MY JOURNEY THROUGH LIFE
By Rita V. Palacio
PREPARING FOR TEACHING DURING MY FORMATIVE YEARS
My journey has been an amazing one. I was born in Dangriga Town, but grew
up in Progresso a Maya Indian village in the Corozal District. At the age of three
my mom relocated to Progresso under unfortunate circumstances. My mother’s
sister who was married to a Garifuna teacher fell sick and became bedridden
as a result of childbirth and needed special care and attention. So my mom
volunteered, taking me along with her. After my aunt passed away, my mom and I
continued to live in Progresso Village until I was in Standard V. My formative and
pre-teen years found me residing in and attending elementary school in Progresso
Village. My first recollections about events in Progresso. I remember how my
Mom spoke to me in Garifuna although I never responded in the same language. I
was more at home expressing myself in Spanish better than in English. However,
her speaking Garifuna to me made me understand the language. My Mom
planted in me the seeds of orderliness and logical thinking. For example, I learnt
the lesson of keeping my toys and clothes in a special place. She also planted the
seeds of the Catholic faith in me by teaching me my prayers, attending Mass and
receiving Holy Communion. The seeds of the learning process were also firmly
planted by teaching me my A-B-C, counting, spelling, tables and nursery rhymes.
When my little friends would visit me we would play school. I always played the
role of the teacher. I knew from early on that someday I would be a teacher.
When I relocated to Dangriga Town in 1947 I had to adjust to my new home
and a new culture. I could not speak Garifuna quite fluently, but it did not
take me long to learn how to express myself in my mother tongue as my mom
had prepared me by speaking to me in Garifuna at home in Progresso. I recall
going to confession in Dangrga and I was allowed to make my confession in
Spanish. I was twelve and in Standard V when I started to attend Sacred Heart
School in Dangriga Town. I reached Standard VI at the age of 12.
INFLUENCE OF FAMILY MEMBERS
Having lived with someone who was a teacher, I was truly influenced by the daily
routine that my uncle and my mother exerted as they became the major factors
in my early, infant life. They provided my daily needs, school books and toys
and spent quality time with me during my developmental stages. Discipline and
proper behavior were the hallmark of their concern and teaching. I was indeed
fortunate to have family support from my aunt and Godmother who actually
exposed me to the Garifuna culture after I arrived in Dangriga Town. For instance,
Goddie insisted that I participated in the traditional celebration of “Indio” which
depicts the events portraying the historical apparition of Our Lady of Guadalupe
in Mexico. This religious feast day is celebrated annually on the 12th of December.
Goddie furnished my Garifuna outfit specially made for that occasion. My uncle,
my mother’s brother was also a great provider during my adolescent years. I
guess I can consider myself a product of the popular saying, “It takes a village to
raise a child.”
PUPIL-TEACHER TRAINING SYSTEM
During my era there were no high schools outside of Belize City. As a result few
Garifuna women had attended high school before 1953 when Fr. Knopp, S.J.
opened Lynam High School for boys and Austin High for girls thus transforming
the country’s education system. Preparation to become a teacher was a long,
drawn-out process for prospective teachers without the benefit of a high school
background. The system at that time required a candidate to take and pass First
Year, Second Year, and Third Year Pupil Teachers’ examinations. During this
period one was considered a pupil (student) teacher. After passing the 3rd Year
Pupil Teacher’s Exam one was eligible to take Second Class Teacher’s exam and
finally First Class Teacher’s exam the highest level required under the Colonial
Government education system.
Some of the Holy Family Sisters with college degrees were chosen to train the
candidates. The preparation was demanding and rigorous. After dismissal of the
children we had evening classes from 4: 00 P.M. to 5:00 P.M. daily. The annual
exams were at a designated date after schools closed for summer vacation.
Education Officers from the Education Department in Belize City were assigned to
schools in the six districts to supervise the written exams. Oral exams in elocution
and practicum were conducted at a later date. After a teacher passed the First
Class Teacher’s Exam he or she was considered a full-fledged teacher. Some First
Class teachers were offered scholarships for higher teacher training in Jamaica.
Unfortunately, there were no Garifuna women teachers among those selected
as there were only a few in the profession. Only four Garifuna male teachers
enjoyed that rare privilege.
SIGNIFICANCE OF MENTORS IN MY LIFE
As a child my mother was my main mentor and model. She was a very dedicated,
visionary and nurturing mother. She gave me all the love and attention I needed.
Having only one child and she being a single parent Mother’s hope and aspiration
were focused on the best for me. She provided quality experiences and exposure
for me by buying children’s books and educational toys. Later in life, however,
I had other female Garifuna mentors in Dangriga community. The object of my
admiration covered a wide range of individuals in various fields of endeavor. I
admired the Public Hospital Head Nurse Victoria Noguera who often ministered to
the school I attended. Her businesslike approach to life, her dignified appearance,
her affability and her kindness gripped my attention. Another personality that
inspired me to strive for a good education was Mrs. Francisca Norales. She was
a social worker who reportedly had been the second Garifuna woman to be
educated at a college in the United States. She was very talented and shared her
gifts with the community in such fields as music, dancing and home economics.
There was also another Garifuna mentor in the person of Mrs. Dolores Guerrero
who was a classroom teacher. She was a seamstress who taught my class sewing
twice a week. Under her skillful guidance we learnt different stitches, embroidery,
hemming and patchwork. My Girl Guides leaders also provided leadership
qualities as they taught the principles of guiding. I emulated their examples. I
admired their ability to lead and their capacity to demonstrate the concepts of
being trusted, loyal and helpful, sisterly, courteous and kind, obedient, smile and
thrifty, pure as the rustling wind. My mother was so concerned about my future
that she made sure that I joined youth organizations that helped to mold my
character. She enrolled me in the St. Agnes Sodality, a religious group whose chief
objective was to emulate the life of the Blessed Mother of Christ.
Besides my mother and uncle, my teacher in Standard VI, Sr. Joseph Xavier, S.S.F.
had significant impact upon my life and entire teaching career. I am truly grateful
to those people who, I believe, were responsible for helping me to be who I
am today. As an adult I tried to exemplify my Standard VI teacher in every way
possible. Sr. Joseph Xavier was uncommonly concerned, attentive, committed,
dedicated and tactful in educating her Garifuna students, especially the girls.
DIFFERENCE BETWEEN TEACHING GARIFUNA AND NON-GARIFUNA?
This question is debate-able and cannot be answered by “Yes” or “No”.
My first teaching position held was in Dangriga Town at Sacred Heart Roman
Catholic School, in Standard 2, ages 8 to 9. There is a difference in teaching in
a Garifuna community from teaching in a non-Garifuna community. I never
taught in a purely Garifuna community, but I experienced teaching in a purely
Maya Indian village. Several factors influence teaching and the learning process.
That being said, we have to consider the chief factors, such as readiness of the
learners, the children’s capacity to learn and many more which influence the
learning process and the teacher’s approach. For example, a teacher has to
consider the children’s level of readiness, their previous knowledge and learning
experiences before introducing certain subjects, such as reading and phonics.
Teaching reading to beginners in a Maya Indian village is certainly different from
teaching the same subject in a Garifuna village. The approach in Dangriga Town
classroom is different from the approach in a village classroom where the children
have had no knowledge of English any at all. The teacher must modify his or her
methodology.
No, the Garifuna teachers were inhibited from teaching their Garifuna culture in
school by the force of the bigotry of the system. However, in teaching beginners,
5-year olds, translation from English to Garifuna was permissible to explain
certain concepts.
PARENTING AND TEACHING
The advantages I enjoyed in both positions (teaching and parenting) stemmed
from the fact that I was a teacher before I became a parent. Having studied child
development, child psychology and the principles of classroom management
prepared me for both undertakings. Being a parent did help me in teaching as
I was able to observe and interpret the students’ behavior. In many instances
I was able to know what to expect and was prepared to deal with any given
situation. I developed patience, sympathy, understanding and tact. I was
interested in every child and involved their parents as much as possible. My
motto was as follows: “Every child a sacred trust.” My teaching career helped me
with parenting because my role as a teacher allowed me to acquire the following
qualities: being organized, being methodical, being firm, being committed, being
dedicated and being loving unconditionally to my own children. Education was my
priority and I encouraged my children to apply themselves diligently and consider
the sky as the limit. My husband and I joined in keeping the family structure and
devoted our time to involvement in the Garifuna community and enforcement of
our Garifuna values at home.
ECONOMICS ISSUES
The economic issues of those times did affect teaching, learning and education
of children in general. There were limited resources in the classrooms. The
application of the students to their lessons was not to the maximum because of
unbalanced diet and there was no feeding program apart from the milk donated
to schools by the American Government. Children were very often tardy because
some had to go the farm first before coming to school. Sometimes we had low
attendance due to illness. The Citrus Company provided seasonal employment for
men and women. This enhanced the Garifuna women’s self–esteem as they were
able to earn their own money and take better care of the homes. Hurricane Janet
in 1956 did not affect the Stann Creek District very much as it did the cayes and
the Northern part of Belize. In 1961 Hurricane Hattie affected the whole country.
Some schools were closed. The disaster slowed the economy. However, there
was a silver lining left behind the devastation. The door to mass migration to the
United States was opened for Belizeans with immediate relatives who were legal
residents.
ENCOURAGING YOUR CHILDREN TO BECOME TEACHERS?
We did not encourage our children to follow the teaching profession. Their
mentors were right within the family because both parents were teachers.
We stressed education but we allowed them to choose their own careers and
preferences. However, one of them became a high school teacher for only a few
years. Then after receiving her Ph.D in Instructional Technology, she
changed her employment to a supervisory position in bioinformatics.
Nevertheless, teaching and training doctors and personnel are still a part of her
duties on her job.
ENCOURAGING OR PROMOTING GARIFUNA CULTURE
I believe that there are many ways of promoting the Garifuna culture at home
today. The following guidelines are worth our consideration:
1. Plant the seeds of “sense of pride “in one’s culture by exposing your
children to the language as their identity.
2. Introduce to them Garifuna food, music, dress, customs and traditions, e.g.
Memorial Mass.
3. Plant the seeds of the family’s Primary Language by speaking to your
children in Garifuna from the cradle. Insist that they respond in Garifuna.
4. Tell the children stories in Garifuna – have storytelling time often.
5. Play Garifuna music and sing together – Repetition is the MOTHER of study.
6. Teach them the Garifuna story – significance of the following important
dates -1635, 1797 and 1823.
7. Show them videos on Garifuna history, culture, etc.
8. Let the children join a Garifuna group.
9. Teach them Garifuna nursery rhymes and lullabies.
10. Teach them to pray in Garifuna daily – The Our Father, Hail Mary, etc. This
is a powerful teaching tool.
MY PHILOSOPHY OF LIFE
I believe in and practice interaction with people with dignity, honesty, sincerity
and with clarity of conscience.
