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turning the
wheel |
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siddhartha school project newsletter |
issue #4 |
december 1999 |
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Building With Books and Local Volunteers Build Two Classrooms WELCOME SONG
The construction of the classrooms was a cooperative project performed by Stok villagers and representatives from Building with Books. The parents and families of the Siddhartha School students volunteered to help in the construction of the classrooms and were much involved in the entire process. The members of Building with Books, who included six high school teachers and four high school students from schools in New York and Connecticut, were hosted by families in Stok. The whole community supported the endeavor, and joined in a joyous celebration with Building with Books at Siddhartha School. Building with Books is a non-profit organization based in Stamford, Connecticut, and their members construct classrooms and school buildings around the world in developing countries. Their projects have taken them to Bolivia, Brazil, Mali, Malawi, Nepal, and now Ladakh, India. We are grateful to our new friends at Building with Books, and it is our hope that this year's work marks the beginning of a strong relationship between us. Clearly, Building with Book's initiative to create an exciting, cross cultural service and learning opportunity merges felicitously with Siddhartha School's goal to foster a learning community for children that champions the values of leadership, service, and intercultural understanding. The Benefits of Health Education at Siddhartha School (index) In keeping with Siddhartha School's commitment to fostering an environment where local and global systems of knowledge ar honored alongside each other with mutual respect and attention, we were fortunate to have two wonderful and caring doctors visit the school in 1999. Dr. Lhamo Spethuk, a local amchi (doctor of Tibetan medicine), and Dr. Gunther Koke of Germany both care tremendously for the children and had much to share with them regarding the practice of good health. Dr. Lhamo came twice in August to give the children medical exams and prescriptions for conditions such as stomach ailments. She saw every student and began documenting information on each child relevant to the Tibetan system of treatment. Dr. Lhamo had found that it is common for children to think nothing of drinking glacier meltwater that runs off the mountainside in the summer. This water is very hard and difficult to digest, and it is not sterile. She spoke with the children in Ladakhi in detail regarding the importance of only drinking clean or boiled water to avoid digestive problems. We look forward to return visits from Dr. Lhamo next year. This past June the Siddhartha School was honored to host the fifth annual visit of Dr. Gunther Koke and Mrs. Ursula Erny of Schulprojekt Ladakh, E.v., based in Munich, Germany. Dr. Gunther performed his annual gratis physical examination of the children, checking for the skin, eye, ear, and dental problems that have plagued the children in the past. He was pleased to report that he found the children to be in much better health than in previous years. Common conditions, such as scabies, were greatly reduced due to increased awareness about the importance of hygiene on the part of the parents and children. Dr. Gunther also visited parents and other villagers who were ill and in need of medical attention, and he gave educational talks on the prevention of ear infections. As in previous years, he also donated medicines and basic medical supplies to the Siddhartha School, which will be on hand in the event that any of the students becomes sick or hurt. We are deeply grateful for his invaluable contributions in the form of knowledge, supplies, and time, and we would also like to thank Ursula Erny for her having raised over eight thousand German marks plus six scholarships for the Siddhartha School this year. The Siddhartha School would like to thank Dr. Koke and Uschi for their continued support and care for the children, as well as our new friend, Dr. Lhamo. We are especially grateful to Joli Greene of Portland, Maine, a dedicated member of the Siddhartha School Project for many years, who sponsored a doctor of traditional Tibetan medicine to come to the Siddhartha School. It is valuable and exciting to have this opportunity to incorporate the expertise of a local woman doctor trained extensively in this ancient system. With the combined help from all our friends in Germany, the United States, and Ladakh, the Siddhartha School hopes to provide an environment for learning that is also conducive to the health and well-being of every child. The children, parents and teachers now have an opportunity to be educated in both Western and local traditions of health, hygiene, and healing, which promises to be valuable for the community of Stok as a whole. Annual Fundraising Plea (index) hanks to the continuous generosity of you, our donors, the Siddhartha School grows steadily and provides a high quality level of education for the children of Stok, Ladakh. We are very proud of the fact that the Siddhartha School Project works hard to keep stateside expenses low. As a group of committed volunteers and donors, we insure that Siddhartha School donations do not dwindle in the face of unnecessary overhead. Aside from accounting expenses and the nominal cost of postage and printing of the newsletter, all of your contributions are sent directly to the Siddhartha School for the benefit of the children. Because of your kindness and your trust in the work of Siddhartha School's founding director, Geshe Lobzang Tsetan, we have been able to reach our fund raising goals every year since the project began. With your continued support, we can continue to meet our goals this year and in the years to come. Together, we share with Ladakhi children a love for learning, a commitment to traditional culture and a knowledge of the importance of local, innovative strategies as we meet the twenty-first century's global community. The school has grown to accommodate six grades; there are currently eight rooms: six classrooms, an office, and a teacher's room. Three new teachers have been hired this year to teach English, Social Studies, and Bodhi (Classical Tibetan language used in Buddhist scriptures). The basic, compulsory expenses for which we must raise funds this year include:
If possible, we would also like to level the uneven grounds to create a field suitable for assemblies and for playing sports and games. In total, therefore, we aim to raise $22,210.24 this year to cover these expenses.
Gifts of any amount towards meeting the Siddhartha School's construction, materials, or staffing objectives with the donation amount of your choice, or you can also choose to donate to Geshe Tsetan's special fund for critical work. This option gives Geshe-la the opportunity to put your gift to use where it is most needed. Many donors choose to sponsor a child for thirty dollars a month. This is a great way to help an individual child and simultaneously help Siddhartha School meet the expenses outlined above. If you already sponsor a child, thank you so much for your continued support into the year 2000! Please consider sharing Siddhartha School with a friend or loved one. Gifts can be made in the name of a friend or family member as a special way to remember someone this holiday season. Online donation/subscription form Siddhartha School Teachers Participate in Teaching Workshops (index) Nothing is more valuable in a learning community than its teachers. In Ladakhi Buddhist culture, teachers are described in religious texts as precious gems, bodhisattvas, dedicated to protecting and bringing an ancient wisdom and compassionate practice into the present day. This liberating activity eradicated ignorance and alleviates human suffering. In day to day Ladakhi life, if a young child sees his or her teacher in the market, the child often will insist on carrying the teacher's packages to his or her destination, out of respect. Geshe Tsetan knows first hand the precious value of quality teachers. While still a child in Ladakh, he walked all the way to Lhasa (a month-long journey) to study with the great lamas for his Geshe degree. During the Cultural Revolution, he saw heartbreaking efforts to destroy the culture through the imprisonment and torture of many great teachers. When he fled Tibet and returned to his native village in Ladakh, he had to postpone completion of his Geshe degree studies, because no one was available in his community to instruct him in the completion of his training. It is perhaps Geshe-la's personal struggle to receive training that compels him to hold the education of teachers as essential to the success and growth of the Siddhartha School. He also knows from experience that the best teachers are always learning, as his teachers were always studying and debating as a part of monastic life. Geshe Tsetan, the school board, and dedicated staff at the Siddhartha School place a high priority on the continual development of its teachers through training in both traditional and innovative teaching methods and philosophies. This year, the staff had the very special opportunity to explore alternative and successful teaching methods that have been introduced in India by Indians. The teachers spent one month observing the methods implemented in several different schools, and they also participated in workshops on subjects varying from mathematics to theater and the arts. Among the schools, which featured many educational and vocational training programs with diverse curricula and teaching methodologies, the Siddhartha School teachers visited the Mira Nursery, Mirambika, and the Mother International Schools in southern New Delhi, located near the National Council for Educational Research and Training. The Mira Nursery, for example, focuses on education for children between the ages of three and five years. Here, the curriculum is designed to be non-formal, stressing a playful and learning approach. The various teaching aids encourage the children to learn through different media. The teachers guide the children throughout the day and in all activities creating a role more similar to a mother than that of a teacher. Examples of the more structured activities and teaching aides include audio/visual classes, library and story hours, which familiarize the children with books, as well as dance and music classes. The teaching aides also include more non-structured activities that the children can do that develop their motor skills. Examples of these activities include the use of blocks puzzles, alphabet charts in different languages, spindle boxes, cylindrical blocks, etc. One teacher wrote, "We were lucky to interact with the teachers of the Mira Nursery because we learned the use of these differing teaching aids, and it was also nice to learn how their trained and experienced teachers manage the classroom. We have since implemented some of their ideas into our nursery classes through our purchase of teaching aids like English and Hindi alphabet charts and cards, blocks, and puzzles." The teaching staff at the Siddhartha School are dedicated to providing the best possible education for the children of Stok by approaching their own education as a lifelong endeavor. This dedication was exhibited by their one-month visit to Indian schools in New Delhi to observe and learn from their different methods of instruction. Teachers returned to their classrooms with fresh ideas and new perspectives on their profession. The children may also learn a valuable lesson from their effort: learning is lifelong. Teachers are precious and to be sought after. The best teachers are always learning. Letter from the Acting Principal of the Siddhartha School (index) It is a delight to include in this issue of Turning the Wheel an open letter to SSP supporters from Siddhartha School's acting principal, T. N. Vivek. In case you missed the biographical piece on him in our last issue, Vivek is twenty-six years old. Born in Stok and educated in Kashmir and Bangalore, English and Journalism are among Vivek's favorite subjects. These interests and his passion for the school's development are evident in his keen desire to contribute to our newsletter on a regular basis. We look forward to publishing future letters from Vivek and hope that you enjoy this one! To the Donors, Sponsors, and Supporters of the Siddhartha School Project: It brings me great joy and honor to speak with you all directly. Each of you have been instrumental in the building and continued efforts of the school. This letter is the first in what I hope will be many in the coming years. The school has come a long way since its inception in 1995, and the school continues a steady growth with each year. This year we have a total student registry of seventy-four students ranging from grades three down through to the Nursery class, a vast increase from the original twenty-five students that began with the two-room rented house next to the Highland Hotel. This year we have also completed construction of four new classrooms, two begun in 1998 and two completed with the assistance of Building with Books in July 1999. Indeed, July was a very busy month for us, as it saw the hiring of three new teachers, Gen. Takpa (Bodhi teacher), Rigzin Tsomo (English), and Kunchok Trinley (Social Studies and Physical Education), as well as the consent to the appointment of Principal by the Ladakh Board of Trustees and by the teachers. I hope to fulfill the duties that this position requires of me with unwavering effort and sincerity. It gives me great pleasure to be a part of this growing institution and to be able to report to each of you the successes of this school year. We are all members of the same family that is dedicated to the education of the children of Stok. Even though we are separated by a great distance, many continents and oceans in either direction, I feel a connection to each of you due to all of the assistance and support that you have offered to Geshe-la and the Siddhartha School. Not only have the facilities, staff and student population continued to grow over the years, but also the students' intelligence has grown. The eight students of class three remind me every day of the strides that they have made since the age of four. By grade three they each have a working knowledge of English, Hindi, Ladakhi, and Bodhi (Tibetan script) as well as science, math, history, and Ladakhi culture. However, it is the teachers that are the prime builders of the school. Through their unending commitment and determination they have built the school and students into what they are today. They repeatedly show their dedication through their assistance with the school, not only in the area of teaching, but also with maintenance, gardening, tree planting, and general beautification of the school. The teachers have always been interested in learning new and better techniques to teach, and they have never felt themselves to be above learning, which is surely something that they each pass on to the students. The teachers place their priorities in their teaching and not solely in their salary, which is sadly the case in many other schools throughout Ladakh. Due to all of this, I feel the teachers to be one of the school's most important assets, well worth maintaining and enhancing as the years pass. On behalf of all the children, parents, teachers and staff of the Siddhartha School I would like to express our heartfelt thanks to Geshe-la for founding the school and for his efforts in continuing to allow it to grow. I also would like to thank all of his supporters in the United States, Germany, and beyond who continue to believe in our work here at the school and who continue to show this support through donations and sponsorships both large and small. I am certain that all of our donors, sponsors and supporters of this school share in the merit acquired through this noble work of educating the young of
Ladakh. I am also certain that this merit will increase as the school grows. I look forward to all of your continued encouragement and support. All of you are important to us. I humbly offer my many, many Jullays of thanks and gratitude to each of you. Thank you.
Principal - The Siddhartha School Field Trip to Matho Monastery (index) This past June the teachers and students of Siddhartha School organized their first field trip. Bill Kite, friend and dedicated supporter of the school, kindly drove them in the bus borrowed from the local Highland Hotel (owned by Siddhartha School board member Sonam Wangdu) to Matho Monastery, about two hours away. Everyone was laughing and singing along the whole way. After their arrival at Matho Monastery, they attended teachings given by a famous teacher, one of the Sakya
Rinpoches, His Holines Saska Kongma. The teachers and students of Siddhartha School were given a special place to sit in front.
Before the teachings began, the Siddhartha School teachers and Geshe Tsetan took the children on a tour of the monastery and explained to them the meanings of the many paintings and statues. They all learned a great deal about the history of Matho Monastery and enjoyed the trip. Happy Children - by Laura Kogonis (index) This year I took a month off from my day job and brought my partner along to Stok village for my annual site visit to Siddhartha School. I had a wonderful time as usual, but it was especially nice to share the experience with a family member who knew only of my work as an SSP board member from the U.S. side. To see the children older, stronger and more vibrant! We have some of the happiest children in
Ladakh; many visitors have commented on this fact. When my partner asked our newest teachers what they like best about teaching at Siddhartha School, they told him: " ***** Happy Children A happy child has a broad base of support-many people who care. Since the Siddhartha School opened in a rented house next to the Hotel Highland in Stok village, the system of support to insure the happiness and development of these children has grown stronger and wider each year. Friends of the school in the U.S and around the world continue to pledge their support for Geshe-la's school. But perhaps the most heartening support has come from the parents of the children themselves. Nowhere was this more apparent than on Parents Day, which I had the good fortune to attend. I would like to share with you my observations from that touching event, because I feel it crystallizes key ingredients of a community that raises a happy child. Pride in Accomplishment Siddhartha School teachers worked hard this year to plan a program with the children for Parents Day. Principal Vivek explains that this is most important event of the school year, as it is the opportunity to demonstrate all that a child and his class have accomplished. The children love to decorate their classrooms with various projects they have undertaken over the year. These exhibits are a source of pride. One classroom, for example, created beautiful scrolls out of paper with a short biographical story on each child. These "publications" were displayed with drawings by each classmate. Another classroom designed a large poster on the life of a tree, from the planting of a seed through fruition. Parents toured the rooms of the children, admiring the hard work and progress made by their sons and daughters. Braving the Storm and Showing Up Teachers and staff stayed late the day before parents were due to arrive for the festivities. They were busy dusting and polishing, straightening and hanging up artwork. A tent was erected in the front courtyard to host the distinguished guests, and carpets were rolled out underneath. A welcome banner was hung across the main building façade. When everyone at the school departed that evening, they were pleased and relieved that it had all come together. In the morning the sky stayed dark, and the wind kicked up. The weather was so strong that it collapsed the tent. We all watched from the windows of the classrooms, frustrated and helpless against such torrential conditions. I wondered if parents would even come, seeing as it was so unpleasant outside, and everyone would be coming on foot to the event. Everyone was happy as we saw the parents coming around the bend. I was nervous for my friends at the school, as Ladakhis are very formal with guests and go to great pains to make everyone feel comfortable. We managed to squeeze over fifty guests in our little classroom. Everyone was quite gracious, of course. And no one minded sitting on the floor of the classroom as we waited to start the program. Equally auspicious, was that all of our guest speakers came as well. Geshe Tsetan had invited key leaders in education from the greater Leh, Ladakh area. We were excited that they braved the storm to come out and share their wisdom and support for Siddhartha School's efforts to improve education in Stok village. Communal Responsibility Geshe-la welcomed the guests and the program began. Geshe-la focused his talk with parents on the spirit of cooperation. He let them know how pleased he is with their volunteer labor during the construction of the school's two new classrooms sponsored by Building with Books. He also shared his deep concern that this spirit of communal responsibility is important not just within Siddhartha School but among Ladakhi schools, whether public or private. This is why he invited two Buddhist private school principals from the city and the headmaster and teachers of the Stok government high school. He believes that the problems facing Ladakhi children require a combined initiative of public and private institutions working together to provide robust solutions. Shared Vision Exciting ideas were exchanged by the guests. One principal shared a bit about his school's teaching methods and curriculum plan. This was appreciated by all--as the plate of subjects and languages for a child to get through in a given day is getting fuller in most Ladakhi schools, practical discussion regarding curriculum and methods is useful and timely. One principal suggested that academic, athletic, and artistic intramurals should be initiated in the spirit of youth pride. Doing so would enable teachers to expose and encourage children outside of their home classrooms and prompt them to exchange ideas more directly with each other in the planning and execution of an event. The headmaster of the Stok public high school reminded parents that Parents Day itself cannot be the only day that family members inquire about their child's progress. He emphasized that parents have a special role in the success of a child's education. This success depends on a daily practice of parental involvement. Fun By the time each speaker had shared his or her thoughts, the wind had died down. All the teachers and parents went outside and resurrected the fallen tent. Within minutes, the cultural program our children were so anxious to perform commenced. Each grade presented a skit or song. They were all so adorable. Their handmade costumes were ingenious and their singing beyond sweet. Everyone loved the program and hearts swelled with pride. Afterwards, food was served, and a round of party games played. Everyone enjoyed that a lot, especially the children I think-they really loved watching their parents and grandparents play musical chairs and a really crazy game which entailed putting on a very funny costume. We have a saying at my day job back in the States-"If you can't have fun with the problem, you will never solve it." I know that parents and teachers built some solutions together on Parent's Day this year. After the games they met together in the staff office for an intimate discussion. This was a really remarkable meeting, as parents were quite candid regarding what their issues and concerns are. For instance, some parents took the opportunity to express concern that one of our teachers might be planning to depart. The teacher in question had taken a family leave recently to enroll his sister in school in Kashmir. These parents worried that he might not return--perhaps take a higher paying, government job elsewhere (this happens a lot in Ladakh). One mother complained that since he had been on leave, her child no longer remembered to make offering prayers before supper. This change in conscientiousness she attributed directly to the teacher as a powerful role model for the child. Fortunately, the teacher assured everyone that he feels that the Siddhartha School is his family, and that he had no plans to leave. Curriculum planning, grading, good nutrition and study habits were all topics discussed in detail. Geshe-la and the staff were all quite touched and pleased with the discussion, feeling that their relationship with parents continues to deepen and grow. Geshe-la closed the meeting with thanks and heartfelt gratitude for all. He thanked the teachers for their hard work in planning the programs and the parents for their participation in the discussion, activities, and games. He reminded us that together we can make the school a great place for children. Happy Children Everyone departed enriched and just a little tired from laughing so hard. index || SSP Home || Newsletters The Siddhartha School Project page updated 8/10/01 |
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On August 9th, 1999 the Siddhartha School celebrated the completion of two new classrooms constructed by members of "Building with Books" with the assistance of the Leh Nutrition Project and many local volunteers from Stok. The two classrooms, which were much needed to accommodate the growing student body, are valued at over fifteen thousand dollars and were generously donated by Building with Books.