That school was a year in existence when the Ministry of Education decided to convert it into a boarding school. Their main concern was to find a competent head who would rise to the challenge of managing such an institution. The matter was discussed for about two terms by education officials when eventually a decision was reached to take the matter to the Prime Minister, who regarded the project as urgent and pressing, as he had promised Region One they would have another secondary school. The building took two years to complete as some material had to be flown in from Georgetown.
When it was declared open, the Ministry of Education notified the Prime Minister that children from various locations and as far as Moruca would be attending the institution. It was then truly regarded a boarding school. While dorms were being built, the Ministry undertook to search for a competent headmaster to manage the institution.
There was only one other such school in the country, Presidents' College, on the East Coast of Demerara, that provided an example of how such institutions should be managed. Port Kaituma Secondary was built to house children from Matthews's Ridge, others at Arakaka and Mabaruma not to mention Port Kaituma itself. It was intended that the children would live-in and at mid-term travel home to their families to spend a week and return by a specific date.
Eventually, the Ministry of Education found their man. He was a short, lean and intelligent head teacher who had not long joined the Ministry and was a former head who pioneered Essequibo Islands Government Secondary School to a proper functioning institution. From reports, education officials assessed his competence and they decided to interview Bertrand Philander. Other and better known head teachers balked at being posted so far from their families, which included growing children already attending secondary schools in the city.
Mr. Philander accepted the challenge willingly and agreed to be posted into the hinterland. He took up the post at the beginning of the new school year, 1976.
A department of education official in Region One introduced Bertrand Philander to the staff which comprised teachers, a house mother, a head cook, a bond clerk, a mechanic, carpenter and a handyman. The children welcomed him by standing up and saying, “Good morning, Mr. Philander. We hope you would enjoy living among us,” to which he replied with grateful thanks. With words to the effect that they were in it all together, Mr. Philander said he hoped they and the staff would co-operate to make their new home pleasant.
Marco adjusted as well as other children did. He stood out because of his flexibility, his ability to mix. He was easily a teacher's pet student because of his willingness and innovativeness. And he clowned on every serious occasion. He learned to play football, gave a few cracks at cricket, but was too short to be in the volleyball team.
However, what made him an outstanding pupil was one incident.
One night, when the students gathered for dinner, there was a sudden power failure. The place was thrown in pitch darkness and at that, conversation ceased. Mr. Philander found his way in the dining room and asked everyone to be calm. Marco growled, “A calm before a storm and we must get to higher ground,” and with that he struck a match and pointed in a general direction. Everyone laughed nervously. The students got over their fear and conversation resumed. Mr. Philander complimented Marco for this gesture when the lamps were brought out and dinner was served.
After that incident Marco won a special place at the table and he led the assembly in prayers. Sometimes he clowned to the extent that everyone laughed until they got ‘stitches'. Another night the house mother who ‘ran the ward' was scared almost out of her wits by a spooky form making owlish sounds hovering between the beds in the boys' dorm. When the lights were turned on, the spook turned out to be Marco dressed up in a sheet.
No one ever forgot Marco and his antics. At the Christmas party, the boys put on a skit in which Marco dressed up as M. Philander and imitated his voice, gait and gesticulations. This was a hit.
Soon, it was time to return home for the holidays. The students left in groups for their destinations.
However, because of where Marco lived, he had to leave by himself. After all, he was the only student who lived at Moruca.
Before Marco could leave the premises, Mr. Philander had to ensure the boat would be traveling from Mabaruma to Moruca that day.
No word came. Marco was becoming anxious as he was alone now on the premises and had no other student to speak with as only the staff who lived on the compound remained. When word did come, it was to notify Mr. Philander that the boat had developed engine trouble, parts had to be sent for from the city and repairs could not be completed until long after the holidays ended.
Mr. Philander had difficulty with this but being a man-of-the-moment decision maker, he decided there was only one other way out for Marco - to take him home to his residence in the city.
Marco was informed but the lad cried because he would not be able to see his family. He was however convinced to make the trip to the city.
The headmaster's plane was due the following day and Marco boarded with him and was flown over a network of rivers and hills, forests and swamps to Timehri airport.
The long journey to the city was no less interesting.
The big surprise came when they arrived in the city. Young Marco saw Stabroek Market for the first time; the traffic seemed confusing as though cars, minibuses, lorries and people would collide one with the other but somehow managed to get out of the way just in time. It was a sight to behold for the lad.
At Mr. Philander's residence, he was greeted by his sons who received him with open arms. Marco was shown to a room and Mrs. Philander prepared a bath for him before dinner with the family.
He hardly slept the first night as he kept wondering what his mother and father were thinking at the time. On the following day, much to his delight, he was taken shopping downtown. He chose toys for himself and his brother and sister which would be delivered on his return home, he thought.
The visit to Georgetown was much more than he bargained for. Being observant, he made mental notes of almost everything he saw in order to boast of his experience to his peers when school reopened.
Back at school, the boys wanted to know what each got for Christmas. When his turn came, Marco smiled and smiled. He bent his head and laughed.
“I got what none of you got. I got it from HM. Ask him, but he wouldn't tell you. I will have to tell you that myself.” Everyone waited in silence. Then he announced, “I got a trip to Georgetown for the Christmas. And I have photographs to prove it.”
The photographs made a tour of the school during the day and Marco gained the reputation of becoming a town boy.
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