A Different Lifestyle

I am staying with four young (18-19 year olds) German girls in a large flat in a nice neighborhood in Windhoek, Namibia. They are here in Namibia teaching at a unique school setting in an informal settlement in the north of town, Katutura. I asked if I could come to school one day this week. Mike had said Tuesday or Friday mornings were free. After telling the girls my options, they immediately responded with, "You can teach Bible tomorrow.  We do not have a Bible teacher tomorrow.  They are learning Cain and Abel." I said sure. Later in the evening I told Mike I was going to school with the girls. He said he wanted to come along as well.

Tuesday morning, we began driving in the area of town that has highway, stoplights, multistory buildings, private cars and taxis. The buildings change to one story block homes. Then the road turns to gravel and potholes and the informal settlement is complete with car mechanics, beauty shops, bars, post office, bank, and houses all constructed from tin. As Mike mentioned, one never has to leave the more well to do area or the informal settlement.

The school at Family of Hope Services (FHS) is constructed with four small shipping containers and cinder blocks central section. The space is divided into three classrooms, a library, and space for a counselor. Behind the school is a playground and bathrooms. Beside the school building is a block building where porridge snack and a lunch are prepared and given to the children. Each classroom has a chalkboard and desks or tables with plastic chairs.

As aforementioned, this is a special school. Those in attendance do not speak or understand enough English to enter or be integrated into formal school. Formal school is taught in English. The school is organized into three grades/levels of English. The children attend for three terms or one year in the hopes of being integrated into formal school the following year. The are taught English, Math, the local language, Bible two days a week, Art one day, PE one day. School is from 7:30 ish to 12:30ish.

On to the lesson for the day. We thankfully began with Level 3, the children who spoke the most English. Mike set the story up reviewing who Adam and Eve were and that Cain and Abel were their sons. My turn came to tell the story about Cain and Abel. I began writing the names on the chalk board. We then tried to explain they were brothers. They got this concept as they were able to name their brothers. Teaching them what a farmer of plants and a shepherd was became more of a challenge. We drew corn and a sheep. They had never seen sheep before. I quickly realized I needed to use very simple words. I talked about bringing a gift to God. Cain gave with a sad heart; Abel gave with a happy heart. God was mad about Cain's sad heart. Cain became mad at Abel and killed him. Because of Cain being bad (his name was moved from green to red on the discipline chart in the classroom), he was punished. He could no longer grow plants well. The take home messages are to give to God with a happy heart. Also, obey God like your teachers so you do not get into trouble.

After telling the story with the hand drawn pictures and happy, sad, and mad faces drawn and made by children, we had an intermission of singing songs. The children love to sing. Songs with motions and rhythm were the highlight for us and them. Upon returning to their seats, we acted out Cain and Abel. I am not sure how much of the story they understood, but they do understand having their name moved down from green to orange to red. Mike and I kept with the same lesson plan for the other two classes switching up who did which part.

We were also there for break time on the playground. The children know how to make the most of the equipment. I respect the German girls for being able to teach these children day in and day out. Before leaving, we spoke with a director I think. She was also saying it is challenging as many of the children come from unstable homes. She was sharing the motivation for keeping the school running year after year. Several children who began in grade 1 have enrolled into university.

Needless to say, this as well as other experiences in poor areas makes one wonder how best to help them. The people living there do not know any different. Some even given the option to change or move to a "better" house prefer to remain in what they know and is comfortable for them.  How do you educate about hygiene or health or boiling water, cooking safely, eating enough protein, vitamins, and minerals? How do you ensure the children learn English or the trade language, basic math, and a trade if they do not even have basic needs met? One must live within or near enough to be a part of the community to know the individual needs of the community. One, however, will always be an outsider to some extent.

It takes time to show and prove to them that it is good and necessary to make these changes. They have to see it physically. Many people have different ideas about what needs to be done and how to do it. I certainly do not have to right answers, but I have thoughts and desires to help in a productive manner somehow.