I will be posting one chapter per week of my latest book, ICE DREAMS. Please note that the numerical chapters are autobiographical. The alphabetical chapters are pure fiction.
I
arrived at Elmendorf AFB on January 19, 1961. My new stripes got me much nicer
quarters (at least while I was at Elmendorf). The next day I rode the bus into
town and found the Department of Interior offices.
“Sergeant,
we have been expecting you. I suppose you are wondering why you have been given
detached duty with the Department of Interior and what your duties will be.
“We
are putting another trailer in the Shemyite community. It has been modified to
provide a large classroom area. It is equipped with a whiteboard, a movie
projector, a slide projector, a typewriter, a mimeo graph machine, and a
reel-to-reel recorder.
“You
gave a very insightful report. Now we are acting on it. We will leave it to you
how you will proceed with basic English education for the children and the
adults. We want a weekly report from you. You will give us a report of your
day-by-day activities, by the hour. You will give us a weekly report of how
well the children and adults are learning basic English. You will be honest
about any problems you are having. You will tell us what you need and what the
community needs. We are placing our confidence in you. Don’t let us down.”
On
January 23, 1961 I signed out of the Casual unit and went to the airfield. As
before I was flown in a small plane to Bethel, Alaska. There Ranger Thompson
met me with his four-wheel drive truck. In the back was a shiny yellow SnowCat
snowmobile.
“I
see that you won’t have to borrow a snowmobile in Tuluksak.”
“Oh,
I’ll have to borrow one. That one is for you. Do you know how to ride one?”
“No.”
“At
least you are honest. I’ll show you. You’ll find that they are a lot easier for
going through the snow than snowshoes or dog sleds.”
We
drove to Tuluksak and arrived earlier than we had the last time. As promised Thompson showed me how to start
the snowmobile, how to make it go forward, how to steer it, and how to stop it.
He gave some precautions, but said the best teacher was to ride.
When
we arrived, I again went to the first trailer. I said, “Starshij,” “Tatyana?” I
was eagerly greeted and pulled into the trailer. The wife again gave me sweet
hot chai and black bread with yogurt. Igor was sent to bring the Starshij and
Tatyana to meet me.
When
they arrived, I told the Starshij through Tatyana that the government had sent
me to their community to teach the children and adults basic English. The new
trailer had a classroom in the front and a bedroom for me in the back.
I
asked the Starshij for permission to hold basic English classes in their
community. I suggested that the children come to school 8 am to noon. The adults
could come in two groups – women from 1 pm to 3 pm, then the men 3:15 pm to
5:15 pm. I would ring a bell at the beginning of each class. I also requested
that the mothers take turns, two at a time, sitting with the children and
helping if a child is sick or has to go to the toilet or is crying.
The
Starshij frowned.
“It
is all right to have the classes for the children in the mornings. About the
mothers and the adult classes. I think the adults of the community must meet
and discuss how they want to do this.”
I
had brought bread and peanut butter with me. I would have to find out about
obtaining water, food, and wood from Tatyana. They had stacked a large pile of
wood by the stove. I found bottles of water and much food in the cabinets. I
didn’t know how to turn on the kitchen range.
The
next morning at 8 am I rang a schoolmarm bell vigorously. The children poured
out of the trailers. A couple mothers and Tatyana accompanied them.
I
had mimeographed a sheet with the letters of the alphabet. We began with the
first five letters. I wrote them on the whiteboard. Then I wrote some simple
words like apple, boy, cat, dog, and egg. I illustrated each word with a
picture. (I had grabbed up all the old magazines I could find and brought them
with me.)
Then
we sang some simple children’s songs in English.
After
that I let them stand, stretch, run in place, and other exercises. When it was
snack time, I had some crackers with jelly. That was messy but one of the
mothers went from child to child with a wet rag.
After
the snack, we repeated the five letters five times. Then I had them sit down
and I showed them a series of slides I found among the educational supplies. It
had words and pictures illustrating the words. These seemed too hard for the
children so I stopped it after fifteen minutes and showed a couple of cartoon
films. They laughed even though they couldn’t understand any of the dialogue.
When
the women came, I repeated the alphabet lesson. I had cut out pictures of rooms
in a house and also pictures of food. I began vocabulary lessons with words
like chair, sofa, bed, blanket, skirt, shirt, trousers. When the men came,
after the alphabet lesson, the vocabulary lesson and pictures were tools like hammer,
axe, saw, wrench, then animals like bear, moose, and caribou.
That
night I spent several hours working on the lessons for the next day and writing
my day’s report. Afterward, I wrote to Lorraine:
“Dear
Lorraine,
“This
is my first letter to you from the Shemyite community. It is with a heavy heart
that I tell you that it will not be possible for you and Paul to come here and
be with me in the near future if ever.
“The
situation here is dreadful. I cannot speak the people’s language and they
cannot speak with me. Today was the first day of basic English classes. I had
twelve children of all ages for four hours. Then I had five women for two hours
and seven men for two hours. How long will it take until I can say even simple
things to them?
“There
is constant danger that a bear or moose could come wandering into the community
and do a lot of damage before it left. In Spring that danger will be greatly
increased. There is not so much as one rifle in the community and none of the
men would know how to use one. But how can we bring someone in to teach them to
hunt or how to defend the community against wild animals when they can’t speak
English?
“When
Spring comes, they should plant gardens. Who can teach them what plants will
grow well here? Who and how can someone teach the men what time the salmon will
be thick in the river and how to catch them and how to smoke them? It is a
frightening thing for them to have been uprooted from a home and environment
where they knew how to maintain their way of life. Now they are in an entirely
new home and environment that they know nothing about and without the ability
to ask people who do know how to survive in this harsh environment.
“I
have only a small bedroom and a compact kitchen. The rest of the trailer is
devoted to classroom space. If you and Paul came up to Alaska, the nearest
place you could find an apartment would be in Bethel. Bethel is a two or three
hour drive on dirt and gravel road to Tuluksak. Then you have to travel by
snowmobile or dog sled from there to the Shemyite community. The government
gave me a snowmobile to use. I don’t know how I will get to Tuluksak when the
snow is gone. That is where there is a small store, the post office, and the
telephone.
“I
have resigned myself to the probability that I will have to stay here until my
enlistment expires in September 1962. I will try to get a thirty day leave in
September 1961. I would have to pay the air fare from Anchorage to Baltimore,
so I will be saving my money.
“Please
let me know your feelings about all this.
“I
love you and miss you and Paul.
“ Love,
Troy”
The
next day was Friday. I showed the children a calendar and drew a circle around
27 and another circle around 30. I mentally asked Tatyana to explain that we
would have classes on five days then be off two days and start classes again
for another five days. I’m not even sure Tatyana understood me. The mental
strain of being the only one who cannot converse with the others in the
community and yet being their instructor is tremendous. It is exhausting.
The
next day I slept late. Then I rode the snowmobile into Tuluksak and mailed my
letter to Lorraine and my first two daily reports to the Department of the
Interior office in Anchorage.
When
I returned to the community, I started making a snowman. Soon some of the
children saw me and started helping me. Then I showed them how to make snow
angels. They understood the word “angel” because it is very similar in Russian.
For
my piece de resistance I told them
all to go to their house and get a cup and a spoon. While they were doing that,
I put some syrup in a pan, added some raspberry preserves, and brought it to a
boil. I turned off the burner, went back out to the children and showed them to
fill their cup with clean snow and then line up by the door to my trailer. One
by one I poured a little of the hot syrup onto their cup of snow. It became
“Eskimo ice cream.” They enjoyed this treat that I enjoyed as a child in West
Virginia.
Afterward,
I went back into the trailer, took an afternoon nap, washed dishes and fixed
supper of fried spam and baked beans with a side dish of sauerkraut. I fixed a
cup of chai to drink with my meal. The little store had begun to stock it for
the Shemyite community.
On
Sunday, Tatyana’s family and her uncle’s family gathered at the home of
Tatyana’s parents for Sunday dinner. They invited me to join them. I decided to
try an experiment. I took my Russian Bible with me and when the time seemed
appropriate, I read a simple passage from one of the Gospels and then began
reciting the Lord’s Prayer in Russian. They joined me. In many cases the words
they used were different. Nevertheless, they understood enough of the Russian
to keep in pace with me throughout the prayer.
We
all understood that there had been a breakthrough. The language barrier was
beginning to crumble. I had discovered a new tool for my classes with the
adults. From now on when I taught them the English word for a picture, I would
try to have the Russian word for it. The men came and hugged me.
It
became a custom in the community for a couple of families to get together for
Sunday dinner. They would invite me and at some time they would indicate that
it was time for me to read the Bible and pray. I would read a familiar Psalm or
Gospel portion, say a prayer with simple Russian words, and then begin the
Lord’s Prayer. They would all join in with me.
One
day, one of the men whose name I had not learned, came to the trailer while the
children were in class. I heard some hammering outside. When I looked to see
what he had done, I saw fastened to the trailer a beautifully hand carved
Russian Orthodox cross. Without ordination or installation or any church’s
blessing I had become the community’s pastor!
On
Monday, February 20, 1961 one of the boys, Stefan, became ill about an hour
after school began. He vomited. When one of the mothers took him to the toilet
to clean him up, she noticed that he was very hot. She said something to
Tatyana who communicated to me, “He is very hot and flushed. She is taking him
home.”
The
next morning, instead of children, Starshij and Tatyana came to my trailer.
Tatyana communicated, “Ten of the children are all sick. Like Stefan, they are
vomiting and are very hot. We do not know what to do. Can you go for help?”
I
dressed as warmly as possible and started the snowmobile. I rode into Tuluksak.
In the general store I asked where there was a doctor and how to contact him.
“In
Bethel there is a doctor.”
I
asked to use the phone. I called the Ranger in Bethel.
“This
is Sergeant Pritt from the Shemyite community near Tuluksak. We have an urgent
need for medical assistance. Most of the children in the community are very
ill. They are running high temperatures, vomiting. I don’t know any of the
other symptoms because of the language barrier. Please call the Department of
Interior office in Anchorage and let them know we need help. Then see if you
can get a doctor or even a nurse to come out here. Will you bring them?”
“I’ll
call Anchorage for you. As for the local medical people here, they are pretty
busy already. This time of year always brings a lot of illness.”
“Please
do what you can. This community could lose all of its children.”
I
drove back to the community with a heavy heart. I went from trailer to trailer
visiting the families with sick children. In each one, I would put a rag in
cold water, wring it out, and lay it on the child’s forehead (if the mother was
not already doing this). Then I would say a simple prayer for the child’s
recovery. I would pronounce the name “Jesus” clearly. I would motion for the
mother to continue using the cold water rags.
The
next day, I returned to the general store and called the Ranger. He told me
that he couldn’t find any doctor or nurse who was willing to go out to the
community. They had all the sick people that they could care for now. As for
the Department of the Interior office in Anchorage, they said to tell me to
keep up the good work. I was both angry and discouraged. While I was in the general
store I bought some boullion cubes.
Back
in the community, I again went to the trailers with sick children. The fevers
were gone but the children were weak and listless. I would go to the stove,
boil some water, and put a boullion cube in the cup. After it dissolved I would
motion for the mother to feed it to the child. I would leave another cube with
the mother. Before I left, I would pray for the child and for its mother.
By
prayer and bouillion cubes, the children slowly recovered. By Friday, they were
out of bed and moving around in the trailers. By Monday, February 27, 1961 the
classroom was filled with children who had recovered and were able to learn and
participate in class.
I
wrote to Lorraine and told her what had happened. I washed my hands in alcohol
and put the letter in the oven before sending it. I didn’t want to send the
germs of this illness back to them. My precautions were probably foolish
considering how many unclean hands would handle the letter before it was
delivered.
In
my daily report, I told that all the children seemed to be well. I urged that
at least a dozen rifles, powerful enough to bring down a bear or moose, and a
supply of ammunition be sent as soon as possible. The men of the community should
be learning to use the weapons and practicing target shooting now. They need to
be ready by this Spring when hungry bears, moose, and other large animals may
roam into the community looking for food. If any such animals did come into the
community, they would do a lot of damage and maybe even attack some residents.
In
my basic English class with the women, I began to include words for parts of
the body and symptoms of illnesses – fever, rash, vomit, pain. With the men, I
began to include words for the large animals and also for the parts of a rifle.