Doris Lessing, aged 88, was awarded the 2007 Nobel Prize for Literature. In her acceptance speech she recalls her childhood in Africa and laments that children in Zimbabwe are starving for knowledge, while those in more privileged countries shun reading for the ‘inanities’ of the internet
It seems relatively lengthy to read on screen, however its worth a reward. Pl care to read
“The storyteller is deep inside everyone of us. The story-maker is always with us. Let us suppose our world is attacked by war, by the horrors that we all of us easily imagine. Let us suppose floods wash through our cities, the seas rise … but the storyteller will be there, for it is our imaginations which shape us, keep us, create us – for good and for ill. It is our stories, the storyteller, that will recreate us, when we are torn, hurt, even destroyed. It is the storyteller, the dream-maker, the myth-maker, that is our phoenix, what we are at our best, when we are our most creative. “

On not winning the Nobel Prize
I am standing in a doorway looking through clouds of blowing dust to where I am told there is still uncut forest. Yesterday I drove through miles of stumps, and charred remains of fires where in ‘56 was the most wonderful forest I have ever seen, all destroyed. People have to eat. They have to get fuel for fires.
This is north west Zimbabwe early in the eighties, and I am visiting a friend who was a teacher in a school in London. He is here “to help Africa” as we put it. He is a gently idealistic soul and what he found here in this school shocked him into a depression, from which it was hard to recover. This school is like all the schools built after Independence. It consists of four large brick rooms side by side, put straight into the dust, one two three four, with a half room at one end, which is the library. In these classrooms are blackboards, but my friend keeps the chalks in his pocket, as otherwise they would be stolen. There is no atlas, or globe in the school, no textbooks, no exercise books, or biros, in the library are no books of the kind the pupils would like to read: they are tomes from American universities, hard even to lift, rejects from white libraries, detective stories, or with titles like ‘Weekend in Paris’ or ‘Felicity Finds Love’.
There is a goat trying to find sustenance in some aged grass. The headmaster has embezzled the school funds and is suspended, arousing the question familiar to all of us but usually in more auguest contexts: How is it these people behave like this when they must know everyone is watching them?
My friend doesn’t have any money because everyone, pupils and teachers, borrow from him when he is paid and will probably never pay it back. The pupils range from six to twenty-six, because some who did not get schooling earlier are here to make it up. Some pupils walk every morning many miles, rain or shine and across rivers. They cannot do homework because there is no electricity in the villages, and you can’t study easily by the light of a burning log. The girls have to fetch water and cook when they get home from school and before they set off for school.
As I sit with my friend in his room, people drop shyly in, and all, everyone begs for books. “Please send us books when you get back to London”. One man said, “They taught us to read but we have no books”. Everybody I met, everyone, begged for books. I was there some days. The dust blew past, water was short because the pumps had broken and the women were getting water from the river again.
Another idealistic teacher from England was rather ill after seeing what this “school” was like.On the last day, it was end of term and they slaughtered the goat, and it was cut into mounds of bits and cooked in a great tin. This was the much looked forward to end of term feast, boiled goat and porridge. I drove away while it was going on, back through the charred remains and stumps of the forest.
I do not think many of the pupils of this school will get prizes.Next day I am at a school in North London, a very good school, whose name we all know. It is a school for boys. Good buildings, and gardens.
These pupils have a visit from some well known person every week, and it is in the nature of things that these may be fathers, relatives, even mothers of the pupils. A visit from a celebrity is no big deal for them.
The school in the blowing dust of northwest Zimbabwe is in my mind, and I look at those mildly expectant faces and try to tell them about what I have seen in the last week. Classrooms without books, without text books, or an atlas, or even a map pinned up on a wall. A school where the teachers beg to be sent books to tell them how to teach, they being only eighteen or nineteen themselves, they beg for books. I tell these boys that everybody, everyone begs for books: “Please send us books”. I am sure that everyone here, making a speech will know that moment when the faces you are looking at are blank. Your listeners cannot hear what you are saying: there are no images in their minds to match what you are telling them. In this case, of a school standing in dust clouds, where water is short, and where, at the end of term, a just killed goat cooked in a great pot is the end of term treat.
Continue reading ‘A hunger for books’
Connecting the dots..