oversight person, along with his friend David Wamalwa, who served 11 years as principal of Bungoma HS, which he built into the best and largest high school in the district.
Our choice of schools to support was based partly on our confidence in these two individuals. In 2004, with the concurrence of some other active TEAArs, I visited 11 highly recommended schools in five areas of Kenya, with a view to finding at least one for us to support. One of those areas was around Bungoma where Enoch introduced me to David and we traveled to four high schools and became something of an inspirational road show, speaking at hastily called assemblies at each school.
On my return to the US, in consultation with Ed, Brooks and Pat Gill, chair of the TEAA grants panel, I submitted a proposal to support two of the Bungoma-area schools. One of these, Bishop Atundo HS, Kimaeti, was dramatically improved under the leadership of a principal who was once David's deputy. He had planned an improved laboratory and our grant called for equipment. At the other, A. C. Butonge HS, the upbeat principal had instilled an ethic of running from one activity to the next. There we agreed to a project to furnish and stock the library.
This year I was pleased to find Butonge's formerly empty library now occupied by sturdy new tables, plenty of chairs, a significant collection of books - all bought with TEAA's grant, and occupied as well, and most importantly, by a goodly collection of students, avidly reading those books. Butonge was, moreover, the most improved school in the district.
The report from Bishop Atundo is less upbeat. There were community issues, there was a change of principals, and the school lost track of the specific conditions on our grant. There is good news too, though. First, the money is still there; indeed the new principal was saving for the lab. This would be ok, but there is not enough additional money flowing in to make it likely to work any time soon.
The other side of the good news is that Enoch and David were already on top of the situation, and the three of us have taken action. We met with the new principal, the head trustee and the parent leader and they will spend the money on the equipment in the original mutually agreed list. The planned second installment will go principally to Butonge, this time exclusively for books.
|Revisiting Makerere and a Tanzanian Friend|
|Dean McHenry Jr., TEA 1961|
The headline in The Guardian (July 12, 2005) read
"Education key to good governance - Mkapa." The authors of the article
noted: "The President made the remarks at the Reunion Conference of
the Teachers for East Africa Alumni in Dar es Salaam." At the time I
read the headline I was in Morogoro visiting Martin Kyomo and his
family, oblivious of the fact that the reunion was taking place in
Dar. Let me pass on a few observations from the month I spent in
Tanzania and Uganda -- and link those observations with memories of
the early TEA period.
Of Tanzania: I first met Martin 44 years ago at Makerere College where he was completing his degree in the Faculty of Agriculture. In early 1962, with my Makerere Dip. Ed. in hand, I was posted to Mpwapwa Secondary School. Shortly thereafter, he was posted to the Veterinary Centre at Mpwapwa. When Martin arrived, the Veterinary Centre people seemed reluctant to acknowledge that Tanganyika had gained its independence and, very shortly thereafter, had him transferred to a less significant post in Mallya. Yet, within a year or two he was shifted back to Mpwapwa, this time as head of the Centre. This past July I asked him if he had been back to Mpwapwa recently and he said he had. The 100th anniversary of the Veterinary Centre's establishment was celebrated a short time ago. Martin gave the organizers the names of some of the people who had worked there when he first came, but none returned for the celebration. When the University of Dar es Salaam established the Faculty of Agriculture at Morogoro, Martin shifted from the Ministry of Agriculture to the University. He served as the Sokoine University of Agriculture (SUA) Dean for many years; then he joined a SADC project in Botswana for several more years; and, he headed up an aid project in Uganda before his retirement in Morogoro a few years ago. We had kept in touch primarily by exchanging cards each year. His family is well and a daughter is even teaching at SUA.
Incidentally, the Uluguru Mountains above Morogoro were very green and I recall climbing up them in the early 1960s with other TEA project members who taught in Morogoro. Martin said there were continual problems with people burning off the vegetation to help capture a small rodent that was a local delicacy. The destruction of the vegetation brought serious erosion. At this time of year, though, there seemed to be little chance of getting fires started.
Of Uganda: After a couple of weeks in Tanzania, I flew to Entebbe. I am sure that many of those who joined the TEA and TEEA reunion in Kampala a few years ago reported on Uganda more profoundly than I can. This was my first visit since an East African Social Science Conference in the mid-1970s. I was told that long ago the 'old' airport building north of the runway, through which the first wave of TEA teachers passed, was replaced by the bigger airport building south of the runway. But, the memory of that long, propeller-driven plane trip; the delay in Kano, as we awaited a replacement tire that had to be flown in from Europe, that allowed us to see the mosque and other parts of the city; and, all of those who waited to welcome us; remains. Staying at the Makerere Guest House was much different than staying in New Hall. Of course, New Hall was long ago changed to Nkrumah Hall, and Northcote Hall was changed to Nsibirwa Hall. The Main Hall in front of which was held the fireworks display on the eve of Tanganyika's independence, another vivid memory, remains as it was. It is not possible to forget the excitement the next day as we rode in the lorries through Kampala joyous with the certainty that with the end of colonialism, life in Tanganyika would improve for everyone.
Wandegeya, just down from Makerere, is an amazing place now with its internet cafes and numerous shops. I remembered it as a small market and taxi stand, but, perhaps, my memory is inaccurate. The cinema down Bombo road is now a church-related building; posters for Christian revival gatherings are visible in many places; a huge mosque is being constructed on one of the hills. The undercurrent of tension between a portion of the Christian and Muslim population evident in Tanzania is evident in Uganda, too. The day I left, people voted in the Referendum to decide on whether to move to a multi-party system. The opposition called for a boycott and fewer than 50% of the registered voters voted. There is something familiar in these recent events.
So much has happened in both countries over the years. Yet, the grace and humor and helpfulness of most Tanzanians and Ugandans remains a constant.
|Reflections on Two Years in Malawi|
Greetings from the Warm Heart of Africa, Malawi, and from the Garden
State, New Jersey! June marked a decade of work experiences in
Africa, thankfully, as a result of TEAA. I say, thankfully, because I
believe that I gained as much or more from Africa than what I gave. In
either case, it's good to be back on U. S. soil---maybe permanently,
after having just completed a two-year assignment in Malawi.
TEEA provided me with a solid foundation in Tanzania ('64-'66) that whetted my appetite for venturing into Kenya, Ghana, and Malawi. A period of approximately 40 years is my frame of reference for speaking about the "highs" and "lows" during my ten-year odyssey on foreign soil. It's now a time to reflect on a "host of events" that demonstrate the beginnings/emergence, collaboration, destruction, and resurrection of educational institutions, coalitions, cooperatives, of both national and international status.
I truly value my experiences that have enabled me to witness institutions move from having zero computers to housing computer labs for staff and students; to see institutions move from awarding certificates/diplomas to awarding four-year degrees as well as doctoral degrees; and to have seen the University of East Africa give birth to many institutions among its various components.
Thanks are given specifically to the helping hands of Canada, Japan, and the U.S. for their contributions in Malawi. The three countries have put their words into actions as they have provided funds for a gymnasium, a demonstration school coupled with housing for 12 members of staff, and for the implementation of a Baccalaureate Degree Program. With all the accomplishments and concrete evidence of progress made by the aforementioned countries, we cannot overlook the perennial problems that need to be addressed: limited basic resources, inadequate libraries, nonexistent curriculum centres, "brain drain" (staff leaving for greener pastures), and selfish, unethical persons that have power who abuse the system---not unlike what happens all over the world. Without any hesitation, I say that there will always be a need for TEEA and TEA.
Finally, I will make every effort to participate in the forthcoming reunions/gatherings either in the U. S. or in Africa. And another finally---call or visit if you are ever in my area. I am two hours from D.C., two hours from New York, and a half-hour from Philadelphia. KEEP IN TOUCH!!! Love, Mabel, 940 Davis Street, Deptford, N. J. 08096, 856-464-8263
|TEAA Members Create: Publications and Exhibitions|
Emilee Hines Cantieri. My memoir of TEA days, East African
Odyssey, was published July 05. It's available on Amazon.com, at
Barnes & Noble, or can be ordered from PublishAmerica.com for $16.95
More momentous, on Aug. 2, I married Frederick Blackwell in Florence, Oregon. We met at UNC grad school in 1960 (before TEA) and remained friends over the years. His wife died a few months before my husband Tom. We have bought a house in Hendersonville, NC and will move there in September. Our address: 7 Governor's Drive, Hendersonville, NC 28791.
|Barry Sesnan ( firstname.lastname@example.org ). Just to note that I have published How to Teach English (Oxford University Press) and a book which is about to be reissued, The Teacher's Friend. Both are pedagogical books, both aimed at the volunteer, or reluctant teacher, or the teacher with virtually no one to help her as she has been plunged in at the deep end. The Teacher's Friend, which I wrote for UNESCO-PEER (so I get no royalties!) has appeared in French, Portuguese and Somali editions in different parts of Africa. How to Teach English is, weirdly, coming out in a Korean edition. Since it was meant for English-speaking Africa I find this rather strange! There is also a longer book originally called Guidelines on Education and Training for Refugees which will reappear soon as Africa's Education in Question, or something like that.|
|Wes Brewer has just published a family saga. Beyond the Sangres reveals what happens to people of mixed ancestry when they are entangled by ties to divergent cultures. It is a story of love: love of the land, love of country, love of a lost way of life, and the love of a woman and man for each other. The characters in the book experience Africa and the High Plains of Colorado in a unique way. Wes has a website at bluegrama.com. Wes and his wife Julie live on the edge of the High Plains, near Beulah, Colorado. They now have twenty-two grandchildren and seven children.|
|Larry Thomas (1A and TEEA2). I've published two new books: Beyond the Bridges is a chapbook (27 pp.) of poems about northern Michigan. The Autobiography of William Shakespeare is a spoof on academia that was written, would you believe, while I was in Uganda. A third book of poetry, Man's Wolf to Man is due sometime this fall or winter.|
|Edward Hower (3B) has published his ninth book, The Storms of May, a novel about a young couple, former Peace Corps volunteers in Africa, trying to save their marriage by running a group home for troubled girls in suburban New York. His website: http://www.edwardhower.com/ .|
|Ross Coates is having an exhibition at the Museum of NW Art in LaConnor, WA, July 16 to Oct 2, called "Getting From One Place." Ross notes that, "It doesn't have much to do with East Africa, but there is one painting of a game park in Kenya and some overtones of Santeria in some of the pieces, so it's an indication of how that amazing experience in East Africa stays with one." Ross was in Lira, Uganda at Canon Lawrence College, 1968-70.|
|The Mail Bag|
Hi Ed, Thanks for the continued good work on the newsletter. I
enjoyed the last issue. One small thing in Harold Scheub's piece and
your comment at the end: It was groups A and B that traveled together
on the infamous Capital Airways flight. Group C went to London first
and arrived in Uganda several months later. I was originally in Group
B and on that plane (I was changed to Group A later). Peace and love,
Dear Ed, Thanks for sending the latest TEA newsletter out by regular mail. You asked if I had a new e-mail address as you reported that the last newsletter you sent to my address was returned saying "mailbox full." No - as of now I'm still using the same address. However I was out of the country (volunteering at a deaf school in Belize) for 3 months and so much junk mail came in that it clogged my e-mail and I could no longer access it from Belize. Sorry about that. We had been going to Kenya a couple times a year for some time to work at the Friends Theological College in Kaimosi in the winter and to lead youth work teams to various places in East Africa in the winter. However when my wife developed some serious lung problems the doctors told us to find a lower altitude location. So with much regret we have transferred our efforts to Belize which is English speaking and just a few feet above sea level. Yours, Dan Beane
dear ed. got the newsletter, and nessa and i would love to go to dar05, but it will have to wait until nessa retires from her social work job, which she will at the end of this year. so we are hoping that there will be an 07 trip. we are all well, i continue to practice psychotherapy (since 1974) and some acting (mostly voiceover) some on camera, and some books on tape. i want to comment on brooks' assessment of the sudan. since 1987, the khartoum govt. has been systematically preventing aid and assistance from reaching the southern sudan. plus unleashing the "ganjaweed" against several tribes. it is genocide in spite of what the un says. it is the failure of our govt. and the british. estimates of death from starvation and murder run into the millions! the arab north are murderers. i have been closely following this since 1987! here is a quote from john pendergast, former advisor to president clinton who had just returned from a visit to darfur. he was speaking to a ucla audience nov. 19 about the then current situation in western sudan: "i heard story after story of the most mind-numbing violence that, in the twenty years of my own experience visiting war zones throughout africa, were really only second in terms of ferocity to the genocide in ruanda in 1994." those are not nice people up there in khartoum, brooks. regards, and thanks again, ed, and all the rest of you who continue to support "the homeland". bob wilk. email@example.com
Kathleen Lyon sent a copy of the obituary from the NYT of Fred Burke along with the following note: Fred Burke will probably be familiar to a number of early TEArs. He was in and out of E. Africa, mostly Kenya, in the sixties, actively recruited Africans to pursue advanced degrees at Syracuse U. A fellow I particularly remember was Anthony Ryamamu (sp?) the first Tanzania Ph.D. economist. He was good friends with the Mboya family, was godfather to one of his daughters (Mary, I think) and gave her away at her wedding not too many years ago. I met a number of Frelimo activists at his house in the mid sixties while working at Syracuse's PC training program after returning from my first tour -- a job that Gary Gappert (TEA 1A) arranged for me. He and Fred were great friends; Gary (who died several years ago) worked for him in NJ when Fred took over the job of Education Commissioner. Fred was very loyal to his African connections, keeping in touch in recent years through email and telephone calls.
And this additional note from Kathleen: After reading the grim report on the state of education in Uganda and Tanzania, I wondered if it were not time to replace our piecemeal efforts in E. Africa with a full court press (my bow to college basketball) to resurrect (my nod to Easter) the TEA program. The current shortage of qualified teachers seems to be just as critical as it was around Uhuru. TEA worked then; why not now?? Has this occurred to anyone else?? (I'm housebound in a (nother) spring snowstorm here, haven't talked to anyone but my dogs for two days and may not be making much sense.)
Beverly Templin. What a nice project it would be if TEAA could sponsor an orphanage somewhere in EA. While I was in TEA, my friend, Nancy Morris, started an orphanage in Mombasa -- just 10 kids. I'm sure we could handle the fees as volunteers, but if we couldn't, Feed the Children gives food to orphanages already established. Think about it!
Dear Brooks, Thanks for the message. I am a member of the first group to go to Tanzania, then called Tanganyika, before independence. I was in Tabora. Sorry that I cannot make the reunion but I will be in Switzerland with my family, especially with two of my grandchildren! I am now in Egypt, living in Cairo where I am opening American schools for Egyptian children. They have some American teachers, use American materials and books, learn in the American way, whatever that is!! Best, Norrell Noble
Ted Hoss. TEEA5. Though I keep up with the goings on in Africa, I have not been back. My last journey was to the Amazon River in Peru in August of 2004 where I ventured into the jungle and down the river for ten days. It was an exciting and educational trip. Ted Hoss, formerly of Kagumo Teacher College in Nyeri, Kenya.
Harry Stein. I may be going out to Kenya in January 06 to work with universities and teacher training colleges on teaching and learning with and for memory. Moi U in Eldoret has invited me. I was out for a month in June, 04 working with Nairobi and Rift High Schools on the same topic. High School principal associations invited me out in 04. When I retired in October 2002 I went out and after drinking much tea was asked to work the next time I came out. So, I have.
David R. Evans reports that he continues his lifelong attachment to East Africa in his role of Director of the Center for International Education at UMass Amherst. The Center is managing part of a USAID contract in the Southern Sudan to help rebuild their basic education system and provide a variety of nonformal education options to those who missed the opportunity to go to school. The project has offices in Nairobi, Kampala and Maridi in southern Sudan that he visits several times a year. This past June was the 44th anniversary of his first visit to East Africa when the very first TEA group landed in Entebbe after a fun-filled two day flight from New York on a very marginal chartered plane!
David Imig. We are just back from South Africa and cities and schools that are a world apart from Tanzania. Interesting to talk to teachers and sense the backlash to standards-based education in that country and to hear their difficulties in teaching diverse youngsters. I am in a transition from AACTE (where I have been since 1970) to the University of Maryland where I will be teaching beginning in January 2006.
Ted Essebaggers. My wife, Maja, and I returned to Norway from a 3 year assignment in Opuwo, Namibia in Dec 2003. I am still at the U of Oslo in the International Education Office and work as a student advisor for incoming exchange students (Erasmus, Leonardo, Fulbright, Scandinavian Urban Studies Term). We now have our first grandchild who just turned two. Dina Helene is wonderful! Could you please resend those last few emails. I am most interested in keeping in touch. Looking forward to the newsletter. Best regards, Ted
|Tidbits and Announcements|
The address for Louis Mihalyi's website on Tropical African Geography
that was noted in the last newsletter is www.mihalyi.us.
Brooks sent in this website featuring teachers' colleges in East Africa: http://www.eastafricateachers.net/default.asp.
Ann Dickinson found the Tanzanian Education Website while searching the web for more info about her school in Mwanza. TanEdu also has links to other sites about Tanzania. The first address below is the home page and the second is for finding schools:
Henry Hamburger sent an article about a $100 laptop that is being developed for student use at MIT. You can check out the article at: http://www.wired.com/wired/archive/13.04/view.html?pg=2
From Michael Twaddle, Michael Twaddle@sas.ac.uk. We shall be having a one-day conference here (Institute of Commonwealth Studies, London University, 28 Russell Square, LONDON WC1B 5DS) on Thursday 1 December 2005 on the history of education in Africa after the Second World War, at which Michael Lee has agreed to give a paper on the British Government and the TEA/TEAA project and anybody involved will be most welcome to attend this meeting, which will be the latest of a series of conferences involving former members of the British colonial service in its various branches and their postcolonial successors.
Jim Gilson occasionally reports on vacancies at Quality Schools International (QSI). If you are interested in exploring the possibility of teaching overseas, you can visit the website: www.QSI.org.
Ned (Edward A.) Alpers, Professor of History, UCLA, sent the following: Dear Ed Schmidt, I am writing to you after reading that you edit the TEEA Newsletter on the Tanzania list serve, to which I am a subscriber, having taught at the University of Dar es Salaam in 1966-1968 and conducted research in Morogoro in 1972-1973. I am now serving as 50th Anniversary Campaign Chair for the African Studies Association. The Campaign seeks to raise $500,000 for its endowment to support African Studies in North America and, especially, to enhance the ASA's ties to scholars in Africa. Thus far we have obtained pledges of some $50,000 from among our members and we are now seeking to expand the circle of potential contributors to other constituencies that have abiding interests in Africa and, we would hope, African Studies, including corporations that do business in Africa, former U.S. ambassadors to Africa, former PCVs who worked in Africa, and alumni of the TEEA program. We are also submitting a proposal for 1:4 matching funding to the National Endowment for the Humanities and exploring possibilities with other foundations. [Anyone interested in further information or assisting in this effort can contact Ned Alpers directly at (310) 825-2347 or go to the ASA website. There is a link to the website on the TEAA website under "Related Orgs," then "African Studies."]
The movie, The Constant Gardener, based on a John LeCarre novel, was filmed in Kenya.
Dear Ed, I would be very happy to be included in TEAA. I was a TEA
member in the late '60s, starting with the one-year Diploma in
Education at Makerere 1967-68, then a term at the Duke of York School
(now Lenana) in Nairobi before 5 terms at Chesamisi Secondary School,
on the lower slopes of Mount Elgon in Kenya (January 1969 to July
1970). My Swiss wife Martina was in Kenya with me and our daughter
Anita was born in Nairobi in 1970. I myself had also been in Kenya
from 1947 to 1954, when my father was the first Representative of the
British Council in East Africa, and two of my first cousins are Kenya
citizens, so the family connection with East Africa is strong.
Looking forward to hearing more in due course. Every good wish, Robert
Dear Ed, Pam and I were of the British lot, in Kampala from 1964-Sept '66. As you say the experience meant a lot to us and still does. I remained in teaching, loved it but am now retired. Interests:- the church, school inspecting, and doing old folks gardens, Pam is amongst other things a Magistrate. Still in love with my wife, celebrated 40 yrs. ann. last July. Thanks for doing all this organisation, it would be great to meet up with folk. Magnus and Pam Work.
Leigh Proudfoot. I was one of two Australians recruited in 1968 to join the TEA program. Tony Troughear, who you have already contacted was the other. We arrived in Kampala in September of 1968. We spent 9 months at Makerere until July of 1969, along with 30 or so Britons. I requested and was sent to Meru School in Kenya, where I stayed from that time until early 1974. I was a civil engineering graduate from the University of Melbourne, class of 1967, and as a result I taught Math and Physics in Meru. I returned to Australia in 1974 and moved to the Northern Territory where I taught at the Area School in Tennant Creek. There I was to meet my wife to be, Jan, a Californian, and we later moved to Fresno, California where we married, and produced 4 children. I transferred careers to the construction industry at that time, and I became a construction cost estimator. We moved to San Diego in 1985, and have been here ever since. I would be happy to receive information about, or join your group. Thanks, Leigh Proudfoot
|Ed Schmidt, Robin Pingree, and Tony Troughear|
A new computer, purchased last December, and a high-speed internet
connection made it possible to seach UK white pages and find several
matches to names on the lists from the 1960s. Tony Beck took on the
task of writing to several of these people and Jonne Robinson
contacted others by phone. Some of those contacted were not the right
people, but some were, and a few of those knew of others. Jonne is
continuing to work on this effort.
Robin Pingree describes his chance meeting with Roger and Daniela Austin: Dear Ed, I met Roger Austin (Makerere 1962/63, I think, the year before me) on holiday (both of us) in Jordan just before Xmas 2004. If you don't have him on your list, I can supply address or prompt him to 'turn himself in'! The meeting was quite amusing. At a large round breakfast table in the posh Petra Palace Hotel (Jordan, Dec 94), various tourists were saying where they had been and what they had seen (like they do) until only a couple were left standing (I mean talking) :
Tourist: I've been all over N Africa
Roger (I didn't know his name at the time): Yes, I've been there.
Robin: I've seen that too.
Roger: Well I worked in Kenya.
Robin: So have I and have been all around Uganda.
Roger: So have I and know Kampala very well.
Robin: I went to the University there, Makerere.
Roger: So did I, TEA. (Pause whilst sizing up seniority, then an exchange of names)
Roger: What year were you there?
Robin (now on defensive): What year were you there?
Robin: Yes, I was there in 1963.
Roger: You mean we sat through all those lectures --Hardbottle/Creaser/Pooley/Lucas/etc and did all that course work and teaching practice and now we've got so old we don't even recognise each other.
Robin: Well perhaps we were not very significant then, or even now, though I did get a class 1 diploma
Sometime later it was obvious that Roger was 62/63 and I was 63/64 and our paths probably had not crossed.
Breakfast next day. Rosalind (my wife) and myself asked if we could sit next to Daniela and Roger who were having breakfast.
Roger replied : The World is divided into 2. Those that talk incessantly at breakfast and those who quietly contemplate.
Robin: Fine, we like a quiet breakfast too.
But nobody kept quiet though now there seemed to be more interest in how we had met our partners.
Tony Troughear, on the Australian TEA: Apparently Australia made provision for 5 people every year but never got that many. I understand the highest number in any one year was three. Hard to understand. The year I went we were only two. We were treated as British for administrative purposes, and our contract included a free train ride from Heathrow Airport, London, to the railway station nearest our home. When I pointed out that that might involve the trans-Siberian railway, I think they revised some of the documentation.