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his spring break I had the privilege of leading this wonderful cast of characters on a Casten service trip to central Guatemala. I can only describe this group as magical. Despite sleeping with scorpions or eating tortillas and beans every single meal for 10 days, our students did the Hackley name proud. Each challenged his/herself physically, emotionally and intellectually, and is forever changed because of it. Each of the unique qualities that they brought on this trip was an equal asset to making it a resounding success.
are just some things we cannot teach in the classroom. We spent 10 days working with the Qachuu Aloom organization based in Rabinal, Guatemala. The Qachuu Aloom (which means, Mother Earth in Achi, a Mayan language) is a sustainable development project, started by an American woman, Sarah Montgomery, and a survivor of the Rio Negro Massacres, Cristobal Osorio Sanchez. Mr. Klimenko will give us some information on the historical background in a moment. This Mayan run association seeks to empower a historically displaced people to live more responsibly through initiatives that respect the environment and strengthen cultural identity by returning to more traditional agricultural practices.
Anjelique – our constant ray of sunshine Elisse – always looked fabulous, even while hauling heavy loads Aska – farther away from home than she’s ever been before and the biggest trooper I’ve ever seen Maris – participated in everything while providing insightful reflections to our nightly pow-wows Regina – managed to laugh the entire ten days Kristyn – worked tirelessly in our planting projects Balaz – took his love of languages to a new level with his desire to write the first Achi-Hungarian dictionary Darnell – repeatedly thanked the Hackley athletic program for training him for the intense physical labor Michael – will surely return to Rabinal to take care of the stray dog issue Marta – our champion of entertaining children and crushing cow pies (you had to be there) and lastly, Drew and Kendra – unanimously voted most likely to go Mayan
The Qachuu Aloom project began with the idea of one Maya (Achi) farmer, Cristobal Osorio Sanchez. In 1978, with monies from the World Bank, the National Institute of Electrification began construction of the Chixcoy Dam on the Rio Negro River. This construction flooded, and consequently destroyed, thousands of acres of farm land, sacred burial sites and displaced 3,445 people. Upon completion of the dam in 1982 the Achi resisted forced government resettlement; In two brutal massacres on March 13th, 1982, the Guatemalan military killed over 400 members of Cristobal’s community of Rio Negro, men, women and children alike. The survivors were forced to relocate to an area eight hours away (on foot) and reassemble their lives with no governmental support. Cristobal’s initiative seeks to educate horizontally, farmer to farmer, in traditional Achi farming methods, basic ecology, seed diversification, soil conservation and natural pesticide alternatives. This horizontal teaching methodology helps build self-reliance and increases cohesion among villages. This project provides long-term solutions for the community of Rabinal while celebrating and perpetuating a rich cultural identity.
In my short tenure here at Hackley, this trip, I can say proudly and without reservation, has been my high point so far. The Casten Family Foundation continues to provide our community with an invaluable gift. They recognize the crucial role international travel plays in a young person’s education career.
In addition to its inherent community service focus, the trip supported and enhanced Hackley’s Upper School History, Modern Language, Science and Economics curricula; like-
Our world is very small here on the Hilltop. Despite Hackley’s innovative curriculum and commitment to excellence, there
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wise. Hackley students are likely to encounter the history and culture of the region at several junctures in their education. The 9th grade History curriculum examines the indigenous pre-Colombian cultures that existed in the Americas before and during the arrival of Europeans. The 11th grade 20th-Century History curriculum encounters Guatemala during the CIA-led coup against the Arbenz government in the 1950s and again when students learn about the Reagan-era Central American insurgencies of the 1980s. The cultural component of Spanish language courses may also introduce students to various aspects of Guatemalan society and culture.
Founded in ecology, permaculture, soil & water conservation and reforestation, the Qachuu Aloom project also offered a direct tie to Hackley’s AP Environmental Science and Biology curricula. Whole units are dedicated to sustainable agriculture, ecology and forestry as well as to economics, microloans and the role of the World Bank. Students were exposed to the flora and fauna of an entirely different biome, and they had the opportunity to see fair-trade economics projects in action during our visit to the International Coffee Partners Cooperative. I’d like to thank our 12 students, Mr. Klimenko, Mr. Link and Ms. Aranow for their energy, warmth and hard work. Thank you to the administration and parents for their support of this special trip. And my most heartfelt thank you to the Casten Family Foundation for making this experience possible. I encourage all Hackley students to consider participating in a Casten trip. It will leave you forever changed for the better.
The Rio Negro Massacres are unfortunately just one example of the turbulent history of the indigenous people of Central America. The opportunity to both visit the region and interact with the people touched by this tragedy was sure to be an extraordinary experience for our students. The trip provided for the practical application of Spanish language study at the same time as being exposed to Achi, a Mayan indigenous language still very much alive today in Central America.
—Emily DeMarchena, Modern Languages Department
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he work we did with Garden’s Edge was often strenuous, but always rewarding. On top of the steep and remote mountain of Rio Negro where we stayed for two nights, we spent two days digging holes. The ground was parched, crumbling, and almost unbreakable, but we broke up into teams of two or three and managed to plant a good number of fruit trees behind the sturdily build “tourist center.” These trees grounded the soil to help prevent erosion as well as providing another source of nutrition in their fruits. We planted additional trees in a bit of a clearing on a nearby mountain, which was an interesting and intimidating hike away. Walking past the trees on something like an hourly basis was incredibly rewarding; it was refreshing to see some healthy green accents splashed on a grey, dry landscape. When we drove back to the city of Rabinal we started our project on the Garden’s Edge education site. This is where the program educated nearby communities about methods of sustainable agriculture. The goal of our project was to created an adobe oven which served two main purposes. First, the adobe oven allows the use of less wood than when making a fire on the ground because the bricks heat up in addition to the flame, and the heat is concentrated. Second, the smoke is directed away from whoever is cooking. We made a few bricks ourselves from scratch to see how naturally these bricks can be made. We kneaded sifted gravel, pine needles, and crushed cow manure with our bare feet to produce the adobe. The adobe was then placed and smoothed into a rectangular wooden frame to mold it into the brick shape. The oven itself took two days to make, and when it was finished we were allowed to make our own designs into the side of the still moist walls. Some of these creative works of art included corn, a butterfly,
a flower, a head, a spiral and a Go Hack sign. We also worked in the garden of the educational site, a garden that exemplified to other communities the result of the application of these agricultural methods. Our last day in Rabinal we took a long drive up the mountains to Julion’s house. He lives on a farm where he has utilized all the methods the Garden’s Edge has taught, and visiting his house was like coming across a little paradise in the middle of a sandy desert. Every other plot of land in visible distance could not even compare to Julion’s success. He used sustainable, efficient methods of providing resources for his family. Seeing his success first hand instilled in us realistic hope for the future of the people of Guatemala. —Maris Harmon ’11 15
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equality, men shoulder the complete responsibility and welfare of the entire family, no matter the circumstance. Therefore, the widows of the Massacre are forced to rely on their community for what little support they receive. Another difference between America and Guatemala was the living conditions. In comparison to the high standards of the U.S., it was unsettling at first. In Rio Negro, there was little
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he difference between Guatemala and the United Sates of America proved shocking. This difference is multifaceted. It takes shape in the cultural rift, the socioeconomic status, the geographical diversity, and, of course, the government. Life in Guatemala differs depending on the region, as in any country. The lives of city folk in comparison to that of country folk are certainly dissimilar. In Rabinal, we witnessed firsthand the sorrows and travails of the survivors of the Rio Negro Massacre, who live primarily as farmers or fisherman. The main cultural difference that held certain significance for me, personally, was the role and decorum of the Achi women. The women dressed in clothing traditional to their people, that of ornate, ankle-length skirts, decorous shirts, and possibly headdresses. An Achi woman defines herself by the ability to make corn tortillas of masa, and by producing healthy children. They have little or no education. During our trip, we were fortunate enough to view the film titled, “Discovering Dominga,” where a child who was orphaned in the Massacre was adopted into American society, and consequently grappled with her two contrasting identities: that of Dominga and that of Denise. Also, as a result of the Massacre many women were left as widows, and completely powerless. Because of the gender in-
electricity available, cold showers, simple food, and our least favorite, toilets that could not flush paper. Even though these conditions appear to be less than desired, the residents of Rio Negro functioned without impediment in simplicity. Also, both women and men firmly believe that work and profit took precedence over comfort, as evinced by their constant farming and reforestation efforts. Ultimately, what Guatemala lacked was a sense of confidence in the government and system. In American, even when the government strays from the straight and narrow, the people demand justice, and it is justice that they receive. Amongst the Achi people, there existed no “liberties that proved selfevident,” and as a result, the sought to live in a vacuum away from societal pressures. Truly their newly, “democratic system” offers neither justice nor peace for all. —Elisse Roche ’10 16
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n Guatemala, we watched how the Mayan culture ushers in a new equinox. The cultural activity showed how something we see as almost insignificant is a large part of another culture. Don Manuel, the person who conducted the ceremony, spent a long time not only preparing for the ritual, he also carefully explained all the steps of the ceremony. He first put a design on the ground in a certain Mayan symbol inside of a fire pit. He then placed incense and candles, and after, added wood in a teepee formation and then scattered incense around the entire fire pit. He lit the pit on fire, and told us that a healthy fire symbolized good life. Instead of being the only one performing the ceremony, Don Manuel had us all participate. Throughout the ritual, he would give us candles or incense and have us put it in the fire. By being able to contribute in this religious ceremony, we were able to be a part of the Mayan culture. The Mayan people we met lived much different lives than the people here in the States. The kids that we met would usually work with their parents, and when they are not working, they play. The most common toy they used was a top, which they would wind up with a string and throw on the ground. These toys were simple compared to the ones we have today.
The women in the Mayan culture performed all the domestic work. They cooked, cleaned, and watched after the children. However, their jobs were not as simple as throwing clothes in a washing machine. Everything was washed and prepared by hand. The time and work needed to perform these seeming simple tasks was very surprising. The men, on the other hand, did all the manual labor. They would work in the field or do regular odd jobs. All of the people worked together to improve their community. —Drew Dengler ’11
Making tortillas.
Cristobal Osorio Sanchez, survivor of the massacre (in hat, by hammock) talks about his experience. 17