My Southern Sudan Journey Reflection

In South Sudan I was there both as a teacher and a student- hopefully the former took place almost as often as the later- which was everyday. Being a teacher in Nzara has especially changed my life, as I have had the opportunity to teach, work and live side-by-side the villagers of Nzara. I have been able to endure living in immense poverty and survive with the same struggles and challenges as the Zande people and sometimes provide solutions or ways around living with such hardly bearable conditions.

Being a teacher in South Sudan has been a unique and rewarding experience in and of itself. My teaching escapade has been unique in the sense that I have not been a typical teacher, but rather a constant teacher. Whether it be a planned and structured teaching I have performed in the schools, or an organized activity I have taught the youth or even a spontaneous lesson under the stars, the limitless variety of lessons has been instrumental for me in learning more about the life-style and culture of Zande tribe.

I feel that my time was very very well spent as I learned more than I ever imagined about the people of South Sudan that were about to become free. I learned more than I ever imagined about a proud Zande tribe of 1000 years in age who's kingdom was the last to fall in 1905 with the murder of their King Gbudue during the colonization era. The separation by European imposed boarders resulting in Sudan, The Democratic Republic of Congo and the Central African Republic, and now results in the new nation of the Republic of South Sudan. Being a teacher/student at the start of this new nation has been monumental in my growth and development and has given me an awareness of the world that I never had prior to my South Sudan journey. Of equal importance and maybe of more importance I learned more about myself than I ever knew.

From living 18 years of my life, and receiving my education from schools in America, I have grasped the belief of what an ideal life is, by growing up in a family where we did not have to worry about food, water or shelter. Also by attending schools with fantastic reputations and educational systems that provide their students with resources to ensure their success, I had been naïve to the outside world. Since coming to South Sudan never have I appreciated life in America more, especially as I teach. Seeing the lack of resources, the impoverished environment and the dilapidated structures students are taught in is very depressing. In conversation with a local he said in the tribal language of PaZande, “I don't know why my son goes to school. If he stayed at home our family could make more money from our garden.” That being said, it isn't far off the spectrum to draw the conclusion that students seemingly have life stacked against them, as firstly they have no transportation of getting to school other than walking and often times the distances they travel are quite far. Then factoring in when the students reach school they are, more likely than not, taught by untrained teachers and that in and of itself is quite a disadvantage. Then the culminating factor is that the students have no resources such as text books, internet access or educated parents to help enhance their educational studies. As I reflect on these contemplations I feel a large amount of sympathy for the students who are victims of a post-war era, and within my teachings I have made an effort to extend every opportunity possible for my students to seek extra help. Because of the effort to go the extra mile, so to speak, I know my students have enjoyed every teaching I have performed in Nzara, South Sudan.

In correspondence with my father H. Milton Cole he shared a bit from the play Equus by Peter Shaffer. “On an ultimate scene I cannot know what I do in this place- yet I do ultimate things. Essentially I cannot know what I do- yet I do essential things.” I recalled that prior to my departure in May 2011, as I visited The South Sudan Mission in Washington D.C and being told by Enoch Deng, Chief Information Officer, “George you will be a part of history.” Also in recent conversations with Bishop Samuel, my teacher, my mentor, my colleague, my African father said, “George you came to Africa as an America lad, you will return to America as an African- American man!”

Ex-Iowan In Middle Of Civil War

A University of Northern Iowa student from West Des Moines is scrambling to escape South Sudan on a United Nations flight this week as a fight over oil supplies threatens to re-ignite a dormant civil war.

Other Iowans with relatives in the fledgling nation, formed last July, also are worried about loved ones there as arch rival Sudan drops bombs from warplanes and the African Union demands new talks.

George Cole-Duvall, 19, hopes to head home either today or Saturday, said his father, the Rev. Milton Cole of West Des Moines. “The anxiety is very heightened,” Cole said.

Cole-Duvall, a 2011 graduate of Valley High School, has been in South Sudan for nearly a year, working on his political science studies through the University of Northern Iowa.

Last summer, he performed South Sudan’s new national anthem on his trumpet in Freedom Square as the country was born after decades of civil war. Now, after months of living in a mud hut with no electricity, he’s trying to get out before full-scale war erupts. As of early this week, George was safe and in a quiet area, Cole said.

“He’s in good spirits,” his father said. “He’s not ready to leave” because the work has been enriching, he added. Cole-Duvall was getting ready to leave and could not be reached for comment

The Philadelphia-area native adopted by the West Des Moines family has lived for nearly a year in Nzara with the Right Rev. Samuel Peni, a family friend. Peni attended Wartburg Theological Seminary in Dubuque and now heads an Episcopal diocese in South Sudan.

Conditions are primitive. An outdoor latrine features a hole in the ground. Showers come from a water bucket. He cooks on an open fire.

As part of his UNI work, Cole-Duvall has met with elected officials, raised money for food, bicycles, scholarships and supplies, and learned the local language.

He isn’t the only Iowan following the situation.

Pastor Simon Bilim Yiech of Sudanese Mission Lutheran Church in Des Moines said he spoke to a relative in South Sudan via telephone on Wednesday afternoon. All was well.

But the citizens of South Sudan — including his mother, brother and sister — fear they won’t be able to fight off the Sudanese forces.

“One of my cousins is in the front-line fighting,” said Yiech, a native of the country. “He said, ‘We are looking at them, and they are looking at us, but we are not fighting. But they are dropping the bombs.’ ”

The fighting is over South Sudan’s control of oil fields, and the money that comes with them, Yiech said. He doesn’t expect the conflict to let up soon.

“A lot of villagers don’t have a gun,” said Yiech. “They are afraid. They know that if north comes, they will do the same as in ’83,” when a second civil war erupted.

But it appears unlikely the new nation will unravel even before it’s first anniversary, Yiech said.

“The government in the south has said, ‘No, we will not leave our country, Yiech said. “But they wonder if they have the power to fight the north. I have family there. I am worried.”

So is Esther Mabior, 19, who is studying prelaw at Des Moines Area Community College in Des Moines. She grew up in Ethiopia, but considers South Sudan her homeland because her parents, now also living in Des Moines, are from there. Mabior, a graduate of Lincoln High School who has lived in Des Moines six years, still has aunts and uncles living in South Sudan.

“I was talking to my uncle,” Mabior said. “He said everything is fine, but there is fear around the town. You never know what can happen. They don’t have peace of mind is the problem now.”

In Mabior’s view, the nations would stop fighting if Sudan’s leader, President Omar al-Bashir, left office. al-Bashir has suggested he doesn’t want to talk to South Sudan except with “guns and bullets.”

I Need To Think About The Grade...

I decided that I would like to approach the University of Northern Iowa about the possibility of studying abroad in the about to emerge country of South Sudan. There was a quick and ready response after an hour conversation with Dr. Cornish and Dr. Meredith. I wished that they had responded as readily with a plan of action, proposed courses of study and an advisor. I learned the answers to many of the questions only after being here for 6 months. If I were to take nothing else away from this experience, as my Father says, “Mary and I sent a boy from America to South Sudan, and the people of that country will send an African American man back to the U.S. Of A.”

One of the highlights was a teaching Bishop Peni asked me to do for a clergy conference. He posed this to me as he had recalled that my Father knew the Rev. Marc Nikkei in seminary in New York. While only a few of those that were to gather knew of “Father Marc”, they all knew of him. Marc was an American that spent some 20 years plus in Africa while they would say that, “Father Marc was a great man... a great America... a great Christian..” Many knew of him while fewer had met him.

I started off by introducing myself and noting that my awareness of the world and also my faith had been enhanced by living amongst the Zande people. I thanked all gathered for being my teacher, most especially The Rt. Rev. Samuel Peni. I told the gathered clergy and church leaders that I never knew Father Marc but my Father went to The General Theological Seminary in New York City. My Father, the Rev. Canon H. Milton Cole knew Marc. They had living quarter that were beside each other, and thus were good friends.

I suggested that we start our learning together with a prayer that Marc left. Everyone agreed that this was the best way to begin. I had read the prayer in English and then translated it into Zande. The local tongue, that I was able to learn after a 2 months of 2 hour training Mon- Sat. I was able to procure the English version from my Father. The prayer follows.

Lord Our God, we your children have accepted your punishment because we have sin against you many times and we have forgotten your ways. When you have driven us out from the Country to the countryside for seventeen years wandering the bush, you have done this to us that we may learn more of your ways and your truths because you love us.

Lord in you mercy!

In the bush you have kept is save from been kill from Arabs and Anyanya, we were in between those armies.

Lord in you mercy!

From the rain and from the sickness. No house for your people to live in, no medicine for the sick people. We are leaning under big trees. But you have ket us safe from all the difficult situations.

Lord in your mercy!

You have protected us from the wild animals and snakes and all kind of dangerous things in the bush. Even you have sent animals to become refugees in their home in the forest!

Lord hear our cry!

You have shut the mouths of small children not to cry when the armies are near to the place where their parent are hiding, because you are the God who take care of little babies.

Lord in your mercy!

People in the bush were expecting death when will they die!these seventeen years are the years of thanksgiving to you. O God, because people were very close to you in prayers day and night. You have made us ti learn a great deal about you.

Lord in your mercy!

With our own eyes, with our own ears, we have seen your power, and you have open our ears to hear your voice.

Lord in you mercy!

Every morning we offer you prayer of thanksgiving because you have protected us during the night. Every evening we offer you payers of thanksgiving because you have protected us during the daytime.

Lord in your mercy!

No division at all, people were united a one body under your umbrella that we are one, we called ourselves Southerner, and we have one color. You have united those who took refugees in the neighboring countries. They call themselves Sudanese. No division at all!

Lord in your mercy!

You have ended the war in this country an you have brought the peace to us by your mercy O lord. Only your power we were defeated not at all. But you have made the Addis Ababa agreement to us, by your mighty hand you brought us together as the Father of many children does when there is any misunderstanding between them.

Lord in your mercy!

Through our repentance and by your mercy you brought us back home from different places where we hid, Lord in you mercy!

We are now forgetting the past. And we are now cleaning our weak power by bringing many confusions and many misunderstanding among us.

Lord in your mercy!

No unity among us, we begin to divide now O Lord! We pray you Oh! Father to not let it happen at all. We are one, make us not divide lest we will come weak. Lord in your mercy!

Bring peace among us and let us not forget your ways and let us not forget the Addis Ababa Agreement.

Lord in your mercy!

We remember our brothers in Bor and protect them from the war in that area and bring peace among us Lord!

Lord in your mercy!

Then I began to teach and converse about “Father Marc.” The point of my teaching/conversations are listed below.

• Marc was born in California- 1950
• His family were mennonites,
  • A religion that began in Europe and has always been involved in peace.
• He trained as a artist
• As a young man he spent two periods of 9 months in Africa
• Place 1, Zaire (what is now present day Democratic Republic of Congo) with his sister and brother-in-law who were missionaries.
• Place 2, 9 months in Nigeria
• Father Marc studied at Fuller Seminary in California. He became very interested in theology and mission work.
• In 1982 he “converted to Anglicanism.”
• His Mennonite commitment to peace and reconciliation never left him.
• After a year in Sudan Marc returned to the United States to study at the General Theological Seminary in New York City.
  • This is where he and my Father met.
• Before returning to Sudan Marc told people about Bishop Gwynne college in Mundri, in hopes of prayers and support.
• Marc became “Deacon Marc” in the Untied States.
• He then returned to Sudan and was Priested in the Chapel at Bishop Gwynne college in 1987
• Later that year he was abducted from Mundri by The Sudanese's People liberation Army.
• After his release he was not able to live in Sudan and moved to Kenya.
• Father Marc was loved by the people of Sudan.
• Since adopting the culture and traditions of the Dinka, he was often times refereed to as “White Dinka”.
• Marc taught liturgy & worship, and four courses on doctrine, creation, salvation, God and Incarnation, and Christian Initiation and Growth
• Father Marc found through his time in Sudan a greater awareness of God in his life through identifying with the lives and struggles of others.
  • Their struggles became his strengths
• Many knew that Father Marc left Sudan as a sick missionary
  • though they didn't know the nature of his death.
• Father Marc was diagnosed with stomach cancer in 1998.
• He then sent the last years of this life writing and working when he could for the benefit of the people of Sudan.

I invited those gathered to ask questions- not that I was an expert- but I knew more about the topic than those gathered. (aged 25- 78)

Teaching on Day ll of Workshop

I began the gathering with a prayer- a briefer one than the one of yesterday! Then, asked those gathered to state what they remembered from my teachings from the previous day. As a group their memory served them well.

Collectively as a group, I asked the leaders of various parishes to state what they thought an outstanding church leader to be, and as they brain-stormed these answers, I gave Bishop Samuel paper and asked for him to be the recorder. The wisdom of the group filled 8 pages of newsprint. There were no right or wrong answers, all were welcomed.

When lunch approached, the leaders dispersed to get a plate of food and came to sit in groups of 7 -8 and continued talking about the previous conversations. This time, in Zande and within their group.

When we came back to gather a person from each group gave a brief report of their lunchtime conversations. Once again we took notes on newsprint. The comments used the last 2 pages of newsprint! Upon the conclusion of this exercise I invited the gathered leaders to ask questions.

I followed the previous exercise with an invitation for people to write on a provided piece of paper ways in which they can become a more outstanding leader in the church. The leaders of the church were not asked to share their personal plans. I then read a prayer that Father Marc had sent my Father.

Let us give thanks: Let us give thanks to the Lord in the day of devastation:

Let us give thanks in the day of contentment.

Jesus has bound the world round with the pure light of the Word of his Father.

When we unite our hearts and beseech the Lord. And have hope then the bad spirit has no power.

God has not forgotten us.

Evil is departing and holiness is advancing;

this is the transformation which throws the earth into convulsions.

We closed our 2 day workshop with a Eucharist. The service was from the 1620 English Prayerbook, strange to my ears in many ways, however, not dwelling on that, I asked Bishop Peni to include the following hymn into the service, and that I'd like for us to sing the first and last verse. He did.

“Father Our Lord in Heaven”

Father of our lord in Heaven

Visit us for we are worried in our hearts

We are without faith, O Lord; try to visit us all.

We are all worried; the hardships of this world are upon us.

The sin of the world has cut us away from your path.

We are left alone, we are left, we are left, we are left.

Father of our Lord, who is able to help,

Allow us to sit at your right hand.

Your truth I have heard, O Lord.

Release us from sin for we are falling in the fire.

The sin of this world has divided us and thrown us into the fire, I Lord.

We are burning, we are dying. We are burning. We are burning, we are burning.

That evening I found myself conversing with Bishop Samuel in regards to the 2 day workshop. I asked him what were his thought, on my teaching. I was looking more for feedback then accolades. He replied, “it's not only what I thought but what the conference participants thought as well. And well all thought you did a great job” first of all, they appreciated my ability to teach in Zande as well as English, and that because I was switching between languages that kept them even more engaged as they have a high desire to continue strengthening their English. He also stated that he had over a dozen people come up to him and revealing that they had learned a lot from the gathering. Bishop Samuel indicated that the pastors who were present will take most of what they learned and incorporate it into their sermons. Then he said, “Now George, I will give you my assessment..I award you the grade of A+, and do you realize that when I studied in Yambio and Juba in South Sudan and Nairobi, Kenya along with Wart burg, Iowa I never received an A+! So what do you think of that?” I humbly replied, “I need to think about it.”

A Lesson That Worked

Refreshed and ready to begin another day of teaching, I made my way to the Nzara Secondary School, where 20 Senior ll students were awaiting their Mathematics teacher. Me. I had been previously asked by the headmaster of Nzara Secondary School to assist the students of Senior ll by teaching them basic algebra, and how to solve basic algebraic equations. As the students are gearing up for their upcoming examination in March, the headmaster's request of me was one I welcomed.

When I arrived in the classroom I was pleased to see all the students had given me their undivided attention. They were all seated, pens and paper out on their desks and ready to learn. Without waisting any time I posed a question to the class, and wanted to get a reading on how well the material I will be teaching today will go over. I asked, “have any of you been introduced to algebra, or know anything about solving algebraic expression?” As expected, the class remain silent, whether they were apprehensive to answering the question, or unsure of the answer I was looking for was not revealed. Thus, not dwelling on it I simply took note of the shyness of the class. I thought, “well if this is the way it's going to be, these students will not learn very much.”

I started off with notes for the class to take, defining algebraic terms and concepts the students will/need to learn. Then I moved into introducing basic algebraic expressions. Stating, let “m” represent 1 mango, than, I wrote a equation of the board. Hoping to get the class moving and thinking in the right direction.

Evaluate this expression: m + m + 2m =?

That simple equation was to serve as the ice-breaker and allow the students begin thinking mathematically. Upon the first algebraic question posed to the class the students were quite, reserved and shy. I realized that if I wanted to have a productive class session that I would have to call on individuals to solve or participate in solving the equation at hand, and not rely on the students volunteering the answers. That would get us no where. I called on a student that were looking inquisitively at the board, and he unconfidently announced the answer.c 4m, 4 mangos. The fact that he had gotten the correct answer was a step in the right direction and a model for his peers.

From personal experience I know that learning a seemingly foreign concept is quite challenging. And for these students learning new and challenging ideas in, what may be their second or third language must be a challenge in and of itself. For that reason I knew standing in the front of the class giving a lecture will ultimately not provide the students with the knowledge I wanted them to have.

After we wrapped up the note taking and class examples I provided, I wanted to begin a more hands-on approach in helping the students strengthen their grasp of algebra. I did this by dividing the students in to 5 groups of 4, with 10 questions per group for them to collectively to solve. As the students got into their respective groups I put each groups designated questions on the black board. Each group had its own set of questions to prevent the convenient and inconspicuous, “what did you get for number 1” scenarios.

Examples of the algebraic expressions the students were to solve are as following:

Group 1             Group 2          Group 3            Group 4                 Group 5

z + z =?              2g + g =?        3d + 2d =?        7m + 5m =?           b + b =?

2n + 2n =?         8g + 3g =?      8m + 5m =?      6n + 2n =?             7b + 8b =?

3m – m - 2m =? 20h – 10g =?  9n – 7n =?         3x – x =?               12m – 8m =?

10m – m =?       5z – 2m =?      15m – 8m =?    11m – 11m =?        9n – 4n =?

4m × 4m =?       6m × 10m =?  7d × 9d =?        10n × 3n =?            15m × 4m =?

10n × 10m = ?   n × n =?          6m × 4m =?      5d × 3d =?              13n × n =?

1z ÷ 1z =?         20z ÷ 2z =?     25n ÷ 5n =?      10m ÷ 5m =?          30x ÷ 2x =?

24z ÷ 4z =?       6n ÷ 2n =?       n ÷ n =?            30n ÷ 6n =?           15n ÷ 3n =?

20m ÷ 5m =?    (5m – 2m)²=?   16x ÷ 4x – x =? (10d × 2d)²=?       14b – 7b + 5b =?

(4m²) – (2m²) =? 28n ÷ 7n =     (12m)²=?           18m + 9m -m =?   (8n ÷ 2n)²

As the students were working in their groups, I went to each group consecutively and, provide assistance and reassurance as they attempted these algebraic expressions. My hope was, as I allowed these small groups to carry on, students who had acquired a basic understanding of concepts of algebra I was teaching would help other students who were still in a confused state understand this new material. To my surprise this is exactly what transpired. Amongst the chitter chatter, off topic and different language communication taking place, there were those students working diligently within their groups acting as leader. Showing the other students the way in which to go about solving the expression, and helping the others make sense of it. I was very happy to see this taking place.

Walking around and assisting the students was my role as they engaged this group activity. As I went from group to group the students addressed me as “master, or teacher”. I did not think much on having an official title, other than “George”, because as I surveyed the students, I came to realize. I am no older than they are, yet I am here teaching them information I learned at a younger age. I quickly gave thanks for my being educated in the United States, because without that, I would not be here, and I would not be sharing information with these students. Needless I, of course, decided to dwell on those thoughts later, because now I am teaching.

As class was soon drawling to a close. I had one student from each group come up to the black board and write in their answers. As each group came up and did so, I lead the class in assessing the expression to see whether the anticipated answer was correct or not. In the event that the answer was incorrect, I then demonstrated the expression on the board while giving other similar examples to ensure the student's understood. With each ensuing group representative that came up to put their groups answers on the black board the students became more and more comfortable announcing whether or not the designated groups answer to the corresponding expression was correct or not. This showed me that not only were the students slowly emerging from the apprehensive and shy states they demonstrated at the beginning of class, and becoming more and more comfortable with my teaching methods and myself overall as their teacher, but ultimately it showed me that the students were now, in fact, getting a firm grasp on the information before them.

When class came to a close, I assigned the students home work, similar to the work they did in their small groups. Once each student copied down the homework they were free to leave. What I did not expect happened next. As each student was exiting the classroom they came up to me and shook my hand saying, “thank you for the lesson of today. It was good, and it helped me.” I was overjoyed that each student was now walking away from the classroom smarter then they were upon their arrival, and I was grateful for that. Those actions really showed me that one person can really make a difference in someones life, and today I have made a difference in 20 student's lives and broadened their educational awareness, which was both an honor and privilege to have done.

Reflections on what went well in todays teaching:

The students displayed a firm understanding of the material taught. Some students also demonstrated great leadership as they helped their peers make sense of this new material. I thought todays lesson went tremendously well, with an outstanding results that the students are now at at the point where newer and more intellectually challenging material can be introduced to them. Again, I felt relieved on progression of the lesson. My initial fear was that, because the students had not been exposed to algebraic expression before it my not make any sense to them as to why there are variables in their math problems. However, the students were able to grasp the concepts and the lesson went well.

“A Lesson Under The Stars”

Since my being in Nzara, South Sudan, one of the first things I have noticed is the unbelievable view of the sky at night. Thinking about it, yes, it seems logical that the stars will be more prevalent in a place with little or no lighting interfering with the view of the stars. For me, thinking about the logistics and seeing the actual results are nearly different concepts. Because as I attempt to count the amount of visible stars, I can not fathom the surplus of stars I am leaving out.

Growing up, I was always fascinated by the stars, about space about the how we all live on a planet that is in retrospect quite small when thinking about the limitless universe. As I gaze into the vast night sky hypnotized by the surplus and utter beauty of the stars, I began to wounder, “what do the Zande's make of these stars? Do they know anything about astronomy? Do they know how fortunate they are to have such a remarkable view of the sky every night?” To seek these answers I consulted Emmanuel Ramadan, a young man I have befriended since my stay and he and I have become quite close. As I asked him these questions, he gazed up at the stars and said, “We Sudanese don't know much about the stars, because there is no one to teach us. We just see them and don't pay much attention to them.” When I heard this my jaw almost hit the ground. I couldn't fathom having such a spectacular and limitless view of of the night sky and not thinking much of it, or not being confused or curious about it. But then I reminded myself, that within the American school system students progress through elementary years having to learn about stars, constellations, the solar system, galaxies, space, etc, as a part of the teaching curriculum. With each year building on the previous information taught, until when reaching high school level, students ultimately decided whether studying astronomy is something they want to continue to engage in. I quickly grounded my thoughts and realized that unfortunately students here do not have such options. Emmanuel, noticed my expression and my silence as I wrapped myself in momentary thought, and interjected with, “what can you tell me about the stars brother?” I thought that to be a great inquiry, and the beginning of a unexpected lesson.

As Emmanuel and I lay under the star gazing into the vast depths f space, I filled his mind with stories of constellations, and how in the 12^th century Vikings would use the stars as they navigated through the waters, how English settlers also did the same thing before the time of maps. While telling him these stories of old, I could see his eyes widening as if he was now realizing that is more to these brights dots in the sky then he imagined. I told Emmanuel about the solar system, how earth is not the only planet, and how, in the big scheme of things, earth isn't even a large planet. Thus, led into the inevitable question from Emmanuel asking, “you say that Earth isn't the only plant in this solar system. Are you meaning to say that they are people living in these other planets?” Upon hearing his question I let it sit. Not answering right away, because now I know he is thinking, thinking about the vastness of the universe, whether there are other forms of life and how small Earth really is in retrospect. This is what I wanted. I wanted him to begin thinking about the universe, to think about other planets, to think about stars and to think about the possibility of other forms of life. Thinking about these things enhances his imagination and also broadens his mind, which was my hope before we began our discussion. Now I was prepared to answer Emmanuel's question. I was going to tell him my thoughts and have him decide ultimately decide for himself what he would believe. However, much to my relief, I noticed someone approaching us as we lay beneath the stars. It was Modi, a young adult who works within the Bishop's compound cooking, cleaning, and helping out in exchange for having her school fees paid by Bishop Samuel. When she reached us her first question was, “gini pai mo na amanga ha,” meaning “what are you two doing?” To my surprise, Emmanuel was energetic to respond, telling her the about mind boggling and vast concept of space, as well as he could regurgitate the information I had shared with him over the past hour. He told her of the stars, of different constellation, and of his joyfulness for learning such things. Now with Modi eager to learn something she joined Emmanuel and me.

We laid beneath the star talking about stars, space and galaxies for another good hour. Now I noticed that time had seemingly fleeted by, and I had teaching to do the following morning. I decided to close this lesson and gathering of friends, with one last story. The story of Ursa Major, the big dipper.

I told them the Iroquois Indian's version of the big dipper. How within that culture the belief is that the constellation really symbolizes a man hunting a bear that turns out to be mis mother, and how Zeus turned the hunter in to a bear and placed them both in the sky to prevent the son from hunting his mother. The two pupils laughed at this story as it is seemingly bizarre to them.

This spontaneous lesson was outstandingly productive. I was able to relay information to Emmanuel and Modi in such a way that allowed their imaginations take it in and run with it. Over the two hour spans we laid beneath the majestic night sky watching shooting stars, spotting satellites and learning about space made. This was a great use of time and a great lesson, as now both Modi and Emmanuel are able to point out certain constellations and relay the story behind them. By being able to do this both students are broadening their minds by being able to look in to the night sky and see excitement, wonderment and amazing sights, rather then their original conception of the stars.

One trait about the Zande culture I respect is when someone hear or learn something of importance or amusing they will take the story to each one of their friends. I can rest assured that even though there were only two friends with me as I taught about space, the teachings will spread far beyond my perimeters.

"Share Your Vision"

“Bishop Peni?”

“Yes George.”

“I have noticed that people here don't typically wear eye glasses. Is that because the Zandi people have strong eyesight?” ( if this is the case the rest of the west needs to take stock of live styles here I thought.)

“Well no, actually a large number of this community is in great need of eyeglasses to better their vision so they can do basic things, such as, read their bible, but they do not have money to buy them.”

After having that conversation with Bishop Samuel Peni I felt a large amount of sympathy for the villagers in this predicament. The part that struck me the most was the fact that they don't have the capabilities to read their own bible. I knew I had to try to do something. It didn't seem that the solutions were here. It seemed that I had to find a solution elsewhere.

I got in touch with a great friend and former teacher of mine, Katie Ernst. She is a marvelous middle school teacher at Stilwell Middle School, and also a University of Northern Iowa alumni. I knew consulting with her would not only relieve the sting in my heart for these villagers, but also put a plan into action to help solve this problem. Mrs. Ernst is an amazing individual and truly one of the best teachers I ever had. Her love for “kids” first, coupled with an “over-the-top” knowledge f all aspects of English was very significant in my development. My parents demanded that I read a hour each night, starting when I joined the family in the 5^th grade. This paid great dividends in the 7^th grade when the academic demand was to read 30 minutes everyday. Mrs. Ernst was surprised and pleased because of my elongated reading period. She helped with a broader range of reading suggestions that were beyond what I might imagine. To this day, one of the things I do as the 24 hour period of times expires is to read. However, now reading is not always the last thing of the day as often times I find no light source available.

Mrs Ernst and her middle class launched a “Vision Campaign” to collect reading glasses to be sent to Nzara in South Sudan. This was a student-led campaign, in which the students created and designed ways to market the idea of donating glasses for this cause. The students did this by creating posters, with catchy slogans to grab the attention of others, also by spreading awareness amongst their family and friends to get the maximum amount of glasses donated as possible. With a astounding turn out of 989 eyeglasses donated Mrs Ernst stated, “It was a wonderful sight to watch my kids want to help people in a place they didn't even know existed.”

After the eyeglasses were all accounted for the sorting process began. The middle schoolers carefully scrutinized each pair of eyeglasses to determine, whether each pair was normal, damaged, trifocal or sunglasses. When all was said and done, a total of 41 pairs of eyeglasses were removed for various reasons, leaving the only task left, which was to pack the eyeglasses and have them sent to South Sudan.

Over 900 eyeglasses were packed into 1 suitcase weighting 65 lbs and was sent with missionaries from St. Timothy's Episcopal Church and PreSchool as they traveled to South Sudan.

Upon their arrival to Nzara we were over joyed to hear of their journey receive, and then quickly heard of the distasteful news that the eyeglass suitcase had been held up in Juba.

As time went on there was a certain amount of anxiety as the glasses did not arrival with the travelers, days became weeks as we all awaited their arrival. Many questions filled our minds, “where are they? Did they get stolen? Will we actually receive them. Had I made promise that would not be kept?”

Finally, on Thursday March 1^st 2012, our long lost suitcase had finally found its new home. In the midst of the eyeglasses finally arriving in Nzara there was an annual Synod being held in Nzara with all the clergy from various churches of the Diocese of Nzara. This was an opportunity for us to present these clergy with eyeglasses to take back to their churches to help better the lives of their people. One of the things that I learned is that church is frequently the agency whereby personal lives are changed and therefore acts as the social welfare institution in West Equatorial State in South Sudan.

The eyeglasses donated from the “Vision Campaign” were divided into bags of 25 and were set out so that the clergy would be able to receive a bag of eyeglasses to be distributed in their various diocese.

For me all of this was a reminder that one experience of awareness for serval folks always has the potential to teach beyond our imagination.

Uganda National Prayer Service

On November 25, 2011 the Rt. Rev. Wilberforce sat amongst the Diocesan Council of Namirembe Diocese and Uganda's prominent political leaders, and came to the consensus that nation of Uganda is due for repentance before God for wrong doings and atrocities committed by Ugandan Leaders. Thus, they concluded that January 15^th, 2012 a National Prayer Service will be held in St. Paul's Cathedral Namirembe.

Ugandans from all over the country gathered as a nation in St. Paul's Cathedral in our Father's presence to pray for this country, to seek his grace, and to ask for forgiveness for sins they committed against their people.

Uganda is comprised of many ethic groups that have come together in forming their nation, and has experienced many violent wars such as the Inter-Clan and Inter-Tribal, dating back before 1894. The religious wars had run rapid across Uganda from 1894- 1964, and since Independence in 1962 Uganda has faced military coups and liberation wars up to this present day.

Many Ugandans over the years have been subjected to atrocities and there have been violations of human rights: The corrupt justice system has sent Ugandans to prison without trial; a number of people have faced death for political motives; some have been displaced from their homes while others have been forcefully evicted from them; some have been forced to leave Uganda to become refugees in other countries, and others are put into concentration camps.

The unequal distribution of the country's resources among the different regions and ethnic groups has led to social violence. Respect for the law as depleted causing some societies to form vigilante groups to protect their own.

All these countless acts has lead to endless tears in Uganda and has seriously ruined the economy of Uganda. Thus, this special has been create where, church leaders, government leaders, Ugandan citizens to come together to ask for a second chance, and to start anew.

On this day, Bishop Samuel Peni and I decided to witness this historic and repenting occasion. There were over 3,000 Ugandans in attendance, ready to come before the Lord seeking forgiveness.

The First reading- 2Chronicles 7:12- 15,

The Second reading- Epistles- Romans 12:6-16,

The Gospel reading- John 2:1-11

National Repentance

Leader: “There is an urgent need to repent as a nation for the wrongs and atrocities we have committed and for the things we have failed to so and for the things we have not done properly.

The kinds of sins we have committed include:

Bloodshed                     Madness

Bribery                          Insincerity

Lying                            Intrigue

Corruption                    Extenuation

Murder                          Incrimination

Maneuverings               Intimidation 

Mischievous                  Hypocrisy 

Sabotage                        Hostility

Injustice                         Selfishness

Nepotism                       Greed

Embezzlement               Importunate

Complacency                Inconsideration

Complaisance                Immorality

Ungodliness

If we say we have no sin, we deceive ourselves and the truth is not in us, If we confess our sins God is faithful and just, and will forgive us our sins, and cleanse us from all unrighteousness.

God So loved the world that he have His only son Jesus Christ to save us from our sins, to be our advocate in heaven, and to bring us to eternal life.

Let us confess our sins in penitence and faith, firmly resolved to keep God's commandments and to live in love and peace with all men. God Bless, and God watch over Uganda."

Ugandan National Anthem:

Oh Uganda!

May God uphold thee,

We lay our future in thy hand,

United, free, For liberty 

Together we'll always stand.

Oh Uganda!

The land of freedom.

Our love and labour we give,

And with neighbors all,

At our country's call

In peace and friendship we'll live.

Oh Uganda!

The land that feed us,

By sun and fertile soil grown.

For our own dear land,

We'll always stand:

The Pear of Africa's Crown.