By Patrick Njeru, Kenya
One thing was immediately clear: this new school was going
to be a big challenge for me. Having taught for eighteen years in another
primary school, and had a very positive experience of working in unity, I was
appointed to this one in the remote countryside.
When I arrived, I saw a few crumbling huts with the mud
walls partly washed away by the rain. The teachers had no staff room. They had
put a few benches outside under a tree to meet and do their paperwork.
But I was shocked not so much by the bad shape of the
buildings, as by the atmosphere in the school. Teachers used to arrive late and
leave early, as did the children. Teachers, parents, children and leaders were
not working together, and many problems remained unresolved. Children were
undisciplined, did not perform well and failed exams. All of this brought a big
conflict in the community. In short, I could see how disunity had spoiled the
community.
What could I, as a newcomer, do in such a case? I decided
to start with some of the smaller issues, first of all with the timetable.
Other teachers travelled great distances every day, while I had rented a small
room near the school. So I proposed to the head-teacher that I could come to
school early and start off with the children, and I could also remain later for
some tuition in the evening. 
Gradually, the children were encouraged by my seriousness
and punctuality and began to be more motivated and cooperative. Also some of
the teachers joined. Now, a couple of years later, the school starts and ends
on time. Teachers even have enough time to teach remedial classes and the
general performance of the school has improved. We begin in the morning with
prayers and reading the Word of God. The discipline of the pupils has clearly
improved, and teachers have accepted their responsibility as educators. The
parents have noticed the change and have also changed their attitude towards
the teachers. 
Later, the sponsor who had built those classrooms,
together with the school’s collaboration, started an afforestation programme.
We planted almost 4000 trees in the school compound and plan to add many more
in the near future.
Other well-wishers came in and started a feeding program
in the school while yet others again started a health and nutrition project. I
have continued throughout this process, helping initiate, encouraging and
supporting all of these projects.
When I look back at how much has changed in these few
years, I cannot deny that the hand of God is clearly seen at work when we work
together in a spirit of unity.
P. N. (Kenya)
