Newsletter #11
July, 2004

Published by: Ed Schmidt
7307 Lindbergh Dr.  
St. Louis, MO 63117
to send Ed email, click here:

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Feature articles, book reviews, and other items appearing in the newsletter come from you, our members. Such items should be sent to the above address. Let me know if you have an area of expertise that is related to our mission so that your work can be included in a future issue.
Newsletter Matters
Second round financial contributions are now in order. To date, only a very small number of you that are receiving this newsletter by the postal service have contributed to the cost of printing and mailing, which runs to about $1.60 per person per mailing. Please send your contribution at this time. If you have already contributed in this round, do not make an additional contribution now.
Send any material for the website, or suggested improvements, to TEAA webmaster Henry Hamburger, by clicking on his email address here:
The website has a new section on our next event: "Dar-05" has a tentative schedule/itinerary and a list of folks thinking about coming: 37 of them, listed with their email address in case there's someone you want to coordinate with. The schedule/itinerary has links to Tanzania and London.
About This Issue
This issue begins with the responses to the request in the last issue for news about sons or daughters that are involved in Africa in some way. Additional responses will be included in future issues, so keep them coming!
Note: Underlined `Contents' items are clickable.

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The African Connection Continues
into the Next Generation
Kay Strain Borkowski, Sandra and Greg Taylor, Errol Williams, and John Basinger
I am Kay Strain (King) Borkowski, 1B, who taught in Machakos and married my first husband in Nairobi in 1964, shortly after the completion of my TEA contract.

My daughter, Anita King, was born in Bryan-College Station, TX in 1972. Subsequently, we returned to Kenya (1980-83) when my husband was teaching at Egerton College (Njoro, Kenya) and Anita was attending Greensteds School outside Nakuru for grades 3 - 5. Anita's African History teacher at Greensteds was Vicki Carstens, daughter of Howard and Virginia Carstens (TEEA 3). Many years later, Anita was admitted to Cornell University (from which she graduated in 1995) where Vicki was involved with the African Studies program! So we have a TEEA offspring teaching a TEA offspring in Africa! Africa has always held a special place in my heart (my first Christmas present from my husband Danny was a Kenyan safari for the two of us!) and, I believe, also in my daughter's. The linking of TEA lives is, I believe, a special blessing.
From Sandra Taylor (4A): ...I attach a short note from my older son, Greg, on what he does in Togo.

From Greg Taylor, elder son of Sandra Taylor, born in Nairobi, now living in Togo.

After a couple of years working in and out of various countries in West Africa (Nigeria, Ghana, Senegal) I brought a ship into Lome, Togo. Met a fellow Brit/Welshman who spoke Norwegian as badly as I did and decided to stay and join his company. He runs an independent shipping/tug company and ship agency. As with all small companies my role is fairly diverse, ranging from skippering any one of his 5 vessels, running the office in his absence, to picking people up from the airport and unloading containers. At present I live in Lome with my Norwegian wife and 5 month old baby. My wife finds it very different from what she has ever experienced before but is enjoying the pleasures and challenges of living in this part of the world. My son couldn't care as long as everybody wants to play with him. I find Lome quite a pleasant place,and most important, a safe place with a small but active ex-pat community and a generally pleasant and carefree population.
And this last October from Errol Williams (2B):

Just got back from a trip to Senegal visiting our oldest daughter who was doing a six month internship translating for a 17 year old project on traditional medicine. They have been evaluating, using independent labs in the US and Europe to validate results, which are much more than promising, and have put everything under patent protection. (They are working on AIDS and diabetes.) We later went down the coast and stayed in our house in Togo. Miss Africa terribly. When things settle we will probably go there and live.
Finally, from John Basinger, a former teacher at Kakamega:

Skimiti, asante sana bwana. The newsletter is full of freshness and nostalgia for me. Though not one of you, yet our experiences were much the same. Your efforts to keep the dream alive through networking the TEA'ers is admirable and will bear fruit---probably as least as lovely as the avocado tree's regular bounty, there behind the house adjacent to Mbirirwa's kitchen domain. Evidently it is bearing fruit as the letter from the young lady following on in her parent's footsteps, and the woman who heads up the Swahili program at Yale.

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Aid Education Projects in East Africa, 1963-1966
Carl R. Fritz,
In a note, Carl Fritz writes,

I wish all of you the best of luck in this venture [Dar05]. I am sorry that I shall not be able to go, as I'm getting old and am currently afflicted with spinal stenosis. Please tell all your members that my article [US]AID Education Efforts has been published by [click on the following:] the online journal, American Diplomacy. I am very proud to hear of this alumni organization, and I hope to hear from you again. Best regards, Carl R. Fritz.

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Promoting Reading in Uganda
Kate Parry
As those who attended Kampala 2003 know, I spend some two-thirds of my time (and more if I can) in Uganda; and while I am there, I do what I can to promote reading. Specifically, I work with the Reading Association of Uganda (RAU), which was founded in 1998 as an affiliate of the International Reading Association (IRA). Last August RAU, with IRA, hosted a major conference called the Third Pan African Conference on Reading for All. I got involved with helping to organize the conference during the sabbatical year that I spent in Kampala in 2002, and I wound up being responsible for the academic program as well as for a fair amount of the fundraising.

The conference was an outstanding success. More than 600 people participated, from 18 African countries and 8 non-African ones. They included a wide variety of professionals involved in literacy: teachers, librarians, publishers, writers, educational planners, administrators, and researchers. The presentations were equally diverse, addressing issues in both formal and non-formal education, and considering not only the teaching of reading but also the provision of appropriate materials, in African languages as well as English and French. It was all highly stimulating and the selected papers, when they come out, will be a valuable source of information on literacy in Africa. (I am working on the selected papers right now.)

We were anxious when organizing this conference that it should not just be exciting while it lasted; we wanted the participants to take some of the excitement home with them and to use the ideas discussed to develop projects for promoting literacy in their own areas. To encourage this response, we scheduled as the very last session of the conference an hour for "Inspirations." All participants found in their conference bags an "Inspirations form," which asked for their contact information and then asked them to fill in information about which session had inspired them and what it had inspired them to do. Participants were invited to fill in as many such forms as they liked and were asked to hand them in to the conference organizers by noon on the last day of sessions. The facilitators of the "Inspirations" session then collated the forms and during the hour assigned presented a summary of what had emerged. They also invited some of those who had filled in forms to speak about the projects they had in mind.

The response was overwhelming. By the time of the session 185 forms had been handed in, describing projects which the facilitators classified in three groups: professional development, student support, and advocacy. Six people described their projects, four of whom, we were proud to note, were from Uganda; the projects involved developing community libraries, working with local officials, reading in the home, and teaching writing. Of the two non-Ugandans, one, a Schools Inspector from Cameroon, proposed to initiate a national "Readathon,” a designated period in which reading would be encouraged for everyone (inspired by a presentation about the already established Readathon in Namibia); the other, from Mozambique, proposed to collect stories orally from elderly people so that they could be written down and used as appropriate reading material for African children. But these speakers were only a sample of a much larger group of people who, at that point at least, were eager to go back home to work on reading. Moreover, what was presented in this session proved to be only the beginning, for in the weeks that followed over 100 more forms were sent in. Clearly there is a great deal of enthusiasm, across Africa and in Uganda in particular, for developing grassroots reading projects.

So where do we go from here? When the conference ended, I had to return to the States, while my Ugandan colleagues collapsed with exhaustion. Getting the conference together had been a stupendous effort, and immediate follow-up work was simply not practicable. But when I returned at the end of December many of us who had organized it, together with other enthusiastic members of RAU, met to decide how best to move forward.

First, we resolved to initiate a national reading conference, to take place in January each year, so that the professional communication and excitement engendered by the Pan-African conference could be maintained at a national and maybe a regional level, for we will certainly invite our colleagues from Kenya and Tanzania, at least, to attend. International participants will of course be welcome too. There was some delay, while I was back in the States for the spring semester, in getting the call for papers out, but it has now been finalized and is being sent out as I speak. I am happy to say that one of my own students, Margaret Baleeta, is a major player in this endeavour. Second, we decided to set up a fundraising committee so that we could add to the small profit that we had made from the conference to create a fund from which we could disburse small sums to encourage projects. Then we set up a projects committee as well, the role of which will be to receive and evaluate proposals for funding. These two committees will provide us with the machinery for responding to projects and, we hope, for working with organizations and individuals outside Uganda as well. At least, I hope they will, but I have to say they have not done anything much yet.

Third, we recruited a volunteer to work from the database that the facilitators of the "Inspirations" session had put together and correspond with all the people who had submitted forms to find out how they are doing and spur them into activity. She agreed to follow up all the proposed projects, but RAU, obviously, is particularly interested in the Ugandan ones, and we see her work as an essential contribution to getting the ideas discussed at the conference translated into projects on the ground. Such translation is quite difficult: people get all excited, but too often they have little idea of what is really practicable and sustainable, and their good intentions come to nothing.

We have, however, one project on the ground already that my colleagues in RAU acclaimed as a potential model for others. That project is the Kitengesa Community Library, which I described to those of you who came to Uganda last summer. Kitengesa is a small trading center not far from Masaka town; it is where my husband grew up and where he has built a house, and so it has become my home village. There is a single private secondary school there, which my friend Mawanda Emmanuel set up in 1996 with the idea that he wanted to educate young people to make their livings in the community. Part of his vision was to establish a community library based on the school, and I have been able to help him do so. The library featured at the conference, Mawanda, and the library assistant, Dan Ahimbisibwe, presented a poster session on it, and some of the conference delegates visited the library itself as an outing on the last day. But the idea of the project as a model developed among my RAU colleagues at the January meeting when I showed them a little book that a friend of mine had made about it for her grandson (it's called A Library is Built and shows photographs of the library at various stages of its growth, with a nice child-friendly accompanying text). We need more copies, they said, because this book shows that it is really possible to set up a community library in this country, and it shows how it can be done.

So how did we do it? Briefly, the library began in 1998 as a box of books, which I bought for about $200. We hired a library assistant (I paid her), and she went to Kitengesa once a week to distribute the books; anyone in the school could borrow a book and take it home to share with other people in their households. Then we applied for a grant to the United Nations One Per Cent for Development Fund (so named because UN employees are invited to contribute 1% of their salaries to it) and got close to $3000 from them. With this we erected a building, which was formally opened in June 2002; meanwhile, I organized a benefit reading at my college in New York and raised some $2000 for buying more books. When the library was opened we had close to 800 books, more than most people in the village can have seen in their entire lives. Last fall I organized another benefit, so now we have about $3000; and TEAA has kindly agreed to host our bank account so that people who give to us can eventually claim a tax deduction (thank you, Henry!). A third of this money is needed for paying the library assistants (we need two of them now to keep the building open every day of the week), and I have already spent much of the other two thirds on books. As I write, some 200+ titles are being added to the catalogue, and I have yet to receive a further 200 that I've ordered from East African Educational Publishers.

There have also been two important new developments this spring. About three months ago I contacted the One Per Cent Fund again to ask if they would consider funding a proposal to get a solar lighting system for the library (Kitengesa, like most Ugandan villages, has no mains electricity). They have responded most generously, giving us a grant for $3650, which should pay for four fluorescent lights and two sockets, operative for 17 hours a day. Once the system is installed, Dan will be able to maintain the library database himself (whereas up to now I have had to do it -- and the difficulty I have in finding time for the task has been a major brake on the library's expansion); a kind colleague at Hunter College has donated a laptop for the purpose.

The second development is that three of my friends, inspired by the library project, have received grants to do research on literacy in Kitengesa. Two of them, librarians at Hunter College, are there right now. They have already taught Dan how to catalogue the new books, and Dan for his part will help them visit people in the area to find out how they are responding to the library. The third researcher is a doctoral student at the University of British Columbia (where I myself taught her in a course on "Literacy and Development" in June). She will be arriving in the middle of August and will spend her time in Kitengesa investigating the literacy practices (including library use) of girls and women in the area.

Through all this activity we are building up a good deal of practical experience and are collecting valuable data on the reading preferences of rural people, a solid base, in other words, for initiating other, similar, projects. My hope, then, is that through the RAU network, and particularly through the "inspirations," we can identify people who want to establish such projects in their own areas and can give them practical help as well as (a little) financial support. I hope, too, that the projects won't be confined to putting up buildings and stocking them with books. We are beginning to conduct workshops in the Kitengesa Community Library, and there is already a Straight Talk Club associated with it. (Straight Talk is a newspaper about sex education which was established as a means of combating AIDS; several free copies are sent to the library every month, and in the club students meet to talk about the articles.) I am sure that the conference "inspirations" will develop into other projects and produce more ideas for library- and reading-associated activities.

Would any readers of this newsletter like to be involved? If so, there are a number of ideas you might consider. First, if you want to visit Uganda again, come to our conference; it will be on January 18-19, 2005, and will focus on the theme of "Developing Reading at the Grassroots." Second, you, or TEAA as an organization, might consider supporting some particular project; if so, please let me know and I will find out for you which of the "inspirations" are going anywhere. Third, you can find out more about the Kitengesa Community Library in particular by visiting us at our new website: (I should add that the website has been donated by another good friend, Patrick Cummins, whom I met while teaching in Nigeria.)

Your interest is terribly important. One striking effect of the Pan-African Reading Conference was the sense that the participants had of working together on a problem that affects all of Africa, with the help and support of people from all over the world. It's too easy for people in Africa, especially in the rural areas, to feel that the rest of the world doesn't care. It does care, though -- at least people like you and I do -- and, through RAU, we are beginning to put together an institutional structure for collecting the information and providing the network that are necessary for that care to be translated into practical action.

Kate Parry
Department of English
Hunter College, CUNY
695 Park Avenue
New York, NY 10021
(212) 772-5169

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Message from the Chair -- Looking to the Future
Brooks Goddard
I     Dar 05 has a current 'interested' group of 32, and we have a tentative itinerary. [update: 37 as of July 30; see the "Dar-05" section of this website. - webmaster] There is some continuity for about 10 days in TZ, and then we seek consensus about the remaining days. We wish to identify a secondary school to support and have one strong recommendation already. Some of this consensus may emerge when the 04 Four check in: Pat Gill, Keith & Ron Schuchard, and Henry Hamburger. What seems developing is a 10 day something in TZ and then dividing into three groups: one would stay in TZ (perhaps Mwanza hardies will venture forth, maybe some even to Iringa/Songea), a second group would go to UG with a visit to Mackay College, Nateete, and the third group would go up into KE with visits to NGO contacts and hopefully a visit to the school that Henry Hamburger identifies. We want to see all that we can see, revisit former schools and haunts, and start identifying what it is that TEAA can do and what it cannot do. It will be interesting to see if Dar 05 comes to similar conclusions as Kampala 03. We found that it is best to stay at this conceptual level until more folks put in their oars. SO, YES, PUT IN YOUR OAR. [If you are not on the TEAA email list, you will not have received the initial note which was sent to assess interest in the 05 trip. If you are interested in this trip, you need to contact Brooks Goddard so you will be apprised of future developments.

II     Kampala 03 led to the identification of Mackay and subsequent grants (both direct and pass-through). We assisted ACCES which in turn helped Henry Hamburger explore western KE. We are exploring teacher training ideas for 05 and 06. K 03 led to the establishment and reestablishment of links to Makerere, Nkumba, and Kenyatta Universities. K 03 led to four TEAAers returning to parts of East Africa for direct service and renewed connections. There is no doubt in my mind that JUST BEING THERE RENEWED OUR MISSION.

III     I think that we should use the impetus of our three reunions to encourage more of you to become more active in TEAA; to see if our 'friends of' and 'children of' TEAA segments can be enhanced; to raise money for specific projects in support of our identified schools and our allies (such as Nkumba University in Entebbe led by Senteza Kajubi and ACCES in Kakamega).

Here is the Steering Committee with their contacts: Chair, Brooks Goddard,, 781-444-5988; Scribe, Ed Schmidt,, 314-647-1608; Planner, [position vacant]; Treasurer, Henry Hamburger,, 301-320-4350; Treasurer, Jim Weikart,, 212-822-8299; Projects Coordinator, Emilee Cantieri,, 757-483-6822; Chair of Grants Panel, Pat Gill,, 904-461-3950; Regional Rep, Fawn Cousens,, (011)-256-41-271800; Mail Group Honcho, Gene Child,, 303-278-1008; Special Assignments, Frank Ballance,, 202-667-0510; Webmaster, Henry Hamburger,, 301-320-4350.

Call or email any of us with your input.

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Getting Good Publicity for TEAA the Hard Way
Fawn Cousens
Hi all,

I thought you might be interested in the background of the book presentation [copies of Gordon McGregor’s Englis for Life to 40 schools in Uganda from TEAA] and why we got such good publicity.

My Commission of Inquiry into Corruption in the Uganda Revenue Authority took an unexpected turn when the Chairperson took it upon herself to rewrite the report and made comments which the other member and I did not approve. She then handed over the report without informing us, so the next day we held a press conference and told our side. This put us on the front page of the papers and in the evening TV news; go to Google and key in Fawn Cousens (only the first page has articles about me).

In the meantime I had invited Vicki Moore [USAID rep. in Uganda] to a lunch to meet Pat Gill and make plans for the presentation. It was only after I made the news that Vicki accepted; she even admitted at lunch that she wanted to find out just who I was. She also offered to host the reception and thus fund it which was most welcome. It was catered by the Haandi Restaurant, so the food was excellent.

The Monitor newspaper reporter had asked me for information to write a profile and I was able to tell him about TEA. That article came out the day of the presentation (it is on the Google page under The Monitor). Then on the Monday before the presentation Vicki had another reception at which a number of Ugandan government Ministers attended to discuss the problems in the North of Uganda. On Tuesday there were headlines in the Monitor that one of the Ministers had insulted the US diplomat. Thus the journalists came more to see Vicki and interview her than to report the presentation. However, in the articles where Vicki said the incident was overblown, the book presentation was mentioned. The Monitor also included a picture of Senteza, Vicki and me on Thursday.

Life in Uganda is most interesting and fun. Keep in mind that whereever I go and whoever I talk to, people are on the side of Kahoza and me. Kind regards, Fawn

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My Trip to Uganda, March-April, 2004
Pat Gill
[Pat Gill just goes, just does it. Gets a few contacts and packs her bag. If what she does cranks your motor, contact her for ideas. This report was edited for the newsletter by Brooks Goddard. If you would like the full report, please contact Pat at]

I participated in some TEAA-initiated activities that included attending the reception for Gordon McGregor hosted by the US-AID coordinator Vicki Moore. At this reception we delivered the book English for Life to 40 schools. The books were provided by TEAA. I also visited Mackay College where some of the students are being supported by TEAA individuals and spent some time visiting projects that were begun in 2000 by Bega Kwa Bega. I contacted Nkumba University and was invited to attend a three-day workshop with the education faculty about designing distant learning programs. I also visited Ndejee University, formerly Lady Irene TTC. Their new library is beautiful, but the old library on the TTC campus needs work.

The third university I visited was Kyambogo where two of my friends from my Nabingo days teach. I spoke to one class of 40 students who are training to staff the teaching centers set up throughout the country. Primary schools are my favorite pastime, and I worked with three that are being run by Nabingo graduates. These schools have excellent teachers and cover infant school through 3rd-5th grade. They have few resources and poor buildings but motivated teachers and students. I taught a grade 3 science class. A school in a fishing village was my most exciting experience. Over 4 weeks we worked with the students to make blackboards, put up diagrams of biology, maps of Africa and Uganda, and bought teacher's editions of books for most subjects. The students were very excited each time we arrived. I did some reading to the older students; reading for the sake of reading is not part of the culture.

Fawn Cousens and I visited Mackay College and spent some time with the students who are sponsored by TEAA individuals. They are motivated, doing well, and pleased that we came. Fawn and I also attended the reception at Vicki Moore's for Gordon McGregor, an instructor at Makerere when we were in Uganda, who had written a book on teaching English as a second language. The reception was well attended by representatives of 40 previous TEA schools as well as Senteza Kajubi, Vice-Chancellor of Nkumba University and some of his staff.

Menu planning at Banana Village where I stayed, 14 miles from Kampala and near Nkumba University, was a treat. Using vegetables easily available, we taught the staff to make about 6 new dishes that would appeal to continental visitors.

Projects begun in 2000 by Bega Kwa Bega included wells, protected springs, knitting project, schools, medical clinics, cow project, and supporting families with many orphans. There are two wells now being used by over 2000 people. The knitting project has supplied over 100 knitting machines and is active in about 10 villages throughout the country. The sweaters are becoming quite good and are sold to schools as well as individuals.

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Mackay College Day
Fawn Cousens
Today [May 31] John and I represented TEAA at Mackay College Day. We were the only mzungus present and received thanks just for that. We arrived at 9:30 am, as per invitation, just as the band and students were heading off for a march through the village. This parade was led by the scouts carrying the school banner.

Things got underway about 10:30 starting with the singing of the National Anthem and then the Buganda Anthem and then the Mackay Anthem. This day was much influenced by Buganda roots, and some of the addresses were in Buganda. Guests, including Senteza Kajubi, were introduced by the MC. John and I were also introduced and got to stand up.

There was a church service, and the Bishop gave the sermon. Most of the hymns were in Buganda, and the Bishop's sermon was in both languages. There was then a march of the old students. It started with the students lining up in their years with Senteza and one other representing the 1930-1940 classes. Senteza is first on the left. [See this and other photos mentioned below on the TEAA website.]

Senteza then conducted a fund raising among the old students. He then mentioned Arlone Child's Bursary Scheme and asked me to come up and collect a Mackay cap for her. He also gave John and me caps. Some of the students are wearing theirs in the picture. I in turn gave our donation at that time. The check was acknowledged with thanks. Later Gertrude [the principal] gave her address and mentioned Arlone's Bursary Scheme, and I was again asked to stand as her rep here in Uganda.

A ground breaking for the resource center followed. The chief guest was the Church Mission Society Africa Region representative.

There was then the launch of the Mackay magazine, The Anchor, which was offered for sale to raise funds. I took the initiative to buy 4 copies at shs 10,000 each. I will give them to Henry [Hamburger] to distribute, and he can also take Arlone's cap back to the States. Other items were auctioned. The Bishop took the mike, and again John and I were recognized. The Bishop then came and personally thanked us for coming. At 4 pm we had a very good lunch and departed about 4:45 pm.

All told a good day out for TEAA recognition. Kind regards, Fawn Cousens

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You Can Go Home Again: A Letter from Kakamega
Henry Hamburger
Hi all! What a pleasure to be back in my old home town. Last year I saw my school after a 38-year absence, but very little else. This time I arrived two days earlier than planned (Senteza Kajubi was at the Cousens' party but had been sick and not arranged anything for Monday; then I got conferenced out in just 2 days in Jinja, instead of 3), so this will be a 4-day stay. The Jinja-Kakamega link took 4 matatus, 2 bodabodas [bicycle taxis] and 6 hours, about as expected. Crampedest part had a 14-passenger matatu carrying 20 adults, two kids, one chicken (next to me), and serious baggage.

On the education front, I visited Mackay in Kampala and got some cool pix for the TEAA website, in addition to computer shopping for them. Here in Kakamega, I have seen two HS's, a U and what is called a nonformal primary school. Samitsi HS has many virtues and will be hard to match (more on this later, in grant app).

In town I bought them (Samitsi) a HS-level atlas that begins with 48 pages on eastern Africa, then does the world. They have a great library in terms of space, are building shelves, and now need books, which seems a perfect match for TEAA. In anticipation, I had a rubber stamp ("Gift of TEAA...") made that turned out quite nicely. (Kakamega has everything :)

I'm staying at Sheywe Guest House in the same compound with ACCES (Canadian NGO, doing many excellent things), who are kindly allowing me to use their facilities as I write to you. Just got back from dinner with one of their people (Marie MacKay) and owner of SGH (Tituli Mbasu), both of whom have been an enormous help. Marie did groundwork of looking at a large number of HSs and picked the two I saw.

Today I saw multi-level teaching at one of the Literacy for All schools run by ACCES; pretty enlightening. Saw parents doing maintenance; more cool pix. At the other end of the spectrum, the Western U. College of Sci & Tech would be delighted to have me to come teach CS [computer science] in my retirement.

It's a gas to use Swahili. It builds both bridges and defenses. On the defense side, as one of about 9 wazungu in a town of 50,000 (my guess), I get accosted (often just greeted) in English, but a Swahili reply fixes everything. And of course the bridges are more rewarding. I really did reach my thousand-word goal, so I can often say what I want and they love it, even though I can rarely fully understand the reply.

Tomorrow I am promised a ride to Kakamega Forest, which like a fool I never saw 40 years ago when it was many times as big (shrinking from human encroachment). Next day it's off to Bungoma to see a TEA graduand, to use the terminology of another one of our ex-students, the organizer of the Jinja conference.

Maybe it's familiarity or the language or having something useful (or at least goal-oriented) to do, but in any case there is something about this part of the world (Uganda and esp. Kenya) and the people in it that really appeals to me, especially in comparison to Ethiopia, which was fascinating but that's all.

Kwaherini, amities, saludos and happy trails. Henry

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Report on Kenya Secondary Schools
Henry Hamburger
June 21, 2004
I have just finished visiting eleven secondary schools in eleven days in five areas in Kenya's Western and Nyanza Provinces. What wonderful people and what difficult working conditions!

My main goal, chosen in consultation with several TEAA Steering Committee members, was to find a Kenya school that - like Mackay College (a secondary school) near Kampala - would be able to make excellent use of TEAA support, as a consequence of a dynamic principal, good management and clear planning. We seek a school already establishing a record of progress in the face of relatively little support from other sources. We figured that a similar search in Tanzania as part of the nascent Dar-05 would give us schools in all three countries.

In addition, I visited the two institutions we have already begun to support. At Mackay, Fawn Cousens and I shopped computers, and at an ACCES Literacy for All school I witnessed a demonstration of multi-level teaching.

My five hosts -- in or near Kakamega, Bungoma, Butere, Kisumu and Migori -- had been advised of my objectives and had arranged school visits accordingly. Many of the schools met our guidelines; I will mention a few here.

In the Kakamega area, Marie MacKay of ACCES had visited 12 (!) schools and picked two for me to see, one of which, Samitsi, seems to be a school on the move, with strong parental involvement, improving scores on the Kenya Certificate of Secondary Education (KCSE) and an active building program. Fresh cement was widespread and bookcases are being built for the library. There is also a good representative for us, Tituli Mbasu, a successful entrepreneur and owner of the Sheywe Guest House (a stopping point during K03). He has worked hard to support nearby schools.

In the Bungoma area, Ed Schmidt's old student Enoch Nandokha arranged for us to be joined by retired former principal of Bungoma High, David Wamalwa. At 56 he is one year past mandatory retirement and it was from him that I picked up the wonderful phrase "retired but not tired." The three of us formed an inspirational road show, giving pep talks to hastily called schoolwide assemblies at each of the four schools we visited.

One of them, at Kimaeti, is the most improved school in Western Province, according to test results on the 2003 KCSE. They moved from 120th the year before to 40th among 430 schools in the province. The principal is David's former deputy principal. Butonge Secondary also has its merits, most striking of which is that students run en masse from one activity or event to the next.

Near Migori, I was very impressed with the principal of St. Mary's Girls High School of Mabera, a church-aided government school. She told me she has squeezed non-salary expenses to provide a proper sized teaching staff and also hire a lab person. She credits these moves with their improved KCSE performance, moving up to third place among the 20 schools in their below par district. Nearby Mukuyu, a mixed (coed) day school was wonderful to me and appears to be making goodly strides with excellent guidance from Ed's friend Peter Arunga.

All five of the schools mentioned deserve support, and it will be hard to pick one. Indeed the others I saw are deserving too. One of them - in Madiany, out beyond Bondo - is so heartbreakingly poor it seems hopeless, and yet they soldier on, and in good spirits. So let us too move forward with our funding process and then, as we develop a track record, I hope we can attract more contributions.

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Be True to Your School
The Schuchards Assist Their Old School
[Keith & Ron Schuchard were in the right place at the right time for instituting a program that will be of tremendous benefit to their former school. Others of you may be affiliated with institutions which may be just as generous. Programs of support can be done without having tragedy occasion them. Keith and Ron can be helpful to those of you wanting to know some of the logistical issues in sending computers to East Africa and then setting up a computer lab. You can email them at or This article has been edited by Brooks Goddard from an Emory publication in process.]
Keith and Ron Schuchard have indeed been true to Meru School where they taught 1963 to 1965. Since then they have located in Atlanta where Keith is an author and community activist and Ron has taught English at Emory University. They returned to Meru in 1985 and again in 2003 as part of Kampala 03. The next stage of this story draws on coincidence: the death of Dr. George Brumley, Emory professor emeritus, and 11 family members in a small plane crash on Mt. Kenya; and Ron's hopes for Emory-rejected computers. The Schuchards were in Meru at the time of the crash, and Ron returned to Emory with an idea , and an educational memorial to the Brumley family at the Meru School was soon hatched. It was a way for Emory to honor Brumley's legacy at a school that could truly stand to benefit. It just so happened that an IT training lab with 17 computers had closed in December. A key figure in the project was Wahome Kaburu, an IT specialist at Kenya Methodist University (KEMU) who assisted in the lab installation once the computers were in Meru. Near the Meru School, KEMU has ties to Emory since its founder Bishop Lawi Imathiu received an honorary degree. But the philanthropy wasn't easy: `The bureaucracy was just too strong to break through. There are so many people that need to put their stamp on something,' Ron said.

A ceremony honoring the new computer lab was held May 18, and it was a grand affair. For the students, just the appearance of the computers was surprising. Computers weren't the only items Emory sent to the school. Woodruff Library donated a current set of Encyclopedia Britannica, and the School of Medicine donated three high-powered microscopes. Ron said the school's science master was grateful for the microscopes because not only would the equipment help with lab teaching, he said it also would help school officials determine if students have malaria. Currently blood test slides are sent to Nairobi, and results take three to four weeks.

Emory is giving support to Meru School - monetary, educational and equipment-related - in phases. Ron said he'd like to see donated goods go to the school's medical dispensary and add more equipment to the science labs. As the group recapped its Meru experience, it discussed ideas for educational exchanges and future scholarship opportunities for the Meru School and KEMU. `It's an opportunity for us to donate not just money but good, used equipment to help make an outstanding school - maybe even a model school - in the name of the Brumleys,' said Keith and Ron. `This is what he was trying to do as a philanthropist in Atlanta: to create model communities.'

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TEAA Grants Information
Pat Gill
[Late breaking news, July 24: Henry has just phoned to report that the state of Maryland has approved the changes to our articles of incorporation that were requested by the IRS in order for TEAA to receive 501c3 tax-exempt status. Henry has sent these papers on to the IRS so the 501c3 status should be a reality soon. -Ed]
[Later breaking news, July 30, 2004: Our application was approved today and we are a (501c3) tax-exempt organization with effect from March, 2003.

Major big thanks to Joe Malloy for getting this underway and for copious guidance. Big thanks also to several steering committee members for assistance in handling 18 non-trivial followup questions from IRS. - Your pleased and relieved treasurer, Henry]
Contributions to the TEAA Grants Fund should be made payable to TEAA and sent to Henry Hamburger, 6400 Wynkoop Blvd, Bethesda, MD, 20817-5934, 301-320-4350,
During 2004 the following small grants have been awarded.
[Late-breaking news, July 30: Fawn Cousens is in the process of purchasing 3 up-to-date, fully-equipped computers with office application software and power protection for MacKay College, a secondary school near Kampala. - Henry]

ACCES, in Kenya, is a program that provides education to orphan children who otherwise would not be able to go to school. They had 4 centers, 34 Kenyan teachers and 900 students when we visited the site in 2003. Henry Hamburger was planning a visit during his trip this summer, so we might have an update. This project is sponsored by a Canadian group and closely monitored. The villages also are involved in providing buildings, desks and some food for the students. A nurse visits once a term providing help. The grant was for $500.

English for Life by Gordon McGregor was given to 40 schools in Uganda by TEAA. A reception was held in the garden of Ms. Vicki Moore, USAID Uganda Mission Director on March 17. A number of distinguished guests attended: Sara Ntiro, first East African woman to graduate from university, Joyce Mpanga, former member of the Ugandan Parliament and State Minister of Primary Education, and Janet Mdoe who was the assistant Headmistress of Lady Irene TTC. The grant was $250.

Donation of $100 to Mackay College for their resource center and in celebration of the memory of Alexander Mackay, the founder. Computers for Mackay College are in the process of being purchased with an additional grant for $1200.

Scholarships for Mackay College students are being continued as a private project of Arlone and Gene Child. Pat Gill, Fawn Cousins and Henry Hamburger have all visited these students to continue the involvement and to encourage them to keep up their grades.

The 1% for Development Fund of the United Nations is sending a check for $3650 to TEAA in response to Kate Parry's application. The money will be used for solar panels at the Kitengesa Community Library in Uganda.

If you have an idea for a small grant for a secondary school please contact me, Pat Gill,, Chair of the Grants Committee. If you would like to be a member of this committee let me know.

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Jack Humbles.

[From the Flagstaff police log of 1 April as reported in the Arizona Daily Sun under the headline, `Grand Canyon Fall.']

A Flagstaff botanist is recovering from a fall he took Tuesday morning while looking for endangered cactus at the Grand Canyon's South Rim. According to information released by the Coconino County Sheriff's Office, Navaho Nation police were called to a location on the South Rim off Highway 64 between Cameron and the national park at approximately 10 a.m. After arriving, they called county Search and Rescue, the National Park Service, the Navaho Fire Department, and a Department of Public Safety helicopter.

Sgt. Randy Servis of Cocino County Search and Rescue said the botanist, Jack Humbles, 69, was with another person looking for endangered cactus close to the edge of the South Rim when he apparently had vertigo and fell. [Jack says his backpack caused him to lose his balance as he was negotiating a rock that was obstructing his progress along a ledge. -Ed]

Humbles fell approximately 35 feet onto a talus slope. `If he would have slid another 15 feet he would have made a 1,000-foot freefall,' Servis said.

Servis said crews conducted a medium-angle rescue of Humbles, who suffered a badly broken ankle and minor cuts and abrasions. He was transported to Flagstaff Medical Center. Servis said due to the nature of the ankle break, Humbles would likely need surgery. A spokesperson for FMC said Humbles was in fair condition Wednesday afternoon.

[Jack has had surgery three times on his leg. He still hopes to eventually carry out his plan to work in the Tanzanian national herbarium in Arusha when his leg recovers. At present, he can be reached at his brother's home: 1240 W. Central Drive, Fortville, IN 46040,]
Dan McNickle, Malangali (62-64) and Arusha (65-67). I have published a book on my four years in Tanzania. The title is: Teaching and Hunting in East Africa. It can be overviewed at . Once in the site click on "Enter Bookstore" and when that comes up, click on "Search Desk". Type in the title of my book; `Teaching and Hunting in East Africa' and hit the "search" button. 264 pages, including three maps, and around 40 photos..
Jack Schober reports that he is currently General Manager of a Borders bookstore in Lewisville, Texas...this has turned out to be his dream job! Jack Schober, 3235 Cole Ave., No. 500, Dallas, TX 75204-0900, 214-981-9111,
Lee Smith. A highlight [of last year] was [Lee's] opportunity to work in and discover his 44th (of 53) African country as he went to the Comoros Islands (Grand Comore, Anjouan and Moheli) via Mayotte and Reunion Islands.
Africa Action, an advocacy group for African issues, has been forwarding notes to our UN ambassador, John Danforth, concerning the situation in Darfur, Sudan. The web address to add your note is:

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Alwine Fenton. In a note with a contribution to the newsletter, Banning Fenton reported that his wife, Alwine, died in 1999. He recalled that she had the task of administering the Cambridge exams during their stay in Uganda as part of wave TEAA4. In recent years she served as gallery director and president of the arts council in Hayward, CA, and the city has named a sensory garden on the grounds of city hall in her honor.

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Books, Tapes, etc.
Getting others hooked on Africa, by Brooks Goddard.

I'm sure that many of you have been faced with trying to introduce your enthusiasm for Africa to students or others who might not yet share that enthusiasm. What do you say? Those romantics might start "I had a farm in Africa...." but that piece is dated in more ways than one. I THINK I HAVE FOUND ONE EXCELLENT WAY. Show folks a 42 minute program which recently aired on VH1, Trey and Dave go to Africa. Trey of Phish and Dave of the DM Band. I have the tape of this program which I would be willing to send you.

The program traces Trey Anastassio's and Dave Mathews's trip to Dakar, Senegal, to play with a band called Orchestra Baobab. This event is preceded by footage of Trey and Dave's anxieties, meetings with the musicians, trips to Goree Island and Dakar markets, rehearsals, and performance. I find the program magical, infectious, and enticing. You'll want to get on an airplane the next day.

I recommend taking the tape and finding a techie to copy it without the ads. Then you can play it in segments or the whole thing straight through. There is a good website for the program: .

In a similar vein I am thinking that The Ladies Number One Detective Agency series by Alex McCall Smith might provide a similar warm and comfortable intro. If you haven't read at least one of the five books [three more to come], you are in for a real treat. - Brooks

Another recommendation from my local librarian is PURPLE HIBISCUS, a first novel by Nigerian writer Chimamanda Ngozi Adichie. The story of growing up in a chaotic post-independence Nigeria is told in first person by 15-year old Kambili, whose wealthy family is ruled by her God-fearing despotic father. The book has gotten good reviews, and I enjoyed it. Some aspects of the characters seemed inconsistent, such as the father's strong support for democracy and freedom of the press, even though he is a tyrant at home. I was annoyed that there was no glossary describing the foods that are only mentioned by their Igbo names. - Ed Schmidt.

Moses Isegawa has a new book, SNAKEPIT. Has anyone read it? How about a review?

Last June eighteen of us were hosted at Bunge, Kenya parliament, by Koigi wa Wamwere whom I had been put in touch with by Jackie Klopp of Columbia. wa Wamwere met a few of us at Mountain Lodge on the evening of June 15 when he was in the entourage of President Kibaki. We joined MP wa Wamwere for lunch on the 18th before going to Kenyatta U.

I just finished reading his memoir called I REFUSE TO DIE which I found very compelling to read. He has been likened to Robert Kennedy, and the comparison is apt. wa Wamwere was imprisoned by both Kenyatta and Moi, neither of whom come off well as politicians. wa Wamwere has written another book called NEGATIVE ETHNICITY, FROM BIAS TO GENOCIDE, which I have yet to start. Both are in paperback published by Seven Stories Press and sold at among others. - Brooks
Raymond Gold's A Teaching Safari: A Study of American Teachers in East Africa. It's here; my copy arrived today. 325 pages with the following chapters: Organizing the TEA Project; East African Secondary Schools in 1961; Wave I's Initial Experiences at Their Schools; Wave at Mid-Point: Circa Late 1962; Wave I's Second Year; After Wave I: A Brief History of Other Waves, Their Institutions and Their Associates; Practical Implications; Critique of TEA: Practical Lessons. With an introduction, index, end notes, and list of charts and tables. The TEA Experience is quoted.

I have not read the book (obviously), but the chapters and subheadings look to make the book comprehensive. The ISBN is 1-4137-1226-6. Order it online from the publisher: . Raymond Gold and his wife Alice attended DC 01.

Next step is to buy your plane tickets. Ya kuonana, Brooks Goddard
Reactions to Raymond L. Gold's A Teaching Safari, by Gene Child

We ordered the book, A Teaching Safari, A Study of American Teachers in East Africa by Raymond L. Gold because of a recommendation on the TEA_2003 yahoo site. The book is a sociological study commissioned by Columbia University of the first wave in 1961 of the TEA project. I expected reinforcement of my positive feelings about what we had done in wave six of the TEEA teacher training project in East Africa. Au contraire, the book has caused me to completely reevaluate my reactions to the experience.

Thirty years ago on returning from Kenya and the TEEA project, my feelings were very positive about the experience. I was unsure about how much good I had done for the Kenyan pupils but knew that it had been a life changing experience for me. It amazed me that the pupils didn't question their obligation to help pay school fees for even distant relative children. That was an unquestioned part of their extended family obligations. By observing the pupils' relations with their extended families (their tribes) I was made aware of my own obligations to the `tribes' of which I was a part in the United States (my suburban neighbors).

It was no longer an option to return to my walled suburban setting each day after work without contributing to the larger community of which I was a part. I could not just satisfy that great American individualistic ideal, `Do your own thing, to hell with everyone else.' Volunteer activities within the larger community were an unquestioned obligation. Probably the greatest value of a Peace Corps experience is on the altered perspective of the volunteers involved, not the foreigners with whom they worked. The TEA, TEEA experience was the same.

Looking back, I see that I was so enthralled with American teaching methods I was unaware of how inappropriate they were in the Kenyan setting. It was a mystery to me why the students were so distant and reserved. I was being that jovial, friendly, sensitive fellow who had been so successful teaching in Colorado. I related well to my students in the US and they responded in kind. It was just assumed that what worked in the US would work in Kenya. It didn't! They wanted the facts man, just the facts! Quickly I discovered the students knew lots of textbook physics but had very little practical understanding of everyday applications. We did lots of hands-on activities with simple apparatus at every opportunity. I was not going to teach to simply pass an examination. We were learning to actually hook up series and parallel circuits. When observing practice teachers I was appalled that there was only one physics textbook in most schools. There was certainly no hint of any laboratory equipment.

After reading A Teaching Safari, it is obvious to me that what I was asking my pupils to do at Kenyatta College in 1970 was of little more value to a future secondary school teacher in Kenya than teaching underwater basket weaving to Navajos in the US. We have returned to Kenya twice, once in 1989 and again in 2003. Still, there is only one physics text in each school from which the teacher copies each day's lesson, and almost no laboratory equipment. The primary difference we observed is that now there are 80 to 90 students in each class instead of the 40 we observed many years ago. They are doing the best they can with the limited money available. So much for being an agent of change.

It strikes me that what we were trying to do for education in Kenya in the TEA and TEEA projects in the 60's was very similar to what the US is trying to do today in Iraq; impose the American way on them. It was education then, Western Political Fundamentalism now.
Ray Gold Responds

It was never the intention of TEA and TEEA to impose educational practices or any other part of American culture on the students and other recipients of the educational services these projects were designed to deliver. In his very touching letter, Gene Child's retrospective assumption infers that the projects' teachers were sent to East Africa to play the role of cultural fundamentalist and thus were given project license to impose American thought and deed on their students. As pointed out at great length in A Teaching Safari, many American TEA teachers initially chose to play their role in this way. However, in due course, they came to realize that they could be effective change agents only after fitting into the East African education system well enough for their students and colleagues to accept them as bona fide members of the system. That is to say, they learned that achieving this status was a necessary condition for students and others to regard them as mandated by the system to even offer any changes. At that, these were only relatively minor changes which worked when they fit rather seamlessly into the traditional East African educational scheme of things.

Settling for committing themselves to such a change scenario was not part of many teachers' initial game plan, but most experienced a sense of accomplishment when the changes they introduced worked well enough to be at least as satisfying as their progress in learning to `teach to the exam' and otherwise meet the formal requirements of their role. To be sure, most project participants experienced many disenchantments and unrelieved frustrations regarding working and living in East Africa and some, like Gene, felt their disappointments more in retrospect than when an active project participant. However, my strong impression is that the great majority regard their East African experience as one of the highlights of their lives. They wish they had been able to accomplish much more than they did, but they take much satisfaction from recognizing that they did manage to do some innovating which helped them to reach out to their students and which even may have made the East African education system a bit more receptive to modern concepts and methods.

I hope and trust that, on further reflection, Gene, too, will find that the satisfactions he felt as he was leaving TEEA were based at least as much on fact as on fancy, unlike the impression he gave in his letter to Ed Schmidt.

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We've Heard from You
A note from Kay Hinklin Mongardi - TEA '61...

to catch you up. After three years at the American International School in Egypt in Cairo, I am changing once again. This time I will live at home in Italy and work from there. I have joined the Council of International Schools which is service organization for international schools all over the world and a branch of the European Council of International Schools. I will be working with School Accreditation and my area is the Middle East and Africa so I will be spending time visiting schools in Tanzania and Kenya as well as the rest of Africa. I am interested in the trip to Tanzania in June of next year so please keep me posted on the arrangements. I would also be interested in the London conference.

I have enjoyed the newsletters you have been sending out and I am looking forward to being able to take part in some of the activities that you plan. I will send along new contact information once I get settled in Italy.
Catharine and David Newbury

Dear Friends,

It was a wonderful pleasure for us to meet with you all in Kampala, and join you in your travels: the wonderful people and colleagues, the beautiful countryside, and the good company all stay vividly with us. Thanks to all those who attended; it was great seeing you.

After our TEAA gatherings, we had a terrific trip to Rwanda and Congo--one of those trips where everything seemed to work smoothly, and we got more done than we could have possibly hoped for. Arrived in Congo the day of the celebrations on the agreement to set up a new government; it was a joyous moment for the people there, who have seen too much of war. This year (2004) we return to the same area, where David will be working on a project to reintroduce "history" into the school curricula in Rwanda (primary and secondary schools). We will be discussing method as well as drawing up materials for teachers and students.

We hope you are all well and thriving. With fond memories for our shared time,

Catharine and David Newbury
Sandra Taylor.

Hello Ed, I enjoy reading your newsletters and hearing what others are doing. I am semi-retired. I work one semester per year at College of the Redwoods on the coast of northern CA. The remaining eight months of the year, I live in Tucson, AZ. This move has played havoc with my gardening skills! Lush to cacti and no middle ground! Last December I gained 3 grandchildren. Two are adopted from Kazakhstan (a 2-yr-old boy and a 1-yr-old girl) and the third (a boy) was born in Norway. The latter now lives in Togo and I attach a short note from my older son, Greg, on what he does in Togo. Best wishes to you. Sandra Taylor [Greg's note is at the beginning of the newsletter.]
Pat Mische.

Dear Ed, Thank you for your good work on the TEAA newsletter and gatherings. I have no grandchildren in East Africa. But I will be going to Kenya in July and August with a GLCA-Global Partners grant to do peace research and give a series of lectures at Maseno University (near Kisumu). I will also be visiting women and development projects along the northern shores of Lake Victoria, from Ugoma near the Ugandan border to Kisumu. If I can be of any service to you and TEAA during this trip, let me know.

All the best, Pat Mische [Pat is Lloyd Professor of Peace Studies and World Law at Antioch College. Henry Hamburger visited a school recommended by Pat on his recent trip to Kenya. -Ed.]
Mabel Lee.

Dear Ed, You cannot imagine how happy and grateful I am to have received the newsletter via e-mail. Regular mail from home usually takes about three or four weeks before reaching. I haven't read all the information but will just as soon as I can get some free time. My address is: Domasi College of Education, P. O. Box 49, Domasi, Malawi. I will probably renew for another assignment, so, by all means, pass my address on to the alums.

I have been assigned to work in the English Section at the college and thoroughly enjoying it. The students are very kind in trying to cope with my accent, and likewise, I am having a good time with their pronunciation and intonation. I am working with first year students in teaching grammar and what the college labels Special English for those in the humanities.

Love to the TEA and TEEA Families, As ever, Mabel. [Mabel is at home for the summer and plans to return to Malawi in September. You can contact her: 940 Davis Ave, Deptford, NJ 08096, 856-464-8263]
Peter Sellers Dear Brooks,

I always read the TEA/TEAA news with pleasure & nostalgia. Unfortunately, we couldn't join the visit to East Africa, but we did have a visit of our own in 2002. We reestablished our contacts with the Kangaru School, Embu, Kenya, where I taught from '61 to '63. We saw former students and colleagues who have distinguished themselves in Kenya education and other areas.

Your newsletter made me realize that I should have been exchanging information with TEA/TEAA. In particular, the news that the Schuchards are bringing computers to Meru reminded me that I have still not been able to live up to my offer to a professor at the Methodist college in Meru to get computers to two secondary schools. I have been stymied in various ways. If anyone in TEA/TEAA could advise me on this, I'd be very grateful. Could this letter or part of it be run in the next newsletter?

My wife and I would like very much to have some useful interactions with TEA/TEAA. Sincerely, Peter.
Paul Mayerson.

Joan and I have been Residential Host Volunteers at the Boyce Thompson Arboretum in Superior, AZ since 2001. [] We live on site in our 5th wheel RV and in return for 20 hours/week service each, we receive the site and all amenities and utilities and perks as decided by the BTA Foundation, the University of Arizona and Arizona State Parks. There are four couples here and each brings their own special skills, talents and interests to enhance the Arboretum program. Basically Hosts are responsible for manning the contact (admissions) station and leading various tours for adults and school children. Each of the couples has an area of outreach to make contacts in the community. Ours has generally been school outreach. We make contact with the administration or science department, do Power Point presentations to arouse interest in actually having youngsters come to the Arboretum for tours, etc. (our education programs are closely tied to Arizona State Standards) and then head up the team that will carry out the tour on the day. As I noted above, we are a constituent part of the University of Arizona and so have an ever deepening interest in the outreach program. One of my special interests has been developing a Plants of the Bible tour. Initially this was a once a year effort for adults. Last year it was increased to once a month and this year we offer it three times a month. We have added this option for schools and I have been targeting parochial schools. I must admit that this has been a very successful effort. Joan has been very active in computerizing the vast archives of photos, slides and digital images which have been collected in the 75 year history of the Arboretum. She also has been cutting her teeth on preparing Power Point programs for our outreach efforts. Our email will always reach us as will snail mail which is forwarded.

In the summer we are both docents at the Squam Lakes Natural Science Center in Holderness, N.H. Joan 's real love is plants, gardens and wildflowers. I work with live animals, particularly raptors, showing them to the public and speaking about the program there. In addition I coordinate the docent mentor program and pilot a cruise ship on Squam Lake (Golden Pond of movie fame).
Robert Taylor.

I recently found a recording I made 40 years ago of my choir [Tororo Girls School choir] singing in Uganda and you might like to provide a link to a song or two. One of the songs, sadly enough, was from the territory where the fighting was up in Lira [in March]. The song that is on line, Kiri, kiri, can be listened to by going to the following link, a page in a site that explains a bit about how it came to be recorded, lo those nearly 40 years ago:

I was back in Uganda in 1968, collecting the data for my thesis on primary school math teaching and learning, and stopped at the Tororo Girls School to see how my former students were doing. I had conducted a choir while stationed there, so many of the girls I knew best had been in that choir. During my tenure there, I had taught them Bach chorales and some American spirituals, and they had sung Uganda music for me. Not surprisingly then, while visiting them in 1968, given that I had a high quality German audio field recorder with me for use in the thesis study, I persuaded the girls to sing for me again, so I could record it. I recorded 11 songs they sang in one afternoon, songs from a variety of regions of East Africa, though mostly Uganda. Kiri, Kiri was one of those so recorded. The songs differed from each other in instrumentation (drum, bamboo xylophone, gourd rattle, etc) and in musical structure (solo chanter with choir joining on each chorus segment, whole group singing together, or other combination), and in language (Luganda, Lutoro, Luteso, etc.) reflecting the origin of the song so far as the girls knew (they were mainly from Eastern Uganda, but they did represent a mixed background and knew and sang stuff from all across Uganda).

As I listened to them singing again, I was saddened because I know some of these girls were killed in the many years of civil war and unrest that plagued Uganda after 1968....
Jim Gilson, President of Quality Schools International in Ljubljana, Slovenia

Jim Gilson joined TEA in the summer of 1963 and attended the training at Colombia University in New York along with the rest of that wave of TEA teachers. His wife, Margery, was with him and together they had a wonderful two years living in Moshi, Tanzania (that was Tanganyika when they arrived, changed to the United Republic of Tanganyika and Zanzibar, and finally to Tanzania before they left).

In New York Margery needed to have an operation that was intended to correct infertility. It was very heartwarming to have experienced this group of teachers that took up a collection and contributed enough to pay a significant part of this medical bill (the rest was paid by the Gilsons over a period of months). This was indicative of the care that this group had for one another. An interesting side note is that whereas the operation in New York did not solve Margery’s problem, an American missionary doctor in Moshi did figure it out and Marcus and Kevin Gilson were born in 1965 and 1968 respectively. Jim and Margery now have two grandchildren from each son.

After this time in New York we all boarded a chartered four engine plane (DC6??) and headed for Africa, stopping first in Kampala, then Nairobi, and finally Dar es Salaam (a very long trip).

After leaving Moshi Jim took a job at Bir Zeit College in Jordan (now in Palestine) teaching physics for a year. Then he was appointed as principal and teacher in a small elementary school in Taiz, Yemen. After less than a year civil unrest caused the entire American community to be evacuated. Taking advantage of this unexpected break in career, Jim took a couple of years and got his masters degree at Oregon State University. Following this he went to Nairobi to be the first principal of Nairobi International School in 1969 and stayed there for two years, seeing the school acquire property and construct a school facility on this former coffee farm of many acres.

In the summer of 1971 a friend of Jim suggested that he start a school in Sanaa, Yemen since the civil war was finished and foreign families would be moving in as diplomats, UN personnel, and businessmen. Jim and Margery did this, but did not move there until the fall of 1972. During the 1971-72 school year Jim took a higher paying job teaching physics with ARAMCO in Ras Tanura, Saudi Arabia and hired a young couple from Seattle to pioneer the first year of Sanaa International School.

This school flourished and grew in the next few years to over 200 students, serving the international community as well as a number of Yemeni citizens as a non-profit school. Today the school has 13 children and grandchildren of the President of Yemen, as well as a number of other high level government officials and leading Yemeni businessmen.

A success oriented mastery learning model of education was developed in the late 80s that resulted in a high level of learning, happy kids, and parents pleased with the progress of their children. Mr. Duane Root, former Superintendent of Schools in a district in Idaho, was working with Jim in the administration of the school in 1991. They had been roommates together in Seattle Pacific College in the 50’s and ended up marrying identical twin sisters. Together they co-founded Quality Schools International (QSI) in 1991 by opening a school in Aden, Yemen and Tirana, Albania. This came about not only in view of a successful model of education and curriculum that could be duplicated in other schools, but also due to the collapse of the communist “empire” and the need for schools for the diplomats and others moving to the capital cities of these new countries. The former Soviet Union is now fifteen independent countries. QSI now has schools in 11 of these republics as well as in most of the new countries of Eastern Europe. Over the years since 1991 as QSI gained a reputation of excellence requests came to start new schools, or in a few cases to take over existing schools. Today QSI has 28 schools in 22 different countries. The QSI schools are located in Sanaa, Yemen (1971); Tirana, Albania (1991); Kiev, Ukraine (1992); Almaty, Kazakhstan (1993); Minsk, Belarus (1993); Ashgabat, Turkmenistan (1994); Baku, Azerbaijan (1994); Bishkek, Kyrgyzstan (1994); Bratislava, Slovakia (1994); Tbilisi, Georgia (1995); Yerevan, Armenia (1995); Ljubljana, Slovenia (1995); Chisinau, Moldova (1996); Vladivostok, Russia (1996); Skopje, Macedonia (1996); Sarajevo, Bosnia & Herzegovina (1997); Zhuhai, China (1999); Phuket, Thailand (2000); Wuhan, China (2000); Kosice, Slovakia (2001); Shekou, China (2001); Chengdu, China (2002); Kabul, Afghanistan (2003); Pristina, Kosovo (2003); Dushanbe, Tajikistan (2004); Puerto La Cruz, Venezuela (2004); El Tigre, Venezuela (2004); and Chang’an, China (2004).

Except for the newer schools, all are fully accredited (16 by Middle States Association of Colleges and Schools and the two in Venezuela by the Southern Association of Colleges and Schools). As a non-profit organization the schools receive small grants from the US Government in cities where there are American Embassies or Consulates. Where a grant is given in a city of a QSI school, the QSI school is the recipient in all of these 18 locations.

The QSI schools are for the most part small elementary schools with a total enrollment projected for all 28 schools in 2004-05 to be about 2000 students. Seven of the schools include a full secondary section and others are moving toward adding secondary levels.

QSI uses a common curriculum in all of its schools, which is developed and annually updated by professional teachers within the QSI schools under the guidance of the QSI curriculum coordinator. Attractive to teachers and administrators are opportunities within QSI to move from one QSI school to another without the loss of benefits.

QSI moved its headquarters from Sanaa, Yemen, to Ljubljana, Slovenia, in January of 2004 in order to be more centrally located among its schools. Former TEA and TEEA teachers are invited to stop in and visit the world headquarters of QSI. Slovenia joined the European Union in May of 2004 and is a lovely country to visit.

In summary, QSI continues to grow and to provide wholesome environments and positive learning atmospheres for its students, while at the same time offering job opportunities to an expanding number of professional educators. All are invited to visit the QSI website (

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The Search
For the first six month period since the search for former TEA/TEAA teachers began in 1999, there are no new entries in the directory to report. It was difficult to search for our British colleagues from here in the US, so I await someone residing in the UK to take on that task. Remember to report to me any changes in your contact information. Email addresses are the least permanent information, so be sure to report any changes.