Lighting a path...

When I entered one of my 8th standard classes this week the students were poring over yellow cards that the teachers had handed out. I asked my co-teacher what they were and she told me that the students had received their result cards from September exams. “Are they happy?” I asked her. She gave me a smile that said neither yes nor no. “In this class 10 students have passed.” This is a class of 64 students. Confused, I asked “You mean passed their English exams?” This would make sense to me because this is one of the lowest classes; most of the students come from very rural areas and have received poor English training prior to entering Madhi High School. “No,” she replied “ten is the number of students who have passed all subjects.” I was floored. Here I am trying to teach English, and they aren’t even able to pass exams in Gujarati or Hindi, their native language. “These students have a difficult time learning” she added. I had suspected just that and now it was made evident.

I went on with class as usual but I couldn’t stop thinking about it; 10 out of 64! The common belief of the Indian teachers is that the students in C, D, and E classes are backwards and dull. To me that is unacceptable. These students are not dull, even though their test scores may tell a different story. If anything, these students are the victims of an education system gone bad; the cracks in the system have widened and more and more students are falling through them. I know my students are smart and capable; they just haven’t been given a chance.

The students must take the result cards home to show their parents, who must then sign the card in multiple areas so the school knows they are informed of their child’s progress. As the students handed them back to the co-teacher she scanned the cards to make sure all the signatures were there. On some of the cards there was no signature. Instead, there was a thumbprint; a sign of an illiterate parent. I was surprised at the number of thumbprints on the cards and I mentioned this to my co-teacher. “Many parents are farmers, they have no need to read, and therefore they cannot help with homework.” Again, I felt another blow.

This cycle of illiteracy has been spinning in some families for generations and it may continue to spin unless something is done to stop it. I have no illusions that in ten months I can overhaul the system, but I do know that I can make a difference, even if it is only one student at a time. What I hope is that I can slow the spinning down enough to give these students a chance to grasp something, to learn something that can pull them out of cycle and hopefully not only change their lives, but also the lives of their children.

On the wall of my room I have a small card with a quote by Buddha: “Thousands of candles can be lit from a single candle and the life of the candle will not be shortened. Happiness never decreases by being shared.” It reminds me of something my students in China told me; A teacher is like a candle; they burn themselves to give light to others.

I want to be their candle.