Three Niñas - Corazon Maya

Three Niñas - Corazon Maya
Lupita, Magdalena and Clarita

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Sunday, February 7, 2010

How to Read this Blog / About Me

Note (Feb7, 2010): I am presently updating this blog, with additional entries for the other schools at which I have studied during May 2009, and Dec 2009- Feb 2010. I hope to have the updates done by the end of Feb 2010. In the meantime, if you have questions, feel free to email me at timtower1@yahoo.com

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How to read this blog
Like most blogs, the most recent entry is shown first. So it can be a little confusing. To start at the beginning, click the horizontal black arrow next to the lowest month listed in the left pane
(November 2008), to display that month's blog entries. Then select the bottom entry- "The blogging begins - Nov2008".

If you wish to read only about the three schools at which I studied, first click on the blog chapter near the top, ("Comparison...").
(Chapter under revision). For comments on and photos of each school, see  the individual chapters with the titles of each school.

To enlarge a photo, double click it. Some are larger than others. After a while I started shrinking the photos because they took so long to upload to Blogger. The downside is that one cant blow up these photos as much.

About Me
I am a 60 year old electrical engineer (born 1950), who did not study Spanish at school. I was raised in South Africa, and have lived since 1980 in Seattle WA. My wife and I have been married since 1988, and we have a daughter who has just started college. I decided to learn Spanish in 2007, after joining a Habitat for Humanity trip to Honduras. Durante ese viaje, me di cuenta que es necesario hablar español si yo desearía aprender la cultura y las costumbres y conocer a la gente en Centroamérica, y quizás haga trabajo voluntario en el futuro. (During this trip, I realized that it is necessary to speak Spanish if I would like to learn the culture and customs, and meet the people of Central America, and perhaps do voluntary work in the future).

Saturday, February 6, 2010

Help ! I am too old / too scared / not smart enough to learn Spanish

That's what I thought when Jessie, the leader of our Habitat for Humanity Group loaned me a beginner's Spanish book and CDs during a group meeting in Jan 2007. I had never studied Spanish before. But no one else wanted the book and CDs. We were heading out to Honduras for 2 weeks, so I thought, heck, what have I got to lose?

I started the Spanish course at home, and learnt some basic words, like necesitar and poder, and how to conjugate them. When we got to Honduras, I found that I could understand a little (but not much). I realized that learning a language takes work. So when we got back, I borrowed the Pimsleur Spanish CDs from the library and started listening to them while commuting to work, and while going for walks. These CDs start with the basics, and help you along. They are easy to listen to. Suddenly, learning Spanish became fun - a game.

Several months later, my wife Rita and I were discussing how to celebrate our 20th wedding anniversary, in December that year. We thought of Hawaii, or a cruise in the Caribbean. Then Rita said, why not spend our money in a poor country, where they really need the tourist dollars, and learn some more Spanish in the process? So we took a 3 week trip to Nicaragua, and had a wonderful time. Great people, few tourists, and what fun getting around using Pimsleur Spanish!

This blog details the next phase of my journey in Spanish - 7 schools and homestays in Guatemala  and 1 in Copan, Honduras. The trips have been fun, easy to organize, and inexpensive. I have met a lot of nice people, both foreigners and locals. For Costs, Weather, and Getting Around/ Safety, see separate chapters. (Under Revision).



Along the way, I met a number of single women ages 19 to 63, who were doing the same thing as I. They all said they felt safe traveling alone in Guatemala, Honduras and Nicaragua. Some young men would whistle at them but nothing more. So I think anyone, male or female, can do this on his or her own. Perhaps one third of the students were over 50. Why not give it a go - even if only for 2 weeks? If you go in Nov/Dec, you can just show up and choose a school. There are so few students that the schools will make you feel like a VIP. I have heard that the summer months can be busy, in which case, you should consider a reservation. Contact the school directly, or book through websites such as Guatemala365.com. Go for it! It may be your best experience in a long while. And it will feel good helping poor Central Americans do something at which they excel - teaching and hosting visitors.

Friday, February 5, 2010

Costs - My Spanish Schools in Guatemala and Copan

Spanish Instruction
All schools offer Spanish instruction. One can study during the mornings and afternoons, for 2 to 5 hours, usually with one teacher per student (“1-on-1”). The most common is 4 hrs/day, 1-on-1. I have tried 5 hrs/day but found this to be too tiring. One needs several additional hours each day for review, practice and homework, in order to benefit from the lessons.

The costs of my Spanish classes (in 8 schools) mostly varied between $65/ week and $120/ week, for 5 days x 4 hrs, 1-on-1. Guacamaya, Copan, was the most expensive ($140/week – Dec2009). Of this, the teachers received between $30 (Pana, San Pedro) and $47 (Copan). This works out at $1.50 to $2.30/hr for the teacher. (Dec 2009 figures). At Guacamaya, Copan, my teacher received the smallest percentage of the fee ($47/$140 =34%) compared with $30/$65 = 46% at Corazon Maya. The overhead at all schools appeared to be similar, so it was not clear to me why some schools paid a smaller percentage to their teachers than others. Perhaps it was a case of paying what the market will bear.

Food and Accommodation
Most schools also offer optional homestays, which include accommodation with a local Guatemalan family in a private room, shared or private bathroom, and 3 meals/ day Mon-Sat. A few schools include meals on Sundays. Some schools offer accommodation only. There are cost savings to be had if one buys both instruction and homestay/accommodation from the same school. One may also choose to find one’s own accommodation and food.

During my studies at 8 schools, I have always chosen homestays with each school. The pluses have been the chance to speak more Spanish (since few families speak more than a few words of English), exposure to the local culture, the chance to make friends in the community, and excellent value for money. The minuses have been having to fit in with a family and their customs, and, at times, a certain lack of privacy. The food has varied a lot. Sometimes this has been basic, consisting of mainly beans and tortillas, with tea, bread and sometimes eggs. Sometimes one gets pancakes, fruit and vegetables. One may get honey, jam and even that luxury, PNB (two families). Overall, I have done fine with the food. I am a vegetarian so I have not been bothered by the relative scarcity of meat and chicken, which tends to be relatively expensive. A family may have more than one student, in which case one may need to reach an agreement to speak only Spanish at table, to get more Spanish practice, and out of courtesy to the family. There is competition for students amongst the families, so one may visit more than one before deciding. One is usually free to change families at any time, but usually one tries to do this during the weekends. (Once I changed during the week, as I simply didn't fit in). One needs to commit to a family only for a week at a time.

Overall Costs
Overall, my studies have cost me between $150 and $250 /week total, including 20 hrs/week of 1-on-1 Spanish lessons, homestays and misc expenses. Airfare and tips were extra. The cheapest studies (and the best value for me) were in San Pedro La Laguna, Lake Atitlan, and the most expensive in Copan, Honduras, with Antigua, Panajachel and Quetzaltenango in between.

Tipping
Don’t forget to tip well - the schools and homestays are excellent value for money, and the people have so much less than we do. If satisfied, I tip teachers and families 20% of what they receive from the schools. I also tip other individuals in the schools if they provide good service.

Useful Links: Spanish Schools in Central America

I found these reviews useful:

123teachme - http://www.123teachme.com/language_schools/. This covers schools throughout Central America.


Survey of Spanish Schools in Guatemala - http://www.guatemala365.com/ (I reserved my stay at Probigua through this website. The web manager later emailed me for feedback on my experience there.


The Spanish Schools of Antigua Guatemala, by McCormick - http://www.geocities.com/guatemalanspanishschools/spanishschoolsantigua.html

Guatemala Spanish Schools - http://www.guatemalaweb.com/SpanishSchools.htm

Top 10 Spanish Schools for Waves, Wilderness and Buena Onda - http://thetravelersnotebook.com/top-10-lists/top-10-spanish-schools-for-waves-wilderness-and-buena-onda

Also look at the reviews in guidebooks, such as Lonely Planet (Guatemala, Honduras, Nicaragua & El Salvador).

There are numerous other websites and blogs. Your research will be limited only by your available time!

Thursday, February 4, 2010

Corazon Maya Spanish School - SanPedro - Dec 2009 to Feb 2010


The school is called Corazon Maya, which means "Mayan Heart". I studied  here for 2 weeks in December 2009 and for another 5 weeks in Jan 2010. For me, it is the nicest of the 8 schools at which I have studied so far in Guatemala and Honduras.
(0029) Corazon Maya is owned and run by the Navichoc family, and has room for 16 students (8 in the morning and 8 in the afternoon). In December there were only 4 students in total, but this increased to 12 in Jan 2010. During my stay, there have been students from the US, South Africa, Canada, New Zealand, England, Germany, Japan, S. Korea and Belgium.

The property is narrow and long (about 50 ft by 600 ft), and stretches from the main (dirt) road down to the lake shore. The upper half is fenced and has the kitchen, outdoor communal area, office, PC/TV room and a main classroom (30x 12 ft, open on 2 sides). The latter is where we volunteers teach, where communal meals and meetings are held, and where we play table tennis.
 
Lower down, toward the lake, there are a family bedroom, the communal bathrooms and "pila" (for washing dishes and clothes), and 4 small cabanas or standalone bedrooms, one with 2 levels and a kitchen and two with private bathrooms. These rent for about $35 - $40 per week. Nearer the lake are 4 tiled pergolas, each 6 x 6 ft, with 3 windows and a small table, where each student sits with his/her teacher during Spanish Lessons. Here it is peaceful and relaxing, and one is not disturbed by other students. Classes are usually held from 0800 - 1200 or 1300 - 1700, with a half hour break. Students can also study alongside the lake, which is scenic and usually quiet. However, I prefer having a table and chairs while studying, and it is a little far to lug these to the lake (100 yards), so my teacher and I study inside the school grounds.
 


(0499) Two of the private pergolas, for studying. Very peaceful. Bird song is ever present in the garden. One can study in these pergolas, or at the lake, or anywhere else in the school property.



(0507) View of the lake from just below the school, looking SE. The active volcano Pacaya (near Guatemala City) is in the far distance. I usually sit out here in a chair most evenings, with  beer and my Ipod. Very relaxing (mostly). Sometimes they have water pumps going at the lake, but these are relatively quiet and canal phones tend to block out most of the noise. The standard Ipod earbuds may not work as well.








(0485) Another lake view in front of the school.









(0454) I am staying in this  Cabana on the school property, which is peaceful and has many pretty flowers and shrubs. It has a private bathroom, nice hot shower and a beautiful tiled floor.










(0455) View of 10,000 ft San Pedro  volcano from in front of my cabana.



(0460) Here I have a table and laptop set up in front of my cabana, ready for my Spanish class. There is a 120 V outlet on the porch, but one needs a 12 ft extension cable to reach it from the garden. Alternatively, one can study on the porch and the power supply cable will reach the outlet.





(0464) Here I am studying in front on my cabana with Mildred, one of my 4 teachers at the school. She has a degree in Marketing (Mercadotecnica) and is now studying psychology. She studies all day Saturdays at the local branch of the university.







(0598) Recently, since the school acquired wifi, my teacher (Micaela) and I have relocated to the main classroom, where I can use my laptop and wifi. (See picture, left). This has added much to my Spanish lessons, enabling us to look up the definitions of strange words, and to explore articles of interest in the Spanish version of Wikipedia. For example, recently I chose to read to my teacher a history (in Spanish) of Columbus’ four voyages to the Americas, using a book from the school’s library. Wikipedia provided detailed maps of the 4 voyages, which added much interest. I had not realized that it was only during his fourth and final voyage that Columbus reached the mainland, first landing at present day Honduras and later traveling down the coast to Panama. Another interesting addition provided by Wikipedia was pictures and details of Gutenberg’s invention, in 1449, of the printing press with movable type. I had to read a story about this in another Spanish book, and it was stimulating for both of us to use the internet to expand the details and photos. We then discussed how the subsequent dissemination of Bibles and other printed matter amongst the people gave birth to the Renaissance (el Renacimiento). We mused that perhaps it also led to Protestantism, since people could for the first time read the Bible themselves, and in this way realize that the sale of indulgences by the Catholic clergy was not Biblical. This thought led us to discuss religion and politics in the US, South Africa and Guatemala. Religion is a big thing in Central America, and is more central in people’s lives than in the US (in my opinion).


(0468) Marta busy in her kitchen. She also has a gas stove and a refrigerator. Tortillas are usually made on the wood fire. Making tortillas (the Spanish verb is "tortear") is harder than it looks. I battled to make mine round and stop them sticking to my hands. Making tortillas is almost exclusively a job done by women. We joked that men don't have the aptitude.

(0691) Mealtime with fellow students Jim and Lauren (medical students from New England), and Sheryl (missionary from Missouri). Norm, her husband is also studying here.















 (0502) The Pila where the dishes are washed.








(0462) Marta and Josepha, Chema's wife, shucking corn. I tried to help but soon developed a blister and had to quit. It is harder than it looks.







(0458) View of the lake from below the school, looking north.




Saturday, January 16, 2010

Guacamaya Spanish School, Copan - Dec2008 & Jan 2010

 Dec 2008 (my first of two visits there to study Spanish). See end of this chapter for my second visit (Jan 2010)

 This school was started about 12 years ago by a group of teachers from another school in Copan. It began in a rented facility near the square, and later moved to a house several blocks away. The business is owned and run by Enrique Carrillo. The atmosphere here is relaxed and tranquil, although this may be in part due to the fact that the school is only a third full. Enrique interviews the teachers and gives each one an exam up front. The school is professionally run, and has two PCs for student use. Internet in Copan varies between moderate and slow (often the latter), but at least it works.




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Maestras Yarely, Dunia, Nelly and Julia. Great ladies, always giving us students a hard time. Julia threatened to fine us every time we spoke English.
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Daisy, who takes care of all our food and drink needs, holding the house kitten. She has a great attitude.
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The school has several study areas inside and about 4 out back, which are quiet and relaxing, with flowers and shrubs. I have been studying there for 3 weeks, for 4 hours each morning (including a 30 min break). Many afternoons I have returned to do my homework and enjoy a quiet cup of tea out back. Often a dove shows up to add charm. There is also a puppy, with sharp teeth.
My teacher Yarelli is top-notch and clearly knows her stuff. She has a college degree in teaching, and has taught at the upscale Mayatan Bilingual School in Copan.





She has got me started on the Spanish Subjunctive, which has to have been designed by devious Spanish teachers to confuse wanna-be Spanish Students like me. For those who don’t know about this devious grammatical structure, it is used in a subordinate expression when the main expression uses a different subject (or an undefined one) and expresses doubt, emotion, or desire. But usually only if “que” joins the two expressions. In the subjunctive, the subordinate verb changes e.g. “I believe you are coming” is Creo que viene. But, “I don’t believe you are coming” changes to No creo que venga. (Venga is the present subjunctive of venir, to come). Now, in my opinion, both “I believe” and “I don’t believe” express doubt about the outcome. But in Spanish, not so. “I believe” is certain, hence no subjunctive, while “I don’t believe” expresses doubt, hence the subjunctive. This, by the way, is only Subjunctives 101. It gets a lot deeper. So, right now, my brain is going on strike and is saying it’s time to take a break for at least a month and to speak only English. I find myself walking down the street looking at the locals and wondering how come all this just comes naturally to them. They must feel so happy every day!
Guacamaya has just acquired a hot & cold water dispenses with unlimited instant coffee, creamer and tea. At break we get cookies. You have no idea how nice it is to jolt one’s brain with caffeine when it is weighed down with the subtleties of Spanish.
I have enjoyed the various communal activities at the school. Some have been during school time in the mornings, such as scrabble. What a gas trying to figure out words in Spanish with the letters which one has (7 at a time). Another time a group of three students and three teachers sat together and each wrote down a letter. Each of us had then to think of a verb, a noun, an adjective, a body part, and a food beginning with each letter chosen by the group. Another time we each had to think of two priorities for Barack Obama. Then we had to describe these and why we felt that way. All of this is Spanish of course (with the teachers coaxing us as we went along).
Another morning activity was to prepare a traditional Honduran lunch. We all had to buy one ingredient – mine was a can of coconut milk. Then we helped prepare and cook everything in the upstairs kitchen (where Enrique lives with his family and Mother).
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Dunia supervising the cooking.
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Several teachers invited their family members to the feast. They cooked special vegetables for me, a vegetarian. My teacher says that I am the only vegetarian she knows. They all seem rather impressed that I have enough energy to go on an hour long walk every morning before breakfast. Who knows, maybe my example will spawn a whole new vegetarian craze in Copan. (I am not holding my breath).

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Enjoying the lunch which we prepared.
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One afternoon activity was a 4 hour outing to the hot springs. These are in the mountains, about an hour’s drive away, along an awful road. I am sure this is impassable in the rainy season. There are two warm swimming pools, Jacuzzis (for an extra $10, which I declined), and an interesting hot and cold river. This is a challenge. The scalding water pours into the river upstream. The photo shows the gang of locals gathered around a warm spot, with steam rising on the right from the incoming hot spring. Every 5 minutes one of the older boys would boss a younger one into re-arranging the rocks to allow more or less cold water to enter upstream, thereby controlling the temperature... well, sort of. I found that a gush of hot water would come and one would have to beat a hasty retreat. I was the only gringo who joined the locals in the river. They thought I was a little strange. It was a relaxing evening, with beer and sodas available, albeit at a large markup.
Another afternoon outing was to the local butterfly and orchid houses. Both were built by an American naturalist who speaks fluent Spanish and who moved here from California about 15 years ago. He is amazingly capable. His young Spanish assistant gave us a tour of the butterfly house, in Spanish, with color cards to help us identify the butterflies. She was fun and clearly enjoyed her job, which can be contagious.



I loved the plants and butterflies and the serenity of the place. Later, the naturalist gave us a tour of the orchids. He showed us some that are found only in Honduras, including one that he discovered and which is named after him. He said there are 25,000 species of orchids world wide. Fascinating.






















Our last outing was a 3hr afternoon hike into the mountains with a local Mayan guide, Albert, and my buddy Helen from Seattle. Other students decided to pass on this outing - suddenly they all seemed to have a lot of homework. We climbed into the nearby hills to visit a village.


Albert was fun to talk to, and he kept us entertained along the way, perhaps to keep our minds off the steepness of the trail. After about 2 hrs we came to a small school in a clearing.
The Honduran kids have their summer holidays between Nov and Feb (opposite to the US) so we were surprised to find a bunch of kids playing outside the school. We investigated and found that the families were having a meeting to discuss plans.
The government pays for a teacher, a lady who lives in Copan and who makes the trip up and down to the school each day. We did not meet her, but I would have liked to have done so, if only to meet one super-fit lady!





I enjoyed my stay at Guacamaya School, and would recommend it to others. Likewise with the family of Elena Gonzalez. Copan is a quaint little town. It is different from Antigua. The Ruins and Mayan culture are the main attraction. Overall is is probably safer, but there is a lot less to do, and several of us became a little bored after 2 weeks. Also, I did not find it as peaceful as Antigua, and the weather was not as good. I will be posting a detailed comparison of the 3 schools and families later. I believe there are plenty of volunteer opportunities, and for those who prefer a small town, it could be the ticket.



Update - Jan 2010 (3 week stay in Copan, including 1 week of study at Guacamaya)

When I first studied at Guacamaya, in Dec 2008 (for 3 weeks), it was my third school. I rated it better then the two at which I had studied in Antigua, even though it was more expensive.

My second visit, in Jan 2010, was not as impressive. By then, I had studied at 5 other schools (in Panajachel, Xela, and San Pedro Lake Atitlan). I now rate Guacamaya in the middle. I consider my other 5 schools to be better value, and more enjoyable.

This time, I felt that Enrique, the director, wasn’t putting in as much effort as before. Perhaps he finds that enough students attend his schools these days so he doesn’t need to. Unlike most other schools, he didn’t provide tea (only coffee), and no snacks. His hot water dispenser no longer worked. I complained and he had this fixed. He also bought some tea bags, but these were used up by mid week, and although I asked, he couldn’t be bothered to replenish these. I ended up by bringing my own tea. Small things perhaps, but one might expect these at such an expensive school.

Last year he added an extension behind his school. This has perhaps 8 cubicles, open at the top, inside an enclosed courtyard. Due to the poor acoustics, which do not muffle the echoes very well, I did not find it peaceful when when other groups were present. The wooden tables and chairs are poorly made, and rock back and forth – I wasn’t able to find one chair or table that sat squarely. The chairs are straight backed and uncomfortable. Why he didn’t simply buy the common plastic chairs beats me – these are quite comfortable and sit squarely on 4 legs. There are 3 other quieter study areas, in the back yard. Go for one of these if you can. These are peaceful. I studies in one of these during my first visit.

The cost of 1 week’s study (5 x 4hrs) at this school is $140, more than twice that at Corazon Maya, San Pedro ($65).  The level of Spanish instruction is no better than at my other 7 schools, although I do like my old teacher Yarely, and the other teachers are fun. She doesn’t benefit much from the extra cost – he pockets nearly $100/ week for each student. He appears to be well off. For further discussion of costs, see my separate blog entry entitled Costs.

Enrique’s activities are inferior to those at the other 5 other schools, and there were no educational movies or communal dinners, which were such fun at Corazon Maya, PLQE and Jardin De America. He wanted to charge me $20 for a 3- 4 hr walk to visit nearby villages. Compare this with $6 for 2/3 day personal guided hike to a sacred lake near Xela (with EM school, part of PLQE).

On the other hand, my stay with Elena in Casa Dona Elena was once again great. I rate her guest house among the 2 top places at which I have stayed in Central America. She is dedicated to her guests, and cooks well. The only disadvantage of he place (and of most places in Copan, I suspect), is that the dogs bark. For me, earplugs were essential. After a week or so, one starts to get used to the dogs at night, although they can be quite aggressive if one goes exploring. Maybe it was my brightly colored bike shirt - who knows.

Overall, I found Copan once again to be a cute town, with nice people, if somewhat less peaceful than Antigua or San Pedro. There are noisy rude drivers, and lots of barking dogs. One can find peace, but one has to work for it. One idea is to climb up to the cross on the hill above the microwave towers. In the early morning this is usually very peaceful. The towers of the museum on top of the hill are another good spot - one can climb up there and view the sunsets, before the museum closes. Copan is located in a pretty valley, and the excellent Mayan ruins make it a worthwhile destination, as do the butterfly house, bird park (very well done), and the hot springs.

I shall return to Copan again, since I like the people, and love staying at Casa Dona Elena's. Also, I have some good friends there. But I doubt that I shall study there again. If your travel plans permit, you can have a better learning experience at less cost in other schools.

Wednesday, December 16, 2009

An Adventure in Math - San Pedro La Laguna - Dec 2010

137-This is my group of seven Tsu- tujil Mayan girls, to whom I taught math for 1 hr each afternoon, for 8 days. The girls were from poor families, and were being sponsored by my second school in San Pedro, Corazon Maya. At first, it was a challenge for me to learn the Spanish versions of the standard math expressions, but the girls helped me and soon we got along fine. I am sure they made allowances for my Spanish mistakes.

Olga 12 (right) was the youngest, and was in Primaria 5 (5th grade). She was one of the quietest, and just sat quietly until I came around to assign her more problems or to help her when she got stuck. She was also one of the brightest. Rosayda, 15 (above and to her right) was in Basico 3 (9th grade). She was struggling to understand quadratic equations and their roots. Next to her is Magdalena (13), in Basico 1 (7th grade), then Lesli (14) in Basico 2, Karina (17) in Basico 3, Doloris (13) and Karen (13), both in Basico 1.

205- I used a white board for explaining problems. One difficulty was that the girls were at 4 different Math levels, so during any given explanation, I would sometimes hear “me aburro” – I am bored – or “me confundo” – I am confused. The latter was more common. They were motivated to learn, and several requested problems to do at home. Karina was working with complex numbers, which is quite advanced. Yet she and others often had trouble with negative number math like -3 +1. Several would continually forget the order of evaluation in a math expression, i.e. items with parentheses first, then multiply/divide, and then add/subtract. Multiplying numbers by adding exponents challenged them but later they got the idea. It was always a busy hour, since each girl needed help most of the time, and there was only one of me. Sometimes I would have half of them yelling out my name at the same time. The girls lacked text books, which were too expensive, so each had to copy down items written out during the class by their teacher. Often, I found that they lacked understanding of the fundamentals.

206-My friends Kathy (Canada) and Miguel (Sweden), from my previous school, came to visit me several times. Here we got a group photo.











238-The afternoon before my departure the school held a party for the mothers of the 23 poor families, their sponsored girls, and the 2 part-time volunteer tutors, Nancy (English) and me (Math). Nancy was then living most of the time in San Pedro, although (like me) she hailed from Seattle! What a small world. Her last job had been the manager of a non-profit in Leavenworth, WA.





239-During the party, Nancy and I got to hand out to each Mom a plastic basket for Christmas, containing a bottle of vegetable oil, some sugar, flour and misc items. This was paid for by the school. We later enjoyed herb tea and bread rolls.

My outfit must have seemed rather strange to the guests. I was wearing my red shorts because my one pair of long pants was drying on the line at my family's house.




240 - The Christmas baskets were received with gratitude.












241-We two tutors got to make a small speech in Spanish. This was quite fun. I told them that this was the first time I had tried teaching Math in Spanish, and that it been quite a challenge. I thanked the girls for their patience and persistence. Afterward, all the Moms and girls lined up to give each of us a hug and a kiss on the cheek. Never before have I been kissed by so many women (40+?) in the space of about 10 minutes. It’s a pretty cool Mayan custom.

The blue cable on the wall to the left of my head is for connecting up one’s laptop to the internet. (No charge). Internet access was iffy – working only some of the time. Nevertheless I was able to use it twice to talk to Rita in Seattle, over Skype.

Monday, October 12, 2009

A Torture Victim's Story - San Pedro

One of the activities at San Pedro Spanish School was a talk given by Felipe, a middle aged man living in San Pedro. He visited the school one afternoon and spent about an hour recounting a rather disturbing personal story.

First, let me give a little background. Guatemala experienced a civil war from 1960 to Dec 1996, when the peace accord was signed by the warring parties. This war was the longest and possibly the bloodiest of the many wars in Central America. There were various causes, but a major one was the CIA- sponsored coup in 1954 against the popularly elected socialist President Arbenz Guzman, prompted largely by his efforts to redistribute unused land of wealthy landowners such as the US- controlled United Fruit Company (UFco). At the time, UFco owned huge tracts of land in Guatemala, much of which was unused. (Even today, the richest 2% of Guatemala’s landowning population owns more than 65% of all of the arable land). UFco was was known as the Octopus (“el Pulpo”) since it controlled large parts of the economy including the ports. It had shareholders and friends in high places in the Eisenhower government, who objected to the purchase and redistribution of their land to the peasants by the Guatemalan government. This they viewed as communism. Allen Dulles, the Director of the CIA in 1954, was at one time a board member of UFco. His brother, John Foster Dulles, was the current Secretary of State, and had previously acted as one of the lawyers of the UFco. They persuaded Eisenhower to authorize a coup. Arbenz was forced to flee the country.

After the coup, Guatemalans lost many of their democratic rights, and were ruled for perhaps 30 years by military strongmen. In 1960, one of several guerrilla groups rose up against the government and the civil war began.

Much of the conflict took place in the highland areas occupied by the indigenous Mayan people, who make up about half of Guatemala’s population. Studies reveal that perhaps 200,000 people died during the war, the overwhelming majority indigenous Mayans, and perhaps 90% at the hands of the military. (A few percent were killed by the guerrillas). Toward the end of the 1970’s, the civil war grew in intensity. Presidents Lucas Garcia and Rios Montt are considered the two most barbaric Presidents. Both practiced what was tantamount to genocide in an attempt to deprive the guerrillas of their traditional support in Mayan villages. It is estimated that 600 villages were raised to the ground and their inhabitants murdered by the Guatemalan military.

Much of the weaponry was supplied by the Reagan Administration, which at the time was also funding another bloody war, against the Sandinistas in Nicaragua (remember Iran- Contra?).

One estimate is that during Rios Montt’s short 16 month reign (1982-83), perhaps 50,000 people were murdered, either by the military of by vigilante groups (with the President turning a blind eye). It appears that Garcia’s reign (1978-1982) was almost as bad.

This sets the scene for Felipe’s story, which took place under Garcia’s reign. In March 1980, Felipe was living at a boarding school near Chichicastenango, in the highlands. He was about 17 years old. The boys (about 11 to 18 years of age) lived in dormitories which were separated from their classrooms by a sports field. The girls lived on the other side of the property. One morning, the boys were walking across the sports field when they ware shocked to encounter 3-5 bodies. All were Mayan men, and were naked, with their hands tied behind their backs. All had had their throats slashed. The boys sounded the alarm, but the police seemed unsurprised. There was no investigation. The bodies were simply taken away. Much shaken, the boys continued with the studies. Many were tormented by what they had seen and some found it difficult to sleep at night. Some time later (perhaps months), they stumbled across more Mayan bodies in the sports field. This time the total included two women. All were naked, with hands tied, and this time each had been shot in the side of the head. The two women had both their breasts amputated. Once again, the police seemed unsurprised. This second occurrence added to the discomfort and terror amongst the boys. Later, it dawned on Felipe that these bodies had been intended as warnings by the military, to dissuade the boys from joining the guerrillas.

In October, the school year ended, and the kids were relieved to return home. Felipe returned to San Pedro, which is on the southern side of Lake Atitlan, about 2 hours from the school, and was therefore relatively far away from the main theater of the civil war. However, it seemed that the government wasn’t taking any chances of it’s spreading to San Pedro. Shortly after his return, the military showed up in force, and summoned everyone to a meeting at the local sports field. The office in charge said that the terrorists were everyone’s enemies, and that in order to defend the town, they wanted 50 volunteers to be trained as guards. The required number of male residents stepped forward, and the army led them away for some training. Shortly after, the 50 returned, each with an automatic rifle. The military announced martial law and disbanded the police. Henceforth, they said, the guards would be in charge.

Then commenced a reign of terror by the guards. The military remained in the background. The guards would bang at people’s doors at night, and extort money. If the person refused, he would be taken away, often never to be seen again. Many of the residents had to pay substantial bribes to these guards to be left alone. Often, these guards would simply “disappear” persons against whom they held a grudge.

Felipe told us that at no time did any guerrillas come to San Pedro.

About a month later, the guards, this time with military support, banged at the doors of 5 houses late at night, in order to abduct 5 young males for “questioning”. Felipe was one of this group. The guards barged into his house. He tried to escape and was shot in the thigh and arm. (We saw the scars). He and the others were taken away to a building perhaps 2 hours walk away, along the lake. He said this had been owned by wealthy foreigners and had been commandeered by the army. There the captives were tortured.

Felipe had been severely wounded, and had lost much blood, so a military medic arrived to give him some basic treatment and bandage his wounds. But all were kept with hands tied, which caused much discomfort. Felipe was the only one of the 5 who could speak Spanish, so he became the spokesperson.

During the next few days, the military would burn them with cigarettes and beat them with gun butts. Felipe says the guns were Galils, supplied by Israel. Each time, the military would offer to release them if they revealed the names of their guerrilla leaders and the locations of their arms caches. Since neither existed, the boys could not satisfy their torturers. After a few days, one of the boys was released. After he had walked perhaps 10 yards, and guard shot him in the back. This terrified the remaining four boys.

A day or so later, the guards took each boy, still with hands tied, and tied a second rope to each one’s body. They took the 4 boys down to the lake. They weighed each one down with rocks. One at a time, they threw each boy into the lake where he was kept submerged for a minute or so and then retrieved, each time he was asked the two questions. The periods of submersion became longer. The torture was stopped when one boy drowned. This left three.

A day later (day 5), all the boys were taken outside and their pants removed. A cord was tied to the testicles of the other two (Felipe was spared), and passed over the branch of a tree overhead. The two boys stood there with hands tied while the guards exerted increasing force on the cord, stretching their testicles upward. They yelled with pain. After a while the torture stopped and the boys collapsed. Later the three were taken back to their prison.

The next day (day 6), their captors announced that they were to be released. At first the boys refused to leave, remembering the fate of the first boy. However, their captors forced them out. They were left to find their own way home.  They started walking. They were very weak and had to stop often. Eventually some locals found them and took them back to the village. Everyone was amazed to see them as they had been given up for dead. Felipe returned home, to the joy of his parents. He later recovered and was able to lead a normal life. The other did not fare as well. One died shortly after, perhaps due to suicide, and the other tuned to drink.

The story has a positive sequel. This was referred to in general terms by Felipe, but the details were supplied by one of my Spanish Teachers, who was about 10 years old at the time.

Apparently, the military left shortly afterward, having decided that the guerilla threat in San Pedro was small and that their proxies, the 50 armed guards, could handle things. At the time there lived in the village two brothers who were prominent citizens. One day, perhaps a year later, the guards decided to do away with them. One they captured in a nearby town. That night they came to abduct the brother. The people heard about this and came out into the streets shouting. However, they were unable to prevent the abduction. The two bodies were discovered the next day in the mountains, hanging from a tree. That night, the people organized into groups and entered the homes of each of the guards. Apparently, no one was killed. All the guards were overwhelmed by the townsfolk, which must have been an amazing act of bravery on their part. My teacher witnessed some of the arrests. The people were for lynching the guards, but wiser heads prevailed, and they were jailed instead. Later they were taken to the town of Sololá, the district center (about an hour away by car), and handed over to be prosecuted. It appears that most, if not all, were jailed for up to 10 years. This seems amazing in view of the fact that the military was still running the country. At the time, world attention had come to be focused on Guatemala’s human rights abuses, and the US Congress had recently stopped the sale of arms to the govt. (Sadly, other countries such as Israel and Italy filled the gap). Perhaps the government had decided to bow to the will of the people of San Pedro and to international pressure, and try the guards.

After a long period, the guards were released, and some tried to return to their previous lives in San Pedro. But the people ostracized them, and the few that live here today do so on the margins of society.

Postscript: None of Guatemala's dictators was ever tried. Today, Rios Montt is still in the government, and may run for president again. He has assumed the role of a born again Christian. As a military man, he was trained in the US.

Sunday, December 7, 2008

Sunday Walks with Ellen around Copan - Dec2008

After I had been here a week, I was introduced to Ellen Finn, who lives in Copan and who is from Capitol Hill in Seattle. She used to play Jazz, and knows Amy´s old Jazz teacher at Garfield, Clarence Acox. What a small world! She rents a small apartment on top of Elena´s house. She has befriended lots of Copaneco´s and several poor families who live in the mountains, and derives a lot of pleasure from handing out treats and small gifts to the locals and to her families. She tries to helps the locals however she is able. The photo is of Ellen and a daughter of Justa, one of Elena Gonzalez' helpers.


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One Saturday, Ellen and I decided to have a go at baking cookies in her oven. She hadn't tried to use it after she had been scared off by an explosion some time before. However, we were able to clean it out and get it going, and we baked several dozen raisin and PNB cookies. Elena (center) and Justa came upstairs to Helen`s apartment to watch this amazing feat. No one in the house has had a working oven for some time, so this was a big event. The cookies were great, and Ellen had a great time passing them out to all and sundry in Copan. Later Elena asked me to try to repair her oven. We spent some time on a Sunday afternoon cleaning it and getting it going. We managed to eliminate the smoke, but found that the missing lower door allowed too much heat to escape. So the baking experiment was not a big success. Nevertheless, Ellen feels I could make a living fixing things like ovens in Copan.


One Sunday, Ellen invited me to accompany her on a 2 hour walk to visit some villages south of Copan. It was along a level road, so the going was easy. Ellen handed out treats as we went. Below are photos of the walk and of some of the kids we met.



















































This was our second outing, to a village called Llanetios in the mountains NE of Copan. Helen had befriended two families and wanted to take them Christmas presents.

It took about 30 minutes by 3 wheel taxi to get there - very steep and rough. Here we stopped to admire the view.






The first family. The parents were away. Helen says she is never quite sure how many are family and how many are cousins of friends. It just seems to be a big friendly bunch of kids.










The second family. Maria (light blue dress) is 19 and is very welcoming. She served us some tasty food (tamales) and showed me how to make a clay pot.












The sign to the pottery shop next to Maria`s home. This was built as a development project, to help the locals earn some money.











The village of Llanetios. A beautiful location. They have piped water, thanks to a governmental project. Soon they will get electricity. But the houses are simple and the people are clearly quite poor.










The one-roomed school house.

The Copan Ruins & Mayan Civilization

Learning About the Mayas

I first visited Copan for 2 days in March 2007 with a Group from Habitat for Humanity. It was the end of our 2 week visit to Honduras, and was rather rushed, as might be expected. We were taken on a guided tour of the ruins. This was interesting, but it was hard to absorb much.

This time around, I have been able to spend a little more time learning about the Mayas, and soaking in the quiet simplicity and atmosphere of the Ruins. Most mornings, I spend an hour on a pre-breakfast hike to the Ruins, and enjoy the peace of the surrounding park. No tourists yet (the Ruins don’t open till 8 am) so it is peaceful – just the birds and me and the occasional guide on his way to work. It is nice that they open the gates to the park early. One can almost get oneself lost in the forest. It is not hard to imagine oneself back in Mayan times, 1200 to 2000 years ago.

My fellow guest Cerine and I spend a pleasant Saturday morning exploring the Ruins. (Photos are below). Since then, I have discovered an excellent free museum, created by the town council, called “Museo de Casa K’inich”. It is located inside a large white castle-like building on top of a hill in the town. The views and the kids running around are reason enough to visit. The museum is a nice bonus. I have spent several pleasant afternoons up there, learning a bit about the Mayan culture and just hanging out. The museum has hands-on exhibits in both Spanish and English, which are both informative and a great way to improve one’s Spanish.

In the museum, I learnt that the Mayan civilization is one of only 5 in the prehistoric world that developed its own written language. The others are the Sumerian, Egyptian, Harappan (Indus river, in present day Pakistan, c. 3300–1300 BCE, ), and the Chinese. No other nation in the Americas had a written language. The Mayans wrote on paper, hide, wood, and pottery, using “glyphs” or symbols, much like the Egyptians. About 1000 of these symbols have been discovered, but not all have been deciphered. It is known that they used a verb, object, subject sentence structure.

The Mayans developed their own math, based on base 20. Apparently, they decided to use both their fingers and toes for counting, whereas the decimal system was originally based on using only one’s fingers. Perhaps with the help of the Olmecs, they were the first in the world to use a 0 in their math, although the use of a blank on a counting board to represent 0 dated back in India to 4th century BC.

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This is an exhibit where one can test one’s math ability, Mayan style. A dot means one unit, and a horizontal bar means 5. The example is 17-8=9. I tested this on my teachers and on my local family. Some got it right, others not – I kidded them about this, and it caused much amusement.
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The Mayans developed a 365 day calendar. They had 13 day weeks and 19 months is a year. This exhibit allows one to figure out one’s birthday in their calendar. This is mine - Jan 29th. Kind of tricky. They must have been smart people.

The Mayans used buildings, doorways and windows to plot the rising and setting positions of the sun, moon and planets. E.g. on April 12, two stone statues (“Stellae”) in the hills line up exactly with the setting sun, indicating the beginning of the agricultural cycle.

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Mayan Plants Exhibit
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Chocolate was very precious to the Maya. This comes from seeds of the Cacao tree. The word chocolate is from the ancient Aztecs in Mexico. Cacao is from the Mayan word “Kakaw”. The earliest record of using chocolate dates back before the Olmecs. In November 2007, archaeologists reported finding evidence of the oldest known cultivation and use of cacao at a site in Puerto Escondido, Honduras, dating from about 1100 to 1400 BC. The residues found and the kind of vessel they were found in indicate that the initial use of cacao was not simply as a beverage, but the white pulp around the cacao beans was likely used as a source of fermentable sugars for an alcoholic drink. The Maya civilization grew cacao trees in their backyard, and used the cacao seeds it produced to make a frothy, bitter drink. Documents in Maya hieroglyphs stated that chocolate was used for ceremonial purposes, in addition to everyday life. The chocolate residue found in an early ancient Maya pot in Rio Azul, Guatemala, suggests that Maya were drinking chocolate around 400 AD. In the New World, chocolate was consumed in a bitter, spicy drink called xocoatl, and was often flavored with vanilla, chile pepper, and achiote. Until the 16th century, no European had ever heard of the popular drink from the Central and South American peoples.


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Refreshments next to the Museum. Echiladas and (what else?) Chocolate-covered bananas, for 6 Lempiras (about $0.35).
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At its peak, the Mayan civilization included much of Guatemala, southern Mexico and north western Honduras. The settlement at Copan may have numbered 25,000 persons. Scientists aren’t quite sure why the Mayan civilization collapsed in the 9th century CE. I chatted to an American Archeology PhD. student, who is spending a year here. She says the current view is that as people expanded, they started abusing the environment. They cut down too many trees. The expanding population forced the farmers to move up into the hills. Farming there caused soil erosion. Soon, the lack of trees caused a local rise in temperatures, which had an adverse affect on the crops. Hunger followed. Eventually, the land was so depleted that people gave up and left.

Perhaps there is a message here for us. We are certainly abusing the planet with our insatiable need for energy and more stuff. The difference is that we don’t have someplace else to go.


The Maya Civilization (Text courtesy of Wikipedia)
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The Maya civilization is a Mesoamerican civilization, noted for the only known fully developed written language of the pre-Columbian Americas, as well as its art, architecture, and mathematical and astronomical systems. Initially established during the Preclassic period, many of these reached their apogee of development during the Classic period (c. 250 CE to 900 CE), and continued throughout the Postclassic period until the arrival of the Spanish. At its peak, it was one of the most densely populated and culturally dynamic societies in the world.

The Maya writing system (often called hieroglyphs from a superficial resemblance to the Ancient Egyptian writing) was a combination of phonetic symbols and logograms. It is most often classified as a logographic or (more properly) a logosyllabic writing system, in which syllabic signs play a significant role. It is the only writing system of the Pre-Columbian New World which is known to completely represent the spoken language of its community. In total, the script has more than a thousand different glyphs,

The earliest inscriptions in an identifiably-Maya script date back to 200–300 BC.[14]

At a rough estimate, in excess of 10,000 individual texts have so far been recovered, mostly inscribed on stone monuments, lintels, stelae and ceramic pottery. The Maya also produced texts painted on a form of paper manufactured from processed tree-bark, in particular from several species of strangler fig trees. This paper, common throughout Mesoamerica and generally now known by its Nahuatl-language name amatl, was typically bound as a single continuous sheet that was folded into pages of equal width, concertina-style, to produce a codex (book) that could be written on both sides.

In common with the other Mesoamerican civilizations, the Maya used a base 20 (vigesimal) and base 5 numbering system. Also, the preclassic Maya and their neighbors independently developed the concept of zero by 36 BC. Inscriptions show them on occasion working with sums up to the hundreds of millions and dates so large it would take several lines just to represent it. They produced extremely accurate astronomical observations; their charts of the movements of the moon and planets are equal or superior to those of any other civilization working from naked eye observation.

In common with the other Mesoamerican civilizations, the Maya had measured the length of the solar year to a high degree of accuracy, far more accurate than that used in Europe as the basis of the Gregorian Calendar. They did not use this figure for the length of year in their calendar, however. The calendar they used was crude, being based on a year length of exactly 365 days, which means that the calendar falls out of step with the seasons by one day every four years.

Uniquely, there is some evidence to suggest the Maya appear to be the only pre-telescopic civilization to demonstrate knowledge of the Orion Nebula as being fuzzy, i.e. not a stellar pin-point. The Dresden Codex contains the highest concentration of astronomical phenomena observations and calculations of any of the surviving texts (it appears that the data in this codex is primarily or exclusively of an astronomical nature). Examination and analysis of this codex reveals that Venus was the most important astronomical object to the Maya, even more important to them than the sun.

The life-cycle of maize lies at the heart of Maya belief. This philosophy is demonstrated on the Maya belief in the Maize God as a central religious figure. The Maya bodily ideal is also based on the form of the young Maize God, which is demonstrated in their artwork. The Maize God was also a model of courtly life for the Classical Maya.

Among the many types of Maya calendars which were maintained, the most important included a 260-day cycle, a 365-day cycle which approximated the solar year, a cycle which recorded lunation periods of the Moon, and a cycle which tracked the synodic period of Venus.

Maya Site of Copan - UNESCO World Heritage Site

The kingdom, anciently named Xukpi (Corner-Bundle), flourished from the 5th century AD to the early 9th century, with antecedents going back to at least the 2nd century AD.

Many structures are elaborately decorated with stone sculptures, usually constructed from a mosaic of carved stones of a size that one person could carry.




















The site also has a large court for playing the Mesoamerican ballgame. At its height in the late classic period Copán seems to have had an unusually prosperous class of minor nobility, scribes, and artisans, some of whom had homes of cut stone built for themselves (in most sites a privilege reserved for the rulers and high priests), some of which have carved hieroglyphic texts.
The fertile Copán River valley was long a site of agriculture before the first known stone architecture was built in the region about the 9th century BC.

A kingdom seems to have been established in Copán in 159. It grew into one of the most important Maya sites by the 5th century. Large monuments dated with hieroglyphic texts were erected in the city from 435 through 822.

The city withered in the face of unsustainable population growth bringing about the depletion of natural resources, factors that brought several of the Classic-Age Maya city-states to their end. The area continued to be occupied after the last major ceremonial structures and royal monuments were erected, but the population declined in the 8th century - 9th century from perhaps over 20,000 in the city to less than 5,000.

The ceremonial center was long abandoned and the surrounding valley home to only a few farming hamlets at the time of the arrival of the Spanish in the 16th century.

The site was the subject of one of the first modern archeological surveys and excavations in the Maya area, conducted by the Peabody Museum of Archaeology and Ethnology of Harvard University from 1891 to 1900.

Photos from our Visit to the Ruins

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Tim at the gate to the ruins. The Macaws are fun, but can get aggressive - they terrorized a young couple who were trying to feed them. (Bad idea).

Celine and I walked to the Ruins one Saturday morning - about a half hour or so from our house.
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A wonderfully peaceful place. There were very few tourists early on, and we just hung out and soaked in the mystery and beauty of the place. We couldn't afford a guide, but no matter. It was simply a great place to be. There is lots of info available about the Ruins, in the guide books, on the internet, and at the entrance kiosk.
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The views of the surrounding hills are special. Wide vistas, very luxuriant. This is a photo of the main arena.
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The hills stretch into the distance.