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Life in the Submarine - The Mill Hill Missionaries

Life in the Submarine - The Mill Hill Missionaries

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attention of <strong>the</strong> class was never a problem. <strong>The</strong>y were motivated. But <strong>the</strong>irprogress was bedevilled by habits of rote learn<strong>in</strong>g hammered <strong>in</strong>to <strong>the</strong>m atprimary school level. It took enormous effort to awaken <strong>in</strong> <strong>the</strong>m a spirit ofcreativity and critical th<strong>in</strong>k<strong>in</strong>g. Most were quite content to regurgitate what <strong>the</strong>teacher had told <strong>the</strong>m even <strong>in</strong> <strong>the</strong> f<strong>in</strong>al year of secondary education. <strong>The</strong>enchanted (belief <strong>in</strong> magic) universe <strong>the</strong>y lived <strong>in</strong> favoured chance over abilityand hard work. When f<strong>in</strong>al exams came around students could be seen to put<strong>the</strong>ir writ<strong>in</strong>g utensils on <strong>the</strong> tombs of deceased early missionaries at Bokakata,presumably to magically absorb <strong>the</strong> knowledge of <strong>the</strong>se ‘superior’ whitepeople. In <strong>the</strong> tribal society <strong>the</strong>y lived <strong>in</strong> what mattered was patronage and whoyou were related to, not ability and genu<strong>in</strong>e expertise. Education, so it dawnedon most of us <strong>in</strong>volved <strong>in</strong> it, had to set as its ultimate goal not just <strong>the</strong> impart<strong>in</strong>gof knowledge, but a veritable ‘metanoia’, a different way of th<strong>in</strong>k<strong>in</strong>g and be<strong>in</strong>g.Talk about long term objectives…! I hope that toge<strong>the</strong>r with <strong>the</strong> o<strong>the</strong>r membersof <strong>the</strong> staff at Likong’a Nguwa dur<strong>in</strong>g my seven years of direct <strong>in</strong>volvement atclassroom level I have made even <strong>the</strong> t<strong>in</strong>iest contribution towards progress onthat arduous road.<strong>The</strong> school at Bonkita had quite a chequered history. It had <strong>in</strong>itially been set up<strong>in</strong> <strong>the</strong> 1950’s as an agricultural school. When that proved difficult to ma<strong>in</strong>ta<strong>in</strong>it was turned <strong>in</strong>to a m<strong>in</strong>or sem<strong>in</strong>ary with a board<strong>in</strong>g facility. This <strong>in</strong> turn wastransformed <strong>in</strong>to a regular secondary school – ‘section littéraire and biochimie’- under <strong>the</strong> name Institut Likong’a Nguwa at <strong>the</strong> time of <strong>the</strong> countrywide reform of education dur<strong>in</strong>g <strong>the</strong> 1970’s. Jan Hendriks, who had been <strong>the</strong>m<strong>in</strong>or sem<strong>in</strong>ary director, presided over this transition and <strong>in</strong> <strong>the</strong> mid 1970’shanded over to an able Congolese headmaster called Joseph Bongwele. Thisappo<strong>in</strong>tment had been strongly promoted by <strong>the</strong> first Congolese bishop ofBasankusu, Mgr Ignace Matondo kwa Nzambi cicm. Clearly ‘<strong>the</strong> times <strong>the</strong>ywere a-chang<strong>in</strong>g’!Bishop Matondo kwa Nzambi<strong>The</strong> arrival of Mgr Ignace Matondo kwa Nzambi, a Congolese Missionary ofScheut, follow<strong>in</strong>g <strong>the</strong> unobtrusive resignation and stealthy departure of Mgrvan Kester and a number of months of ‘<strong>in</strong>terregnum’, was greeted with somescepticism by <strong>the</strong> local clergy who had <strong>the</strong>ir own ambitions and considerablejoy comb<strong>in</strong>ed with huge expectations by <strong>the</strong> general population.<strong>The</strong> months of apostolic adm<strong>in</strong>istration had been difficult. Jan Hendriks, <strong>the</strong>

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