Alambre School

The principal of the school in Alambre contacted Oikos for help with needed equipment and supplies. The central school serves 5 surrounding communities. Oikos has no resources for school projects so they introduced us to the principal Walter. After an hour of conversation, we do not understand his specific needs but we are invited to his school for a visit. “It’s just down the road,” he says.

Down the road is a 90 minute drive east and then south towards the Pacific. We leave the paved road in a pueblo and proceed on a hilly dirt and stone path. We pass men on horse and donkey, no other vehicles. At school we are greeted by Principal Walter and the teachers. He rings the bell and all the children file out of their class rooms and into the court yard to greet us.

After introductions the children and their teachers are dismissed to their class rooms. We visit each class room. Two class rooms are void of furniture except a teacher’s desk. The children have been coached on what to ask for, but now they are too shy to speak. The teachers point out some needs, but they are also shy. We ask the children of the 7, 8, 9 grades who plans to go to high school; it’s almost unanimous that they want to go to HS. This is a new positive trend as most children dropped out of school after the 6th grade.

After visiting the classrooms we gather at the principal’s office, including the school directivia. Fredy, the principal’s son, is our translator. Walter is asking for donations of 4 computers and computer desks, windows for the computer room, a new roof, a white board, fans, 50 desks and a paved playground. The principal said his request for funds to do these things has been denied by the federal government and the mayor. We ask for a list with pricing and also his priorities.

About a week later the principal provides a list in English and Spanish. We exclude the roof bringing the total to $4,000 for desks, windows, computers and equipment, white board and fans. In sharing this story with friends at home we were able to raise $500. We ask Fredy to secure quotes to purchase desks, the first priority. We are able to order 18 desks and the factory will deliver them to the school. The desks will be available next week. We will meet the truck at the school for the presentation.

It doesn’t turn out that way. The day of delivery we meet at the store. An old white pickup is being loaded with desks and to our surprise we are asked to ride in the truck. The principal will ride in back with the desks. It’s the same route mentioned above. As the driver hits many holes and rocks, we wait for something to break. At one point the truck can’t get traction to climb the path up the hill. We jump out and by the grace of God, two young men are walking near by and push the truck up the hill. These are the only other people we meet along the remaining 30 minute ride.

Finally we reach the school. We are late, the children are gone, but a small group of boys on the side of the road point to the desks and claim one as theirs. Four teachers help unload the desks placing them in a class room.

It’s time to leave and we dread the return. We experience the same ride out as in. Finally we pass thru the last pueblo entering the paved mountain highway. When the driver hits the gas, the left side of the front end raises up, the truck shakes violently; we skid to the right stopping against the side of the mountain. The other side of the road drops hundreds of feet straight down. We are again saved by the grace of God.

One front wheel is aiming left, the other right. We are on the bad side of a blind curve. The driver gets his machete from the truck, cuts down a small tree and places it on the road. This is an indicator to others that a vehicle is stalled in the road. Vehicles pass by both up and down the mountain highway but no ones stops including the national police. We are expecting one of them to pull out a cell phone and make a call.

The driver returns the machete, places his jack under the driver side of the truck for a lift. He and the principal kick the wheels straight. The driver takes out rope and a vise grip and is under the truck. 30 minutes later he removes the jack and the rocks from under the wheels. They both board the truck and motion to us to do the same. We climb in frightened but without options.

For the next 35 minutes we ride down the mountain at 25-35 miles an hour. The steering has too much play as the truck is all over the road. We are pushing on our imaginary brakes all the way down. I wait for the repair to loosen and rehearse our escape over and over as there is no interior door handle.

The repair held. We stop at a café at the bottom of the mountain for a late lunch. We both have our foot cemented to the imaginary brake. It’s hard to disengage and walk. We made the decision not to get in the truck after lunch. We call our driver Alex from Batres to come to our rescue. That brought us relief, allowing us to eat. During lunch we tell the principal we are not returning with them. The principal is stressed, telling us we are not safe here. We think we are not safe in the truck.

The next morning it’s Aleve and coffee to address the pain in our backs and necks. They still need 32 desks for the children – we know we will make this trip again.

David y Nancy