A touch of flu-like unpleasantness has availed itself of my respiratory system over the past few days. On 9/21/06 my sinuses feel stuffed upon waking, their unstuffing leaving behind a viscous green and red expectorant that reminds me, oddly enough, of Christmas. The idea enters into my head of a canvass covered with ‘Christmas blobs’, some flat oil paint, some laquered, textured protrusions. After a quick shower I leave the apartment, in Chapinero, for work at the school, in Suba, at 6:15 AM. I’ve got a 7:30 AM class to observe and I don’t want to be late. I walk the 5 blocks to the nearest TransMilenio (see TransMilenio Post) stop where I grab the next bus going my direction.
I arrive at St. George’s slightly light-headed. Class room 1-A, under the guidance of Ms. Luz de Ferreira, has just gotten underway. I place myself in a tiny wooden chair in the corner and, prompted by the bright morning sun, begin to remove my Goodwill corduroy jacket and roll up my shirt-sleeves. Ms. Luz, in a well-planned ambush, encourages her students to ask me whatever questions they might have. These range from endless repetitions of ‘What is your favorite food/animal/pet/?’ to statements of ‘You are tall.’ which, even at 5’ 9”, I am, comparatively. The culmination—cut across by oblique yellow rays—both baking my head and blinding me—is reached when that sly Ms. Luz begins to encourage a wider class participation, at which point I am bum-rushed by a hoard of anxious 6-7 year-olds’ proffering the relatively tame ‘Mr. GreenHead Project’ (a transparent plastic cup of budding reeds), to ‘Mr. Largartija Muerta’ ((Mr. Dead Lizard), the well-shrivelled, black/grey/brown remains of a little anole in a cheap transparent container with a light green lid.) ‘He is an example of what used to be a living thing,’ says Ms. Luz, reminding them of the previous week’s lesson. It is all quite educational.
The day tends to improve. Maya shows up at 8:15 or so, outside the Pre-Kinder lounge, where we huddle, figure out who’s supposed to go where, and inhabit desultory poses, awaiting our students. Our students are the professoras, whose students our schedules revolve around. When our schedules collide, it’s difficult for a gringo such as myself to be all that strict about things. It all depends on the student. Some want to get straight down to business, rushing through the exercises as though through sheer quantity they hope to achieve results more rapidly; and others much more intent on building a human relationship as the foundation of knowledge; the rest a blend: all talented, all discoursing on talents’ variety. There is a true dedication to the students at St. Jorge, of that there is no doubt.
At nine comes recess time, or what Maya and I (or least I) have dubbed the arepa and empanada ~half-hour, where rushing-around teachers are greeted between sips of café con leche, or aromatica. Maya might relate to me the latest gossip of the child in grade transicion, who had reported evil ants in his head, demanding from him his demented behavior; or she might report the latest rumor of an outbreak of highly contagious hepatitis. At times I serve the roll of rumorer, divulging who’s ‘English was really top notch despite their accent,’ or ‘who had a natural grasp of the grammar, but too much attitude and self-importance to participate properly.’ The rest of the day unfolds according to the previous: chatting, drilling, questioning, relating, as far is convenient.We hardly ever spend a day without looking out over the children at recess time, delighted and mystified by their energy and exuberance. ‘They are privileged children, living in a privileged place,’ Ms. Luz once explained to me calmly in the hemeroteca (periodical room) as we engaged in an informal yet immensely informative class. At recess the schoolyard is filled with screams and running, endless screaming and running, the sound of a boundless human energy. The default movement is a short sprint, followed by a guiless staring-around, and another sprint off in another direction.