Dear Editor,
There are two realities (or laments) that are constantly uttered and constantly observed. The first concerns reading, and the second is about effort, or its considerable absence.
My position is simple and straightforward: when there is a love for learning, then there is unending individual pressure to extend horizons of exploration, of discovery, and of self-improvement. In the process, some wisdom, no matter how mundane or minuscule, usually comes. This is not the mere mechanical accumulation of knowledge, and for the sake of itself. It is an ongoing immersion in the thoughts, the philosophies, and the histories, among other things, of what went before; of the people that made time move, and left indelible marks and unforgettable memories. And it is of what could be made possible now, if only in the thinking.
Editor, here is the key, the challenge, the conflict, and the tragedy: Learning is inextricably interwoven with reading, with the contemplation that comes from such. I easily recognize the roles of observation, experimentation, and the like, but reading is paramount. With the exception of a handful, our children, our students do not read. Many go so far as to state that they hate reading. The few that do read, try to get by with the barest minimum, with what is absolutely mandatory only. This is the stark unforgiving picture.
Given these circumstances, I am floored (although I should not be) by what they actually know, which is negligible; and embarrassed by what they do not know, which includes a wide world of areas and matters residing right at their fingertips. Though I am a firm believer in the power of reading and books and ideas, I will concede the presence and convenience (and pull) of the internet. Yet even accessing that resource and tool is asking too much of our present and our future. The titillation, magnetism, and voyeurism of social media, yes; as a medium of learning and growing, no! If there is abhorrence for reading, then what learning can there be, if any? It is why there is only a small officer corps of high flyers, but a large ragged army of underachievers year after year.
The second reality revolves around effort. It is said, quite rightly, that effort cannot be taught. It can be encouraged and incentivized using motivational techniques, but that only goes so far, as genuine enduring effort has to originate mainly from within, and not extrinsically. The clichés of fire in the belly, and hunger and drive are more than simply clichés; they are hard incontestable truths that identify, separate, imbue, lift up, and carry forward.
Rather disconcertingly, effort in Guyana is characterized by the nonchalant, the dispiriting, and the externally compelled. Pardon the expression, but it requires some combination of a driver, tyrant and an unyielding martinet to squeeze a momentary and passable (not acceptable) level of something that resembles effort. Or else nothing doing; and even then what is done is half-baked, half-hearted, and half-witted. There are only halfway measures. It as if students have checked in to an academic halfway house; they don’t want to be there, but have to be, so they while away the time as languid sputtering silhouettes, reminiscent of the disinterested and the disconnected. This does not stop at school, but translates to a lasting adult work ethic of the worst kind.
I recall that as children, there was always the strong desire to outdo each other in ferocious but fair competition. There is nothing of the kind around these days, as students are content with and unmoved by mediocrity and what is below average. They just don’t care enough, do not intend to work hard to come out on top or to challenge the top. Also, there is a noticeable lack of pride in what substitutes for academic endeavours, save for the determination of a hardy few.
Editor, I have said a mouthful, but before I go, a word on parents. They need to be realistic, involved, and sensible. I know of parents, who semester after semester, are no-shows on any campus, and have little idea of the official performance of their children. There are reports not collected, and a blank frame in place of occasional physical presence and inquiry. I think this speaks for itself, and explains a thing here and there, but not much more.
Then there are the parents who pile, or permit ten subjects on a struggling five subject student. How about six or seven, but not more than eight to give a cushion, while reducing and refocusing the workload? The ten subjects (or whatever number) signifies lessons for overwhelmed students; sometimes every day, and on weekends too. Thus, they are numb and glazed and fatigued during the regular school day. They are a shell of a physical presence and going through tortured motions. Nothing of substance can be pried out of them, and it is doubtful if anything of value is absorbed.
Editor, this is the continuing disturbing saga of learning in Guyana. It is one largely bereft of reading and effort. In fact, it is pervasive and now more akin to a near irreversible mindset and embedded culture. This is not helped by either uncaring or impractical or insensitive parents; or those professionals who exploit system, students, and citizens.
Yours faithfully,
GHK Lall