The Guianan diplomatist Eustace Bra

The Guianan diplomatist Eustace Braithwaite was born in 1912 in British Gui-
ana. He flew with the R.A.F. ' during the war years. After the war colour prejudice
precluded him from obtaining the kind of job for which his scientific qualifica-
tions fitted him. From 1950 to 1957 he worked as a school-teacher. In the sixties he
was a Permanent Representative of Guiana to the UN. In 1959 Braithwaite won the
Ainsfield Wolff Literary Award for To Sir, with Love, a book about his experiences
as a teacher in a school in London's East End. The other books that came from his
pen are A Kind of Homecoming (1961), Paid Servant (1962), A Choice of Straws
(1965), Reluctant Neighbours (1972).


Each Friday morning the whole school spent the pre-recess pe­riod in writing their Weekly Review. This was one of the old Man's pet schemes: and one about which he would brook no interference. Each child would review the events of his school week in his own words, in his own way; he was free to comment, to criticise, to agree or disagree, with any person, subject or method, as long as it was in some way associated with the school. No one and nothing was sacred, from the Headmaster down, and the child, moreover, was safe from any form of reprisal.
"Look at it this way," Mr. Florian said. "It is of advantage to both pupils and teacher. If a child wants to write about something which matters to him, he will take some pains to set it down as carefully and with as much detail as possible; that must in some way improve his written English in terms of spelling, construction and style. Week by week we are able, through his review, to follow and observe his progress in such things. As for the teachers, we soon get a pretty good idea what the children think of us and whether or not we are getting close to them... You will discover that these children are reasonably fair, even when they comment on us. If we are careless about our clothing, manners or person they will soon notice it, and it would be pointless to be angry with them for pointing such things out. Finally, from the reviews, the sensible teacher will observe the trend of individual and collective interests and plan his work accordingly.’’
On the first Friday of my association with the class I was anxious to discover what sort of figure I cut in front of them, and what kind of comment they would make about me. I read through some of the reviews at lunch-time, and must admit to a mixture of relief and dis­appointment at discovering that, apart from mentioning that they had a new "blackie" teacher, very little attention was given to me ...
It occurred to me that they probably imagined I would be as transient as my many predecessors, and therefore saw no point in wasting either time or effort in writing about me. But if I had made so little impression on them, it must be my own fault, I decided. It was up to me to find some way to get through to them.
Thereafter I tried very hard to be a successful teacher with my class, but somehow, as day followed day in painful procession, I realized that I was not making the grade. I bought and read books on the psychology of teaching in an effort to discover some way of providing the children with the sort of intellectual challenge to which they would respond, but the suggested methods somehow did not meet my particular need, and just did not work. It was as if I were trying to reach the children through a thick pane of glass, so remote and uninterested they seemed.
Looking back, I realize that in fact I passed through three phases in my relationship with them. The first was the silent treatment, and during that time, for my first few weeks, they would do any task I set them without question or protest, but equally without interest or enthusiasm; and if their interest was not required for the task in front of them would sit and stare at me with the same careful patient attention a birdwatcher devotes to the rare feathered visitor...
I took great pains with the planning of my lessons, using illus­trations from the familiar things of their own background... I creat­ed various problems within the domestic framework, and tried to encourage their participation, but it was as though there were a conspiracy of indifference, and my attempts at informality fell pitifully flat.
Gradually they moved on to the second and more annoying phase of their campaign, the "noisy" treatment. It is true to say that all of them did not actively join in this but those who did not were obviously in some sympathy with those who did. During a lesson, especially one in which it was necessary for me to read or speak to them, someone would lift the lid of a desk and then let it fall with a loud bang; the culprit would merely sit and look at me with wide innocent eyes as if it were an accident.
They knew as well as I did that there was nothing I could about it, and I bore it with as much show of aplomb as I could man- age. One or two such interruptions during a lesson were usually enough to destroy its planned continuity... So I felt angry and frus­trated when they rudely interrupted that which was being done purely for their own benefit.
One morning I was reading to them some simple poetry. Just when I thought I had inveigled them into active interest one of the girls, Monica Page, let the top of the desk fall; the noise seemed to reverberate in every part of my being and I felt a sudden burning anger. I looked at her for some moments before daring to open my mouth; she returned my gaze, then casually remarked to the class at large: "The bleeding thing won't stay up." It was all rather de­liberate, the noisy interruption and the crude remark, and it her­-alded the third stage of their conduct. From then on the words "bloody" or "bleeding" were hardly ever absent from any remark they made to one another especially in the classroom. They would call out to each other on any silly pretext and refer to the "bleed­ing" this or that, and always in a voice loud enough for my ears. One day during an arithmetic period I played right into their hands. I was so overcome by anger and disgust that I completely lost my temper ... I went upstairs and sat in the library, the only place where I could be alone for a little while. I felt sick at heart, because it seemed that this latest act above all others, was intended to display their utter disrespect for me. They seemed to have no sense of decency, these children; everything they said or did was coloured by an ugly viciousness, as if their minds were forever rooting after filth. ‘Why, oh why,’ I asked myself, ‘did they behave like that? What was wrong with them?’

Результаты (русский) 1:

Гвианский дипломат Юстас Braithwaite родился в 1912 году в британской Gui-Ана. Он летал с R.A.F. ' в годы войны. После войны цвет предрассудковмешает ему получить такую работу за которой его Научная квалификация -tions установлены его. С 1950 по 1957 год он работал в качестве учителя школы. В шестидесятых годах онбыл постоянным представителем Гвианы ООН. В 1959 году выиграл БрейтуэйтAinsfield Вольф Литературная премия за к сэр, с любовью, книгу о своем опытекак учитель в школе в лондонском Ист-Энде. Другие книги, которые пришли из егоперо являются своего рода встреча выпускников/корпоративы (1961), выплачивается слуга (1962), выбор соломинки(1965), неохотно соседей (1972).Каждую пятницу утром вся школа провел период до перерыва в письменном виде их Еженедельный обзор. Это был один старик pet схемы: и о которой он будет Руек без помех. Каждый ребенок проведет обзор событий недели его школы в его собственных словах, по-своему; Он был свободен, чтобы комментировать, критиковать, чтобы согласиться или не согласиться с любым лицом, теме или метод, до тех пор, как это было в некотором роде, связанные со школой. Никто и ничто не было священным, от директора вниз, и ребенка, Кроме того, был в безопасности от любой формы репрессий."Look at it this way," Mr. Florian said. "It is of advantage to both pupils and teacher. If a child wants to write about something which matters to him, he will take some pains to set it down as carefully and with as much detail as possible; that must in some way improve his written English in terms of spelling, construction and style. Week by week we are able, through his review, to follow and observe his progress in such things. As for the teachers, we soon get a pretty good idea what the children think of us and whether or not we are getting close to them... You will discover that these children are reasonably fair, even when they comment on us. If we are careless about our clothing, manners or person they will soon notice it, and it would be pointless to be angry with them for pointing such things out. Finally, from the reviews, the sensible teacher will observe the trend of individual and collective interests and plan his work accordingly.’’On the first Friday of my association with the class I was anxious to discover what sort of figure I cut in front of them, and what kind of comment they would make about me. I read through some of the reviews at lunch-time, and must admit to a mixture of relief and dis­appointment at discovering that, apart from mentioning that they had a new "blackie" teacher, very little attention was given to me ... It occurred to me that they probably imagined I would be as transient as my many predecessors, and therefore saw no point in wasting either time or effort in writing about me. But if I had made so little impression on them, it must be my own fault, I decided. It was up to me to find some way to get through to them. Thereafter I tried very hard to be a successful teacher with my class, but somehow, as day followed day in painful procession, I realized that I was not making the grade. I bought and read books on the psychology of teaching in an effort to discover some way of providing the children with the sort of intellectual challenge to which they would respond, but the suggested methods somehow did not meet my particular need, and just did not work. It was as if I were trying to reach the children through a thick pane of glass, so remote and uninterested they seemed.Looking back, I realize that in fact I passed through three phases in my relationship with them. The first was the silent treatment, and during that time, for my first few weeks, they would do any task I set them without question or protest, but equally without interest or enthusiasm; and if their interest was not required for the task in front of them would sit and stare at me with the same careful patient attention a birdwatcher devotes to the rare feathered visitor...I took great pains with the planning of my lessons, using illus­trations from the familiar things of their own background... I creat­ed various problems within the domestic framework, and tried to encourage their participation, but it was as though there were a conspiracy of indifference, and my attempts at informality fell pitifully flat.Gradually they moved on to the second and more annoying phase of their campaign, the "noisy" treatment. It is true to say that all of them did not actively join in this but those who did not were obviously in some sympathy with those who did. During a lesson, especially one in which it was necessary for me to read or speak to them, someone would lift the lid of a desk and then let it fall with a loud bang; the culprit would merely sit and look at me with wide innocent eyes as if it were an accident.They knew as well as I did that there was nothing I could about it, and I bore it with as much show of aplomb as I could man- age. One or two such interruptions during a lesson were usually enough to destroy its planned continuity... So I felt angry and frus­trated when they rudely interrupted that which was being done purely for their own benefit. One morning I was reading to them some simple poetry. Just when I thought I had inveigled them into active interest one of the girls, Monica Page, let the top of the desk fall; the noise seemed to reverberate in every part of my being and I felt a sudden burning anger. I looked at her for some moments before daring to open my mouth; she returned my gaze, then casually remarked to the class at large: "The bleeding thing won't stay up." It was all rather de­liberate, the noisy interruption and the crude remark, and it her­-alded the third stage of their conduct. From then on the words "bloody" or "bleeding" were hardly ever absent from any remark they made to one another especially in the classroom. They would call out to each other on any silly pretext and refer to the "bleed­ing" this or that, and always in a voice loud enough for my ears. One day during an arithmetic period I played right into their hands. I was so overcome by anger and disgust that I completely lost my temper ... I went upstairs and sat in the library, the only place where I could be alone for a little while. I felt sick at heart, because it seemed that this latest act above all others, was intended to display their utter disrespect for me. They seemed to have no sense of decency, these children; everything they said or did was coloured by an ugly viciousness, as if their minds were forever rooting after filth. ‘Why, oh why,’ I asked myself, ‘did they behave like that? What was wrong with them?’

Результаты (русский) 3:

The гвианская - как дипломатично юстас Braithwaite родился в 1912 году в великобритании GUI -ана.он улетел с r.a.f. "в годы войны.после войны цвета ущербапозволяет ему получить за работу, за которые его научных qualifica -организаций установлены его.с 1950 по 1957 года он работал учителем.в 60 - х годах онбыл постоянным представителем гайаны при организации объединенных наций.в 1959 году Braithwaite выигралвольф, ainsfield литературную премию для сэра, с любовью, книгу о своем опытев качестве учителя в школе в лондонском ист - энд.другие книги, которая пришла из егоручка - это своего рода возвращение (1961), выплатили служащего (1962), выбор жребий(1965), нежелание соседей (1972).каждую пятницу утром вся школа потратила до перерыва пе - риод в письменном виде их еженедельный обзор.это была одна из старика - питомец схемы: и один, о котором он не потерпит вмешательства.каждый ребенок будет рассматривать события в его школе неделю, по его собственным словам, по - своему, он был свободен от комментариев, критиковать, соглашаться или не соглашаться, с любым лицом или метод, при условии, если он был каким - то образом связано со школой.никто и ничто не свято, из школы, и детей, кроме того, была спасена от любой формы репрессий."посмотрите на это так", - сказал г - н флориан. "это преимущество для учеников и учителей.если ребенок хочет написать о чем - то, какие вопросы ему, он будет принимать некоторые усилия, чтобы установить его вниз, как тщательно и как можно подробнее, что должны каким - то образом улучшить свой письменный английский с точки зрения орфографии, строительство и стиль.каждую неделю мы способны через его пересмотра, выполнять и соблюдать его прогресс в таких вещах.как для учителей, мы скорее хорошая идея, что дети думают о нас и о том, следует ли мы близки к ним.вы обнаружите, что эти дети имеют достаточно честно, даже когда они прокомментировать нам.если мы беззаботны по поводу нашей одежды, манер, или лица, они скоро заметит, и нет смысла злиться на них указывают такие вещи.и, наконец, из обзоров, разумно учитель будет наблюдать тенденцию к индивидуальных и коллективных интересов и план его работы ".в первую пятницу наша ассоциация с класса, я хотела узнать, какой рисунок я вырезал у них на глазах, и что за замечание, они бы обо мне.я прочитал некоторые отзывы в обеденное время, и я должен признать, что смесь чрезвычайной помощи и дис - назначение на обнаружил, что, за исключением того, что в их новой "блэки - учитель, очень мало внимания было уделено меня.мне кажется, что они, вероятно, думал, будет, как переходный, как многих моих предшественников, и поэтому нет смысла тратить время и усилия, либо в письменной форме обо мне.но если я сделал так мало впечатление на них, должно быть, это моя вина, я решил.это было для меня, чтобы найти способ связаться с ними.после этого я очень старался быть успешным учителя с моего класса, но почему - то, как день за днем в болезненных шествие, я понял, что я не делаю этого класса.я купил и читать книги по психологии обучения, с тем чтобы узнать путь обеспечения детей с такой интеллектуальный вызов, на который они будут реагировать, но предлагаемые методы как - то не с моей особой необходимости, и просто не работают.это было, как будто я пытаюсь дозвониться до детей через густой стекло, так далеко и не выглядели.оглядываясь назад, я понимаю, что на самом деле я прошел в три этапа в моих отношениях с ними.во - первых, это дело, и за это время, за мои первые несколько недель, они бы любую задачу, я без вопросов или протест, но не без интереса или энтузиазм, и если их интересы не требуется для задачи перед ними будут сидеть и пялиться на меня с такой же осторожный пациента внимание а birdwatcher уделяет редких пернатого посетитель.я трудился изо всех сил при планировании моих уроков, используя илл - trations из привычных вещей их собственный опыт.я creat - эд различных проблем в рамках внутреннего права, и пытался призвать их участия, но это было, как будто существует заговор безразличия, и мои попытки неформальность упал ничтожно квартиру.постепенно они перешли ко второй и более раздражающим этапа их кампании "шумными" обращения.правда, сказать, что не все из них активно участвовать в этом, но те, которые не были, очевидно, в некоторых сочувствия к тем, кто это сделал.во время урока, особенно в том, что необходимо для меня читать и говорить им, кто - то снимет крышку стола, и тогда он упал с громким взрывом, виновник будет просто сидеть и смотреть на меня с самые невинные глаза, как если бы это был несчастный случай.они знали, как я сделал это, я не мог ничего об этом, и я родила ему столько шоу, как мог человек - возраст апломбом.один или два таких перерывов во время урока были