יום רביעי, 1 באפריל 2020

Fifth Chapter: the participants through the course



Fifth Chapter: the participants through the course




First hour of the course
Felisa gives the "keys" exercise that accompanied us throughout the course. Participants are still hesitanting…




And then the real work begins - we got a group of educators that every teacher dreams of getting ... collaborators, really want to learn and with a sense of humor and joy of life that this island allows everyone who lives in it.


On the way to visit Guillerme's school in the jungle



Every morning we taught the students a word in Hebrew

The party:



Also in the party the participants use the Keys exercise



Two years later we were invited to give the course in Angola. (going to translate that journey as well).

Felisa and I yearn to visit Sao Tome again, to see what happened since our course, but the Foreign Ministry in Israel could not find the money to send us again. Helas!

Fourth Chapter: The educational institutions on the island



Fourth Chapter: The educational institutions on the island

Writing this chapter is the most difficult for me. How do I describe the island's education system without doing any harm to the great efforts of educated and motivated educators there? I am not an anthropologist and so I will endeavor to describe things here as I have seen. I will be forgiven for anything about the "salad" I make in my description of the island's education system, between the cognitive and the emotional. Anyone who visits this island and Africa in general knows that any attempt to separate these parts should sound and look artificial. How do I not do injustice when I add pictures of toddlers in the kindergarten queue for toilets and wash hands in running water, while the high school, which has 5,400 students, doesn't even have one toilet? 

Kindergartens: an island of beauty

Felisa discovered preschool almost randomly. One of the participants in the course is the preschool's supervisor. Felisa asked her to visit the kindergartens (an area of particular interest to her), and Berta, the supervisor, happily agreed. Felica returned from the visit beaming happy: "Kindergartens are an 'island' in this island ...". The only place where foreign and local money is invested is in early childhood education. International organizations such as UNESCO, the World Bank and others have joined forces to make kindergartens a real gem. Hundreds of children arrive every morning to the complex with several pastel pink buildings, the children dressed in pink aprons, sitting in clean rooms, and having a fascinating agenda and educator.


Elementary school (also has TV)
On the third day of study, we visit with the participants a primary school in a small village called Agua e zé, on the occasion of the opening of a new wing - a donation from a Dutch donor.


Arriving at the ceremony, held in the school yard, we meet little children dressed in a light blue school uniform, standing in exemplary order beside a tall, thick tree. To our surprise, there are many other children who are not wearing a uniform. It turns out that quite a few children do not attend school, although there is a compulsory education law until sixth grade (!).

School students and guests have been waiting a long time for the arrival of the Minister of Health (since the Minister of Education is not currently on the island). The man is late (as usual here). The sun is beating down on the heads of the tender children, and is beginning to trouble them. The children begin to move uneasily. Teachers release them for a few minutes of disintegration and drinking. When the minister's car is visible from afar, everyone is again in exemplary order. The ceremony is all aimed at the presidency table, where the minister, the Dutch donor and the administrators of the education system sit. The children sing the long hymn in full (everyone knows the words by heart), and perform in dance and a short drama. Local television (a boy and a girl are both the technical man and the interviewer!) Hide the presidency as they tuck in the speakers' mouths to the huge microphone that sometimes hides the interviewer's face ... but everything is done in a notable order. We are excited, and faces of all the audience are serious.
Three times a day, for a week, local television will broadcast the school's new wing opening ceremony (the same news!).


Some humor from our participants



Elementary School: Third shift on the coffee mountain

The next day, while hiking the fascinating corners of the island, we head to a small town called Monte Café. It is dusk time. At the top of the mountain is a building with the sign "elementary school".
There is almost complete darkness inside the building. The principal says there is a glitch ... (I think there is no electricity there ...), and proudly leads us to the classrooms, where children attend a third shift. Soft and sweet kids, without a uniform, sit in a dark room almost completely, learning Mathematics and Portuguese.
Exemplary silence prevails in the classrooms, and the teachers, who surprise us with their class, are happy to come, take pictures of us willingly, and are proud in what they have to show.






Fourth grades: The school in the deep jungle
A young principal who attends our course, and is in the first year of his job, volunteers to host us at his elementary school with two grades – the fourth and the fifth grades. The new school building is in the deep jungle, a 15-minute drive from Sao Tome's capital.
We walk along a narrow path. On either side of the building are barracks, and at the end of it is a surprise of the school building, whose walls are painted yellow - striking in its beauty and cleanliness.


A tour in the classroom teaches us that you can do otherwise ...
The school has toilets with running water. Children learn French and dance lessons. The teacher's room has neat classroom diaries, but very few pedagogical materials to help the teacher. There is no library in the school.


Gentle Guillerme with us

Guillerme, the principal, argues that one of his difficult problems is the level of teachers, most of whom lack pedagogical training. But we are impressed that teachers are motivated and Guillerme's leadership is also undeniable from this brief visit.

We are again impressed with the habits of discipline. I go into one of the classrooms and have a conversation with the kids. Many tell me they walk about an hour and a half to get to school (!!!).

Everyone wants to be photographed, and a cute boy, who sees the digital camera in my hand, where you can see the product of the image before and after, asks me to take a photos. I tend to heed his request and already prepare the camera to pass it on, but then all the kids start screaming: "I want too, I want too" ..... And with great sadness I tell them it's just impossible and suggest that I take a photo of them and they will all be photographed.


Our participants are still working ...(we gave them missions in every school we visit)




High School: Students make a difference
The only high school in town is very big, and is very close to the hotel. On the second day of our stay on the island, even before we meet with the students, we decide to "sneak" into the school and see it from the inside when it is out of activity.
An official guard sitting on a chair at the door of the school and with tired look allows us to step inside without asking unnecessary questions.

It's hard to describe in words what we saw inside:
A painfully neglected school. Classrooms are equipped with chairs and tables that are interconnected. Walls are completely exposed. There is no single picture on any wall. 

5400 pupils are supposed to be accommodating the school, and it seems to us that there is not one restroom in this institution at all, otherwise how can we explain the stench coming from the neglected sports hall?
On a visit we made to this school after about 10 days, the principal (who was one of our course participants) told us that there are indeed no restrooms, as these were closed due to student vandalism. To our question - and yet where do the students meet their needs? The principal answered with a shrug ... of "I don't know," adding that sometimes, when a student urgently needs the bathroom, she allows her to enter her private bathroom, which is next to the principal's room (even there, make no mistake, there is no tap water ... ).
The secretarial room, whose windows were open, is a large room whose walls are exposed, on an old iron chest stand the cardboard cases, and on the secretary's desk is a mechanical typewriter. During our second visit to the school, we found out that she does serve as the secretary in her day-to-day work.
In the afternoon of the following day, a normal school day, as we strolled by the school, we discovered the solution the smart students found for their problems:
If there is no toilet in the school and there is no running water in their homes, what makes more sense than removing the school clothes at the end of the school day and jumping into the ocean for bathing and personal cleaning?
Students, in droves, jump from a few feet into the sea, paddle in the water, laugh and laugh, and come home clean and calm. (Good idea, isn't it?)
The high school principal invited us for an afternoon visit on the last day of study. We come to the same institution that secretly crept in when it wasn't inhabited by humans, and now everything seems different to us:


The classrooms, (whose walls are left exposed), are filled with children dressed in uniform, all leaning on the tables and busy with a math exam solution.
All 5,400 students are being tested at the same time (!)




We walk through the rooms whose doors say "Laboratory of Physics" "Laboratory of ..." The principal regretfully tells us that the labs are all closed due to budget problems.
As the bell rings and the children leave the classrooms, the school yard is filled with the bustle of children and street vendors selling their wares inside (because the school principal allows them to enter, into an indoor lobby, when heavy rainfall rains).
This visit is fascinating learning for us. What does an abandoned school look like from its regular residents and what goes through your mind when you visit it, versus what it looks like when it's staffed by humans (mostly children) and how everything just looks different.
Even the lack of toilets doesn't look so bad...

Sao Tome - chapter three


Third Chapter: The Big Woman from the Island



The journey in Africa deepens and reveals unexpected layers: meeting with the most admired woman in the state of Sao Tome and Principe, the national poet of the island, who finds that Jewish blood is flowing in her veins, leading me to two tombs of Jews in the "Crocodile Island", and to the distant history, to the story of the Jews forced, under the pressure of the Inquisition in Portugal, to be baptized into Christianity.

The meeting with the island's great poet, Alda Espirito Santo, was held at the Writers' Association she runs, not far from our hotel, in a beautiful little Portuguese building overlooking the Pacific Coast.
A young man greeted us and directed us into a modestly furnished room: one fairly large table with unstressed chairs around it, several other small tables scattered around the room, very simple bookshelves with a fair amount of books. We dare and open the windows to allow easier breathing, as the days here are very hot and humid.

After a few minutes, a striking, 70-year-old woman came into the room with her gray-and-white hair pulled back, a huge smile drawn to her lips, and her gaze filled with joy and wisdom. A warm wind blows from it. The external appearance does not interest her. Alda Espirito Santo sits down at her table and we start talking.



She knows we are from Israel, and before starting a conversation, she tells us very confidently, as she instructs her arm: "Jewish blood is flowing in my veins". We look at her amazed and wait for an explanation. Alda tells us briefly that in the 15th century when the Portuguese discovered the island and called it "Crocodile Island" (to teach you that it was dangerous to tread on the island's land ...), the Portuguese king Joao II sent about 2,000 Jewish children to the island to baptize them to Christians. After the hardships they passed through this wild place, there were probably left about 600 children alive, and the blood of these Jews mixed with the blood of the locals, Africans brought as slaves mainly from Angola and Mozambique, to serve the Portuguese gentlemen who ruled the island.


Alda tells us that a few years ago; a conference was held on the island of Sao Tome to which several Israeli researchers arrived. They found that in the Christian cemetery, near the fence, two Moroccan Jews who arrived at the island in the late 19th century were buried and lived here. She recommends us to visit their grave.
These things are very exciting and we decide that this is exactly what we will do tomorrow, drive to the cemetery and look for the grave of these two Jews.
Before we left, Alda instructed the young man who welcomed us to give us the materials about the conference she told us about - written material and some photographs. She also gave me a poet book by a local poet.
Alda gets up from the chair (hardly enough because of her age and weight) and escorts us out. From this beautiful home balcony, she waves a hand to us, and a huge smile falls on her face.
Felisa and I walk towards the hotel. The Atlantic Ocean is on our left, a few feet from the sidewalk on which we walk. It is dusk and this primary beauty always accompanies us. We are both excited and thrilled by the encounter with this great woman who radiates tremendous power. It is clear to us that we have only learned the edge of the story that lies behind her colorful personality.

Only after returning to Israel did we learn fascinating details about her: Alda was born in 1926 in Sao Tome, studied in Portugal and had to quit her studies for political and economic reasons.
Her mother, who was a freedom fighter, sat in the Portuguese prison on the island for her political activities. The old prison is now the island's national museum. The mother's picture is on the wall in a special room in the museum, and either side is pictures of tortured slaves. This is a flaw in the history of the Portuguese that remains here and cannot be removed. 

We learned that Alda was very connected to local politics: she served as Minister of Education and Culture from 1975-1978. Minister of Communications and Culture from 1978-1980, and from 1980-1991 she was the first Speaker of Parliament and enacted the Election Law (Sao Tome and Principe got their independence In 1975 after the colonial war ended, and Portugal old Empire became a state within the European Commonwealth).
Alda Espirito Santo wrote the anthem of Sao Tome and Principe, A long anthem that every little boy can sing by heart.
Today, Alda serves as general secretary of the Writers and Poets Association of Sao Tome and Principe, and in her work, she is involved in all social-cultural activities on the island.
The next afternoon we ask the driver to take us to the cemetery. The place is on a hill overlooking the city and the Atlantic Ocean. We search the cemetery office and find a man there willing to accompany us "on this" quest for the Jewish graves. At the end of the cemetery, near the fence, he instructs us with his hand on two tombs, adjacent to each other, covered with lush vegetation.

Together with this nice man, we capture the weeds, and thus we are exposed to two tombstones with a Hebrew inscription: "Here lies Abraham Cohen and here lies Abraham Gabay ...." Indeed it is very exciting.

A few days ago I spoke with Inacio Steinhardt, a Portuguese Jew living in Israel for many years, a journalist and scientist, who is the head of the Israel-Portugal Friendship Association. I told him about the encounter with the island's great poet, and her words that Jewish blood was flowing through her veins. Inacio wondered at the meaning of this statement. He knew the story of the lost children, saying that the most faithful source of what was known about these children was found in the book "Os Baptisados em Pé" ("Baptized in Standing"), by the late Elias Lippiner. Lippiner's son lives in Israel and I should try to talk to him since he has some copies of the book in his hands.

In a phone conversation I had with Gadi, Elias Lippiner's son, it became clear to me that his father was one of the two people who attended the conference about which the Alda told me. When Elias, his father, was about 80, he went to the conference. On the occasion of the trip, He was debating whether to get all the vaccines needed to get there, Gadi told me. When we were about to meet, I told him that I had a booklet given to me by the poet Alda, containing a photograph of an old man kneeling before a grave. Gadi said that when he will see the photo he will know if it was indeed his father because he remembered exactly what clothes he had traveled to this unknown island.
Elias Lippiner emigrated from Europe to Brazil and from there to Israel. He was a lawyer by profession and motivated to investigate the issue of Portuguese Jews who were scattered around the world. Among his many studies (he wrote 24 books!), He also dealt with the story of these 2,000 children who came to Sao Tome Island.

This book, which was the last he wrote, Elias was not alive to see it published. He had died shortly before. This book is a kind of protest, and Lipiner fights with his last powers to get it published.
The title itself contains the protest: "Baptized in Standing" (Baptisados ​​em Pé), the title of the book, was a nickname for the Jews who were baptized into Christianity as adults, and not as infants, as was the practice of Christianity, and were thus ridiculed by the Inquisition. Lipiner insisted that on the cover of the book there will be a picture of Jesus' baptism, suggesting that Jesus was also baptized in standing.


At a meeting in the garden of Gadi Lipiner's home in Jerusalem, with a clear mountain air blowing around the table, we try to compare a colorful picture of his father with the blurry picture in a booklet given to me by Alda Espirito Santo in Sao Tome. Gadi is very excited. He claims that the photographic position, in which the man kneels at the Jewish graves, is not typical of his father, but everything else is remarkably similar, and although the picture in the photograph I brought with me is quite blurry, we almost "decide" that this is probably his father's photo.


Lipiner searched and found written evidence of the two thousand children who arrived in Sao Tome and collected his research in a special chapter in the book "Baptized in Standing": a Portuguese Jewish writer who was exiled to 15th-century Italy, whose name is Osak describes the monstrous cruelty of King Joao II who wanted to expand the Portuguese Empire and add more colonies to it. At that time, the Portuguese discovered the deserted island of Sao Tome, an island inhabited by many prey animals. No natives were found at the site, and there 2,000 Jewish children were forcibly sent to make them Christians. There is evidence that speaks of 5,000 children, others about 900, and the exact number cannot be known.

"The dreadful hour has come," said one of the found written testimonies, "in which small children were brutally taken from their mothers' arms, and holding on to their children to prevent them from being cut off. Little children under the age of 10 screamed reaching the heart of the sky, screams of farewell from parents being so innocent and young".
"Finally, these innocent children came to this deserted place, Sao Tome, thrown out of the sea and left them there. There were big lizards that swallowed everything. If not into the munching of these animals they swallowed, most children died of starvation."
In another testimony from that time, it was stated that the Portuguese king, Don Joao II was punished for his brutal act and his only son, Alfonso, died when he fell off a horse leaving his father without a son. When he was on his deathbed, delirious, his cry was heard: "Take these children from here".
In addition to this group of Jewish children, who, as mentioned, most of them did not survive, slaves were brought to the island from other parts of the African continent, such as Angola and Mozambique. The blood of the Jewish children, who also served as slaves, mingled with the years in the blood of Africans.

Other interesting evidence indicates Jewish customs that have been preserved in certain families on the island to this day. Jewish surnames were also preserved. Very interesting evidence tells of Lupo de Leao, who was imprisoned in a prison in Lisbon and begged the Inquisitors, in 1581, to send him to the island of Sao Tome. He thought he could be released from the pressure of the Holy Ministry, the Inquisition Court in those years in Lisbon
(Note: All of the above is my free translation from Portuguese, from the extensive collection of testimonials Elias Lipiner collected in his book - m.r)
We will not expand the cruel processes taken by the Inquisition in Spain and Portugal (until the end of the 18th century!), as this is the historian's business.
In Portugal, many Jews remained who converted and became what is known as "New Christians." In the city of Belmonte, Portugal, you can still find descendants of them. In recent years, quite a few of these families have returned to Judaism, but we are still witnessing interesting phenomena in families where there is one son who is a Catholic priest and another son who became a Jew again. Many studies have been conducted on this topic, and those interested are invited to take a look at the history books and the city's internet site.

Where does the writing of this journal lead me? It seems to me that preoccupation with other Jews is not random. In recent years, I have been researching Jose Saramago's books and learned a lot about Portugal and the Portuguese. I live in the sense of a person who is in an inner journey, to his/her roots, to his/her former incarnations (if anyone desires to believe it).
I was sent to give a course to supervisors and administrators in Sao Tome's education system and here I find myself on this unknown island leaning on the grave of two Jews and weeding the weeds to read the inscription - in Hebrew and Portuguese - on the tombstone.
The wonderful ways of every journey...

Second Chapter - On the Beach

Second Chapter - On the Beach




By the sea, everything is colorful. Young men engage in fishing, sailing in rickety wooden boats as in old movie films, young women dressed in colorful clothes, their babies tied on their backs, and on their heads baskets full of fruit, walking like dancers, while smiling to everyone. Is everyone so happy here? Here is my personal Journal in this wild Africa.


The government of Sao Tome and Principe gave us a car with an adjoining driver - a luxury in this island, and Felisa and I decide to take every spare moment and visit every possible corner. Our driver is a young guy who answers all our questions with a broad and optimistic smile. Listening to him, one might think that we are in a European city that invites us to incredible culture and nightlife.

On the beach named Brazil, everything is colorful. Young men engage in fishing, sailing in rickety wooden boats, much of which can be seen in old movies of the early cinema era. Young women, dressed in colorful clothes, with their backs tied to a baby and with their heads loaded with baskets of fruit. All of them walk in dance movements smiling in every direction, with happy faces and laughing eyes. Children in torn or naked clothes happily photographed, exposing their intimate organs with great pride.


Is everyone so happy here? And why Emerilio did tell us that a teacher's salary (a respectable profession!!) is about $ 30 a month, which allows "to die and not to live"...

The hotel owner, a German-born man who has lived in Africa for 40 years, looks at us ironically when we ask where the theater or cinema on the island is: "Your innocence... There is neither a movie hall nor a theater ..."
"So how do people spend their leisure time?" We ask - "make children," the man answers us. Each family has between 15-20 children.
A little house on a tree

While this is true, this unknown island does not have a closed theater, where well-dressed people sit and clap politely when the lights go out. But there is a "street theater" here: it is enough to travel along the seaside or walk around the open market on the main street of the city and meet the people living here, and you have a wonderful spectacle, a spectacle open for every person's soul and amazing to who is used to urban civilization, that that opens and closes the heart and the mind at the same time.


Sunday morning and we wake up at a hotel whose windows overlook the Atlantic Ocean and the tropical backyard of the hotel. The quietness around is wonderful. It is impossible to accelerate a step here because no one is running anywhere. There is no bus noise and ambulance sirens are not heard. After a while, we learned, from conversations with the group members that few Red Cross ambulances serve the entire population, and that there is a small, shabby hospital in the city that runs the risk of being hospitalized.

The backyard of the hotel
And yet, on Sunday afternoon, a few hours before the course opens, we sit in the lobby of the hotel and prepare again for our first day of study. We are both extremely excited: how many people will attend the course? How will they receive us? Will the things we have prepared be relevant? Repeating to ourselves that no doubt we are about to meet intelligent and nice people and we are sure we will learn a lot from them.

I remember the anthropological studies I read, written by the "European" eyes of European scholars, following observations about tribal societies. In my opinion observations that, were wrong, since they presented a clear dichotomy (for them) between the society they called "primitive" and modern-western society, generally Christian. We are all familiar with the stories of missionary actions in many countries, a process in which quite a few wonderful cultures have been lost. Felisa and I reject this worldview, and in retrospect are glad that our prophecy fulfilled itself (about this I shall write in the chapters about the course and its participants).
From our brief stay on the island so far it is clear to us that we are in a place that has nothing to do with the concept of what we call "technological advancement", and therefore we should not expect modern technical means to be available. We ponder loudly and realize that what will enable this course to success lies in the human side of all of us (theirs and ours), and the ability of discourse that we shall have in common.
In my room, when I am alone knowing that I will need to, starting tomorrow morning, over long hours of everyday thinking and speaking in Portuguese, I memorize the first things I'll say. I believe it will flow naturally. Felisa and I decide we will call this course, among ourselves (with real optimism), "to flow with the changes," another self-fulfilling prophecy.