Love Trials (eBook)

Elias Kiyimba Tibita (Autor)

Alice Katusiime (Herausgeber)

eBook Download: EPUB

2025 | 1. Auflage
248 Seiten
Publishdrive (Verlag)
978-0-00-099318-2 (ISBN)

Infos

'Love Trials' is about human life circle. It explain ideas about life in the womb, on earth and hell or heaven; the latter being skeptical to someone's mind where he could belong. This story exposes the fall of culture due to education invading tradition and the inhabitants' virginity is corrupted.

The character, Noah Mangweno commits love crimes one of which spat him into the inner prison. His imprisonment and death sentence become a stepping stone to realize the three layers of the world that they are incomprehensible and independent from each other. Finally, education that is a threat to virginity lights society when the twins dumped in a corridor to die by their parents become the redeemer of their parents' anguish and death.

Textauszug

Chapter 8

Mangweno had several kids. The lads were twentythree and lasses doubled over this number. His tribe had a similar creed to the tribe he had settled in about rearing kids. Lads were superior to lassies, and as an upshots, lasses had no chance of going to school because they were regarded as human beings who were going to benefit another family or kinfolk they would tie the knot with.

Although boys could go to school, it was not the case with Mangweno’s boys because they were like logs, and each one was to crave for fees, therefore, he had to be a dictator on this by picking out some lads to go for studies with the idea that if they turned out to be prominent, they would help their brothers who were to linger at home. This practice was not that Mangweno forged it, but during that time, several elders could decide for their kids what career they would take in the future as it has been already mentioned earlier that lassies could not go for schooling.

Out of the twenty-three lads, he decided to take only five sons whom he saw were capable to pursue studies. Some of the reasons were, a number of them were aged, and therefore, they were not suitable for elementary education; some were already married and others were too young for schooling. Certain lads also detested schooling because they felt as if they were being dissected from their kin and so some of those he chose such as Ibrahim, Enoch and Noah wept while setting out for school even if the program was a day schooling.

The school rules needed kids of ten years old and above. They were the ones to be linked up to primary one. Danda Isaac fifteen years old, Gangata Ismal seventeen years old, Sonkalo Enoch eleven years old, Babomba Ibrahim fourteen years old and Mangweno Noah ten years old were the sons sent to school. Their surnames portrayed them that they originated from Bantu people and their first names were also as if they were christened, in spite of this, the Muslim religion too named them to their followers because it is said the Quran stemmed from the Bible, and they had faith in the three patriarch families of

Abraham, Isaac and Jacob.

It was not only Noah, Gangata and Ismal who wept for leaving their siblings, but their mommies too had some weaknesses during the first term, yet their father could not change, but insisted on forcing them to go by whipping them severely. As they got there, they started to like school life by digging up friends who had similar hurdles of schooling.

Some schools were in distant areas whereby a number of pupils used to walk five to ten miles to school every day. By then, the roads were just paths that went through some long virgin forests as the population by then was sparse. Lessons used to begin at 8:00 a.m. and rounded up at 1:00 p.m. which meant that children used to wake up very early at dawn to set out for their journey, and some could take to their heel. The only good thing was that there were no severe animals that would have feasted on some of their fresh like a hyena feasting on mutton apart from huge serpents like timber and other small ones that threatened them, and some of the pupils succumbed to death.

It was as if there were omens with Noah. Among his brothers, he was the only one who was bitten by a snake, but the traditional herbalist cured him. Those who faced such severe attacks and succumbed to death were from other families. During that time, he dreamt about making a formal marriage with a lass from a moral family that observed virginity but he never let it slip to his kindred. Another time he dreamed of a foetus speaking while in the womb and other dreams were about school work.

At school, Noah had heard that teachers who ran these schools by then were senior secondary leavers, in other words, they were untrained teachers who upheld primary education in the whole country. They were disciples of education like the disciples of the Crucified who had no legal letters of Musa’s Laws. Lots of them were from neighbouring countries and all were male teachers. Noah and other lads priced the teachers’ goodness of being eyeful and style that they were eye-openers for the pupils of that time.

The best schools used to belong to the Indians who used to teach not only in their own founded schools but even borough ones. Like chalk and cheese, the borough teachers who used to use textbooks during the lessons, their work was less compared to senior secondary leavers. These local teachers in rural primary schools were charismatic because they could teach the whole lesson from their head. English and Mathematics were the chief.

There was no work scheming neither any textbook used in any lesson. What was regarded as a textbook was a teacher’s notebook. Joshua a friend of Noah wanted very much to look at the teacher’s notes, but he couldn’t hook the notebook. As a greedy animal can’t wait, he followed the teacher and saw where he used to keep it and instead of turning its leaves there and then, he filched it. Noah saw him doing it and cautioned him to return it to its place, but no sooner was he near to put it in its place, than the teacher glanced at him. His body was soaked with sweat. Dread and shame clouded his face and stutter played drama on his lips.

These primary teachers taught by caning pupils. One could cane the finger or knuckles using a ruler; others could get a rod that could not easily break like a rod from a plant called Japanese arrow bamboo or clorutaria and used it to cane on the buttocks from five strokes and above and even twenty-five strokes or so could be imposed on a pupil who exhibited indiscipline. Failing of any sum was also punishable. The bad days for Joshua had fallen on him and was ironed by thirty strokes of canes, but was not reported to his parents, and if they did, his parents would have killed him.

Most of the pupils could not understand some class work. But because excessive beating threatened them, they developed a grave cram work to save their bodies from facing the music.

Noah was one of them. He could chunk sums and ideas which made him to perform well in every exams. As young as he was, he played with his brain to discover whether he could see how words and or ideas could be retrieved back to his memory. He sensed about it so much, but never got clear result except memories in his head that had no source. In his mind, he attributed this to having something beyond his mere memories and concluded that such unseen source of memories was either a spirit or the power of a god that used to inspire him.

Although caning mode value-added the education standard, countless pupils were browbeaten from ongoing with schooling. A number of them could leave their home going for studies, but they would not reach the school compound. Instead, they could bury themselves in bushes or forests during lesson time and at 1:00 p.m. they would join other returning pupils to show their parents that they had been at school all day.

As the proverb goes, “Spare the rod and spoil the child,” parents by that time were very hard-hitting too as they could cane the kids with no mercy just for a little slip-up. However, this made the kids grow up well-disciplined doing things such as respecting and greeting any elder they met on the way compared to current kids’ attitudes. The kids were very sensitive to this because an elder could report a certain kid who had done a naughty act and parents could cane such a one bitterly. After all, a kid belonged to the community.

Judah Mangweno couldn’t miss giving the music to his kids. He didn’t want any of his kids to miss a day going to school. One day, Babomba Ibrahim and Mangweno Noah dodged school and they faced the music. Whenever he caught a child’s indiscipline, he would be patient the whole day and then get him or her during night because as a kid, he or she could not run away into darkness for fear of wolf people or animals.

On the other hand, pupils were not to be blamed for indiscipline because as the rod was trimmed down in the community, loads of kids grew as wild and hard-hearted which stemmed into serious crimes like sleazing and kidnapping kids for child sacrifice which became rampant in almost every locus. So, greeting the elders on the way grew less and in some areas, it passed on.

The schools usually had fewer numbers of pupils who could sit for the national examinations. To add on, parents were too penury in nature as the community had no market for crops that could be cultivated and in particular, there were no policies for cultivating commercial crop, but the denizens used to grow food for their sustainability. Therefore, fees dues were another steep mountain to clump. For dowry wages were unreliable as kids, to be specific, lasses were taken to school rather than being espoused.

In this locus, education was at a slower pace by then. The regime had never bothered to establish schooling the majority, but still continued to use the expat policies of training only civil servants. Numerous youth generations did not access a secondary education just because there were no jobs to accommodate them. As a result, the limpkins laid down a policy to toughen the assessments in order to flunk sundry pupils at primary level so that they could resort to cultivation instead.

A pupil could not be given the green light for pulling his or her socks such as re-studying again a primary and or a secondary candidate class. He or she had to be flunked out. However, some resorted to a cunning way by repeating the class using dissimilar names because the identification of a true picture of a person, as young as they were, was by then not in...

Produkt-Details

• Erscheint lt. Verlag: 8.8.2025
• Sprache: englisch
• Themenwelt: Literatur ► Romane / Erzählungen
• ISBN-10: 0-00-099318-2 / 0000993182
• ISBN-13: 978-0-00-099318-2 / 9780000993182