The Cambridge Cricket Clock
It looks like someone fixed a huge gold plate
to the wall, and put a monster on top who eats time
and makes the plate rotate. Instead of hands,
blue lights spin away the seconds, minutes, hours.
I'm a green, keen, fresh Fresher,
Alone in a crowd of kind strangers,
“If you need help, please don't suffer
in silence.” Stress is the ever-present danger.
Someone in South Africa once said to me
“I wish I could go to university.”
It may seem like hypocrisy
But too much opportunity
Makes choice a sort of tyranny.
The responsibility of liberty
is weighing on me heavily
fragmenting my energy
(Monday's awful regularity
Lectures' frightening intensity)
The deciding is so tiring,
and I sense that gradually
my enthusiasm’s expiring.
The juggling society teaches me
How to keep all the balls up in the air.
(After all, planning is all about spinning plates.)
Like cycling, you have to balance
to move and move to balance.
Don't even think about falling off.
My yoga guru advises me
that life is full of conflict
between people's expectations and obligations.
Well, if conflict is drama,
then all the world's a stage.
I'll play my part
with my head and not my heart
for I have promises to keep,
And miles to go before I sleep.
And miles to go before I sleep.
My father once told me
that managing time is like waging a war.
But I'm so tired of conflict.
I take my eye off the ball
And the plates smash on the floor.
I'm going to bed,
I don't care any more.
---------------
I was inspired to write this late last night after spending the evening with some English students, Joe Harper and Charlotte Kennedy. Their bad influence has evidently corrupted me. Joe lent me a book of poems called 'Staying Alive' (edited by Neil Astley) - 'real poems for unreal times' - which I would highly recommend to anyone. I'll immediately admit that most of the metaphors in this poem are stolen right out of various other ones from this book. But these same Englishists assured me that in poetry it isn't stealing, it's 'intertextuality'. So that's all right then. For the un-literary among you, if you don’t recognise the references, these are some poems you should read:
1) 'Tyranny of Choice' by Elizabeth Garrett (see below).
2) 'Stopping by Woods on a Snowy Evening' by Robert Frost
http://www.poemhunter.com/poem/stopping-by-woods-on-a-snowy-evening-2/
3) 'Machines' by Michael Donaghy.
http://www.loc.gov/poetry/180/114.html
4) Shakespeare - and if you didn't spot that one then you have a problem.
1) Elizabeth Garrett
Tyranny of Choice
Pick a card, any card
You’ll say. I love this trick –
The tease and tyranny of choice –
The dove’s tail tender
On your fine and hidden fingers,
And the thumb I’m under.
You know my Queen of Hearts
By the dog-ear on her top-left
Bottom-right corner;
By the voluptuous sad mouth
Which will not smile,
Whichever way you turn her.
The Adventures of Sally
Laugh, Live, Love, Learn, Lead
Monday, 25 October 2010
Wednesday, 22 September 2010
Dlinza Forest
[Note: I am now, in fact, back in the U.K. However, I will still be finishing my blog over the next week. Hopefully revisiting all my memories will give me and my audience a better sense of closure.]
Saturday 4th September, 2010
There is a faint rustle and a flash of movement at the edge of my vision. I freeze - a bird has just hopped onto a branch not two metres away. I am ten metres above the forest floor and I'm in the birds' realm now. As I stay still, more and more become visible. The one I fix my eyes on is a tiny fellow a metre on my right, with a bold black stripe across his plumage. He shows me his profile and then bounces away along a creeper, completely oblivious of the human impostor watching him go.
This is the Dlinza forest, which quietly dominates Eshowe, enveloping its Main Street in a green horseshoe. I'm standing on the forest's Aerial Boardwalk, a 125 metre walk through the forest's canopy. The Boardwalk is unquestionably one of Eshowe's main tourist attractions, but somehow I have lived here for three weeks without visiting.
To enter the Boardwalk it is first necessary to traverse the small gift shop, education centre and restaurant, and fend off an eager guide who wants to show you around the forest. At first, the wooden beams are laid out just one or two feet above the forest floor, weaving among the trees. Then the hillside rapidly drops away, but the Boardwalk continues, uncompromisingly horizontal, supported by a mighty wooden scaffolding.
This Boardwalk is a refreshing example of the positive impact humans can have on nature. I can appreciate this more now because I have seen the evidence of how little respect South Africans generally pay to their landscape. I have become resigned to the litter strewn beside the roads. At first I was surprised when Nosipho, one of my Learning Leaders, told me how much she resented the beautiful hills and picturesque round huts in which she has grown up. 'I hate this place,' she said, with quiet vehemence. But I should not have been surprised, this rural area for her representing her poverty and limited opportunity.
However, here in the Dlinza forest things are different. Nature is protected and respected here. The story goes that the Bishop of Eshowe during the 1950's would come to a certain clearing, sit on his favourite vine and write his sermons. Every couple of years the children of Eshowe still come to the 'Bishop's Seat' clearing to perform their nativity play. To a large extent, the humans have resisted any unnecessary tinkering with the forest. They have added a few bins and benches at strategic intervals; the paths and roads through the forest are unsurfaced but labelled with helpful arrows. Informative signs are attached at eye-level to different trees, giving the name of the tree in Zulu, Latin, English and Afrikaans, along with the characteristic features of its bark, branches, leaves and fruit, and for which birds, butterflies, monkeys and wild pigs it provides refuge and sustenance. These signs are liberally sprinkled with delightful and impenetrable adjectives such as 'scarp' and 'latex' and 'fluted'. A friendly, personal touch is given by the name of the sponsor at the end: 'Nico & Elsa' or 'Eshowe Primary School'. They enhance your educational experience of the forest by gently highlighting your ignorance.
It is odd how our sense of perspective shifts according to our environment. I often forgot I was ten metres above the ground - it felt so natural to be at canopy-level, and it was only when I looked right down a trunk that I was reminded of my elevated height. Similarly, while I was wandering along the floor trails, I'd be so absorbed by the ground-level activity that I would forget to look up and admire the canopy far above. Looking up from the floor or down from the Boardwalk both produced a sort of vertigo.
My perception also changed according to whether or not I was wielding my camera. While I was busy framing shots I could only appreciate the forest on an intellectual level. My brain only shut up when I strapped my camera back into its shoulder bag, climbed down from my head in the clouds and opened my senses.
There is something distinctive about the flavour of the light in a forest. Bright flashes of sun continually alternate with dark, green fluttering leaf-shadows. It is only when I emerged above the canopy on top of the twenty-metre tall tower at the end of the Boardwalk that the sun got a clear shot at me, and feeling its fierce heat I realised just how much protection the forest provides.
Next, I opened my ears. After so long listening only to my own thoughts, the contrast of the quiet forest was very pleasant. The background traffic noise was audible even here, but so muffled it became a peaceful bass rumble. The tenor, alto and soprano were provided by the hidden choir of birds. The noise is so beautiful I don't know why we ever block it out.
Relaxing even more, I descended another layer away from my talkative brain and reached the sense of touch. On the unkempt forest trail, trees could lean right across and brush their leaves against my skin. I was brought up short when my face met a spider web woven from one side of the path to the other. I got a shock at the top of that tower when I placed my hands on a thick branch next to me and could feel the whole thing swaying noticeably in the wind.
Of course, I was generally wary of caressing the bark because every single tree seemed to have its own column of ants marching up and down it. The visible animals in the forest are not the big African mammals which tourists have been taught to expect. This is the place of the birds and the insects. I am the only human here and I feel a deep sense of satisfaction when I switch roles with the wildlife and become the observer, while they are unaware of my presence.
But I can't finish this post without saying something about the trees. I think most of the attributes of the Dlinza forest apply equally to any forest in the U.K., apart from the trees. These South African trees are more gnarled and knobbly, more lumpy and bumpy, more hairy, and overall just much more colossal than any British trees. On some of the trees the bark looks like it is boiling. The bases have to be buttressed with swelling roots to support the huge trunks. I feel like I've wandered onto a 'Lord of the Rings' film set.
My favourite things, though, are the creepers. They're everywhere, twirling and looping between branches or winding around trunks. Up close you can see that they're made of thin strands of strong, yet flexible, wood which have somehow plaited themselves together. I can just imagine swinging on one and yelling my heart out like Tarzan.
After walking the Boardwalk and the 'Nkoko' forest trail, I sit for a long while in the 'Bishop's Seat' clearing. I draw the Mind Map for this blog post and then write a letter, benefiting from the silence and sense of creativity the Bishop also found here. As the sun starts going down I decide it's time to get home. Feeling half like an enlightened Buddhist monk and half like an intrepid explorer, I set off back towards the hotel.
Sunday, 12 September 2010
Brief update: I am still alive
Hello all,
First, I owe an apology to my audience for the complete lack of posts for the past week. Here is an overview of what I've been up to, and then you may see why I've not found the time to complete even one post:
Last Saturday - visit the Dlinza forest all afternoon.
Last Sunday - visit Jabu's church all morning (a four-hour service).
Monday afternoon - we get news that the strike has been suspended.
Tuesday - our first day back at school, although only the Learning Leaders are there.
Wednesday - about a quarter of the learners are back at school. Madly try and confirm permission to go ahead with the Friday 'showcase'.
Thursday - continued hectic planning for showcase.
Thursday night/Friday morning - stay up all night working. I know this was extremely foolish and in the end unproductive, but I don't regret it. I wanted the showcase to be perfect.
Friday - last day with the Learning Leaders! Showcase is a success despite lack of sleep.
Saturday - spend all day at the royal Zulu reed dance ceremony.
Today - pack everything and drive to Durban, where I am now back where I started, chilling with Logan, Rajes and Mahesh Govender.
I have been persuaded by the Govenders to extend my stay with them by an extra day, and rearrange my flight to Johannesburg to Tuesday. Although this cuts my time at the Melodi Music project to only three proper days, I think I actually do need the time to rest and recuperate, as well as plan my follow-up on the Learning Leaders course.
Sorry this post is not quite as carefully crafted as the others, but I thought it was more important to let you know that I haven't fallen off the surface of the earth.
First, I owe an apology to my audience for the complete lack of posts for the past week. Here is an overview of what I've been up to, and then you may see why I've not found the time to complete even one post:
Last Saturday - visit the Dlinza forest all afternoon.
Last Sunday - visit Jabu's church all morning (a four-hour service).
Monday afternoon - we get news that the strike has been suspended.
Tuesday - our first day back at school, although only the Learning Leaders are there.
Wednesday - about a quarter of the learners are back at school. Madly try and confirm permission to go ahead with the Friday 'showcase'.
Thursday - continued hectic planning for showcase.
Thursday night/Friday morning - stay up all night working. I know this was extremely foolish and in the end unproductive, but I don't regret it. I wanted the showcase to be perfect.
Friday - last day with the Learning Leaders! Showcase is a success despite lack of sleep.
Saturday - spend all day at the royal Zulu reed dance ceremony.
Today - pack everything and drive to Durban, where I am now back where I started, chilling with Logan, Rajes and Mahesh Govender.
I have been persuaded by the Govenders to extend my stay with them by an extra day, and rearrange my flight to Johannesburg to Tuesday. Although this cuts my time at the Melodi Music project to only three proper days, I think I actually do need the time to rest and recuperate, as well as plan my follow-up on the Learning Leaders course.
Sorry this post is not quite as carefully crafted as the others, but I thought it was more important to let you know that I haven't fallen off the surface of the earth.
Thursday, 2 September 2010
Sally Helena Seagull
"Why is it," Jonathan puzzled, "that the hardest thing in the world is to convince a bird that he is free, and that he can prove it for himself if he'd just spend a little time practising? Why should that be so hard?"
'Jonathan Livingston Seagull', by Richard Bach.
During my first three days at Mnyakanya school, I lent Jabu a book called 'Jonathan Livingston Seagull' by Richard Bach. It's less than one hundred pages long and she finished it within a day. She liked it very much.
A couple of days later, when we had been driven out of the school by the strike but I persisted in continuing my course, she said: 'You are like Jonathan Livingston Seagull. Nothing will stop you from learning.'
I was pleased by this comparison, but the truth is that a little logistical matter like a national ban on teaching and a rapid relocation were challenges I could deal with. What I consider to be a far more difficult issue involves my personal relationship with my Learning Leaders. The truth is that from the very beginning Jabu and I have done our utmost to ensure regular attendance and create a consistent and committed team, and we have largely failed. Yesterday, only three Leaders turned up. That night I rang every single one of my Learning Leaders and tried to discover whether they were dropping out completely, or just hadn't felt like it for the last few days. Through these efforts, today I had four students. I have tried everything I can think of to attract the students and I am out of ideas.
I have only just over a week left now before I leave and this knowledge is eating into my complacency like acid. I've begun to worry about the long-term sustainability of the project. The Learning Leaders have a heavy responsibility - to spread the Buzan gospel to the other seven hundred learners and twenty-four educators, and to gradually transform Mnyakanya into a Mentally Literate society. I cannot fairly or realistically ask three people to take on this huge project alone.
There is also the worry that the Learning Leaders' own understanding of the study skills remains imperfect. Or rather, they do grasp what I'm telling them, but maybe it's my fault if they don't see the full significance of these techniques. I can't inspire them to see the true beauty of a Mind Map.
After a time, Fletcher Gull dragged himself into the sky and faced a brand-new group of students, eager for their first lesson.
"To begin with," he said heavily, "you've got to understand that a seagull is an unlimited idea of freedom, an image of the Great Gull, and your whole body, from wingtip to wingtip, is nothing more than your thought itself."
The young gulls looked at him quizzically. Come on, they thought, this doesn't sound like a rule for a loop.
How to explain the intricacies of making a Mind Map? At its best a Mind Map allows you to capture a thought as it shoots past, to distil it in a moment into a Key Word or Image and place it in its proper context on the page. Your thoughts flow freely from your brain, down your arm and onto the paper. Soon an order and a clarity emerge from the chaos. As each new idea slots easily into a group, or attaches to a branch, your understanding deepens and your excitement builds. Look - that fact over here actually links to that one over there! Quick, draw an arrow. The connections become more and more obvious until the spark of creativity illuminates the page and the Mind Map becomes a three-dimensional, infinite web of knowledge.
Fletcher sighed and started over. "Hm. Ah... very well," he said, and eyed them critically. "Let's begin with Level Flight."
... And though he tried to look properly severe for his students, Fletcher Seagull suddenly saw them all as they really were, just for a moment, and he more than liked, he loved what it was he saw.
The novelty of the strike has now completely worn off. Recently, wistful imaginings have plagued me. It would be nice to spend a week in a functioning, busy, noisy school. To go out in the playground at break-times and meet hundreds of pupils. And best of all I would have some authority and routine to support my course. Attendance would be automatic, instead of relying on my Leaders' self-discipline.
But on the other hand, there are advantages to my current situation. At least I know that the ones who do turn up are genuinely interested. And I'm not interrupting their normal lessons, because the unions have done that for me. Instead, for those who want it, I'm providing education during this otherwise wasted month.
As Dave the guitarist put it, 'you do the best you can with what you've got, where you are.' And with practice and patience, we can all learn to fly.
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