“Preparing English classes for next week Marcos.”
“Can I help Seño?” his high pitched voice now in my ear as he pulled on my shirt.
“I don’t think so Marcos. Not today anyway. Thanks for asking.”
Marcos always wanted to help, or hug, or kiss you or climb you as if you were a tree. Actually all the kindergarten students did, all four of them, and a few of the first graders too. Maybe it was because at five, being at a residential school, miles away from their parents, and any type of civilization for the matter, from early Monday morning till late Friday afternoon resulted a bit difficult for them to wrap their brains around. Frankly, it was hard for me and I am 32, not five.
By now Marcos had plopped himself down in the chair next to me, and I knew that there was no way I was getting rid of him till the dinner bell rang at 9:00 that night. I handed him a notebook and a pencil from my bag, and asked him if he wanted to practice his letters we had been working on in class, “Yuupeee!” he shouted grabbing the little green notebook and pencil from my hand.
“What should I draw Seño?” he looked up at me with his big brown eyes, a smile from ear to ear, dirt smudged across the bottom of his chin from an early outdoor game with the other kids. Sweet, sweet, sweet were the words that came to mind and yet I knew Marcos. He could be as sweet as sugar one minute and the incarnation of the devil himself the next. That was part of his charm.
I picked up the book and flipped to the last page written on, “What letter did you write here Marcos?” I asked pointing at the picture of the seal and the letter F.
“Foca, Foca. Fff, Fff, Fff” he chanted in a sing song voice.
“That’s right. The Fff from Foca. So what comes after Fff?”
Marcos jumped down from the chair, pushed his stained shirt sleeves back up over his hands and skipped across the hall to the primary classroom to look at the ABC chart I had pasted to his desk earlier that week. In seconds he was back, panting, “Gato seño. Es un gato, gato, Ggg, Ggg, Ggg.”
“That’s right Marcos. It’s the Gggg of Gato. So, go ahead and draw a picture of gato and then you can write the G.” But I didn’t really have to tell Marcos to draw the cat; he was way ahead of me, head down over his very own notebook.
For the last four weeks, since starting at the residential rural school in the province of Pichi Leufu, Argentina, I have had my eyes opened, not just by Marcos, but by every single one of the 30 students at Escuela 231 de Pichi Leufu.
Situated 65 kilometers from the town of Bariloche, down a bumpy, curvy, hilly, dirt road that becomes impassable in the winter months; the students of public school 231 travel distances and routes to get to school I had only heard about in stories from my grandparents or in rerun episodes of “Little House on the Prairie.” Aldana and her sister Fiorela walk an hour and a half every Monday (and back again on Friday) to meet the bus that picks them up at the “main” dirt road near their house. Niko drags five-year old Luciano down the dirt trails from his house in the mountains above the school, only 45 minutes on Mondays but the return on Friday back up the hill is more like two hours, that is if Luciano isn’t too tired. Rocio Belén travels three hours on horse back from her far flung house in the mountains to the only driveable road in the area, where she is then picked up by a bus and driven another hour to their haven of a school, the only place with electricity in miles around.
Here in this windy, unforgiving climate, there is no internet and no cell service. There isn’t even phone service and twice daily, families gather around the radio, at 8 am and 6 pm, to listen to the “socials”, radio broadcasts on the local public radio station, where they hear not only the local and national news but also any news from family and friends attempting to communicate they way you or I would use the phone or an email, “Maria Hernandez of Pilka would like to inform her sister that their mother is gravely ill. Please come home when you can.” “Sandro Coña of Comallo: please report to your brother in law’s stables tomorrow at 10 am for work.” “Damián Escudo would like to inform Sergio Valdez that Maria has begun her labor.” And on and on . . . Everyone’s personal business broadcasted on the local air waves . . . their only mode of communication between their far flung houses in the middle of no where.
Here, on my breaks between the regular academic classes from 8 to 1 and my English and Computer classes in the afternoon, I would head out of the school on my daily run and see no one, not a house, not a car for the entire hour and a half, just mountains, rocks, the river and the road, stretching out for miles in both directions. At times, I would come across a cow or two, a flock of geese, a herd of sheep or possibly someone on horseback, but even that was rare.
Here, in Damian´s 6th and 7th grade combination class, the six students, boys and girls alike would fight for whose turn it was to share a song with the class. Not a shred of the typical adolescent embarrassment evident as their sweet voices filled the room with music, their classmates accompanying them on the drums or the tambourine.
Here, in the kindergarten to 2nd grade classroom, the kindergartners would sit up just a little bit taller in their seats as I walked I after recess, handing them their green ABC notebooks, “Is it time to work with you Seño?” they would ask, their voices a miniature version of their older siblings, cousins and aunts and uncles in the school.
Here, in the continuing education adult classes that 3rd through 5th grade teacher Andrea taught in the afternoons, we hiked to houses with large holes in their tin roofs from the last big hail storm. No plumbing, no electricity, but a never-ending supply of mate to offer to their Seño and her visiting teacher friend from the United States. Their hospitality was palpable as we passed the hot, bitter drink around the circle, and they thanked us profusely for traversing the roads to come and help them learn.
Here, at the river a ten minute walk from the school, on a Thursday afternoon, the last hot summer day before the winter set in, 30 kids splashed in the water. Not more than half of them in actual bathing suits, their shorts or underwear soaked, their lips blue in the setting sun. They ran and dove and laughed and played and begged me to show them how I swam till I got in and froze my butt off too.
Here at the rural Olympic Games in the 300 inhabitant town of Comallo, we snuggled into our mattresses at night, two groups of students and teachers from two rural schools, asleep together on the floor of a gymnasium, preparing to play each other in Soccer, Chess and the 100 yard dash. We would win few medals the following day, but regardless of how much or little we won, the kids would give it their all, play their hardest, be the best sports they knew how to be.
I went to Pichi Leufu to help. To give the 30 students and 3 teachers some of what I had to offer. My expertise. My good will or something like that. And I am sure I did help. Every little bit helps in this world. But, now as I look back on the experience, I realize it wasn’t really me helping them. Because, what I got back in return was way more than I could have ever given them in 45 minute English or Computer classes, in daily reading or writing lessons.
It was them that taught me something about learning. In the dining room waiting for a small voice to bless our food or in the dorm rooms at night, tucking them in with a bedtime story, or on the recess yard, watching kids from aged 5 to 13 playing soccer together . . . it was not me who taught them, it was them who taught me. About love, about life and hardship and tenacity and togetherness.
Last Thursday after dinner, as I said my good byes in the dining hall, tears dangerously close to the edge of my eyes, one of the “tougher” 6th grade boys, Erik, raised his hand, “Seño?” he questioned, and I nodded for him to go one wondering what profane word he would ask me to translate into English. “Seño,” he said again, his voice almost a whisper, all eyes in the room on him, necks straining to see him as he spoke. “How do you say, ´Please don’t leave us?´ in English Seño?”
I shook my head, unable to respond, a small, sad smile on my face. I walked over to his table where all the 6th and 7th grade boys sat, and as the whole cafeteria erupted into applause, I reached down and hugged Erik, tears running down my cheeks, “Gracias Erik. Gracias, alumnos de 231. I´ll miss you too.”