Where is Alexander Wood?

Today we set out to find a statue of Alexander Wood which was supposed to be only two blocks away. It was one of the “111 places in Toronto not to be missed” from the book we have been using as one of he resources as we have been using to explore Toronto. The condo is on Mutual St. and both Alexander St. And Wood St. run off Mutual, so his name is certainly in the neighbourhood. I have walked down both Church St. and Alexander St. Many times, so I was surprised that I somehow missed this statue. 

According to the book, Alexander Wood was a Scottish merchant and magistrate and possibly a homosexual, so streets named after him and a statue of him in the Church Wellesley gay neighbourhood in Toronto made perfect sense. 

111 Places and Google Maps both placed the statue on the corner of Church and Alexander streets, beside the BMO building, but when we walked down to the corner there was no sign of a statue. Although Google Maps said the statue was there, Google itself provided the answer. In April 2022, the state was removed and destroyed because some community members said that Wood was involved in promoting residential schools and accused him of being a raciest. 

Well, that answers that question . . . .

However once we got home I decided to research Alexander Wood and I found out that not only was Wood a bit controversial so was the removal of his memorial. 

Living in the 1800s, Alexander Wood was not openly gay, but he was a lifelong “bachelor” and his involvement as a Militia leader and a magistrate he apparently “examined” the genitals of soldiers accused of raping a girl when she claimed to have scratched her assailant. This led to him being called “The Inspector of private accounts” and a “Molly”, a derogatory term for homosexuals. When he refused to identify the victim to “protect her privacy” he was suspected of manufacturing the event so he could molest the soldiers. He was however also a successful and respected business person and was very involved with the community, serving on many organizations and charities. 

His involvement with First Nation schools is historical fact, but it was actually a positive involvement, with a first nation chief coming to Toronto and asking him to work to promote a school for their children which he did work to create. His involvement with the school was only in its creation and when it was not very successful it was indeed turned into a “residential” school but only years after Wood’s death. He was involved with local organizations that promoted residential schools, but his involvement was minor and as a community leader he was expected to be involved in a lot of organizations, and there is no evidence he actually promoted or encouraged the schools; his involvement in most of the organizations was as treasurer since he was a successful businessman. 

From news stories from the time when the statue was removed it sounds like a small group of influential people felt it was best to remove the statue while a lot of local people did not agree at all. As usual, there are often more than one side to a story.

All Alone in St. Pierre

We went out for dinner on the first evening here on St. Pierre. The restaurant was right around the corner, one of many in the town within walking distance of our hotel. There was no one in the restaurant, except the server and us, but we were early so I didn't think anything of it, especially since the chef walked in dressing his street clothes a few minutes later. I could almost imagine the server slipping into the back room after seating us and calling his home . . . "Some crazy English tourists are here for dinner; come quick!". It did get a little better later, with a young couple dropping in for drinks and another English couple for dinner, but that was it. On the upside, we did chat with everyone there - you can't do that when the restaurant is full.

Leaving the restaurant at about 8:00 pm we exited to empty streets. Not a person anywhere; not a car on the streets; complete silence. It was like aliens had beamed up the entire population. We walked back to the hotel in complete and utter silence. We met no one, and heard nothing but the wind. It was odd, and a very little bit eerie, but we figured that there was a hurricane bearing down on this little French colony, so perhaps everyone was hunkering down indoors. We were told the next day that it was the day before school started, so everyone was home early getting ready for an early evening. WOW, in the cities I'm used to, the teenagers would be out for one final night of freedom before a year of school. Talk about culture shock! I should have been teaching here.

Overnight the hurricane came and went, leaving the island relatively unscathed, so when the sun came out at 10:00 we set out for a walk. Eventually we found a paved road leading out of town into the hills and decided to explore. We were gone for over three hours and saw one car and met no one on the road or the trails through the hills. That evening we tried another restaurant, this one with lots of people, but again when we left to walk back to the hotel we were presented with a dead empty town. Not one person on the streets and we walked through a silent town.

The next day we decided to explore the town and discovered that indeed there were people who lived here and the streets were busy and full of people. There were cars, buses, tractors, construction crews, and lots of people on the streets and boats moving in and out of the harbour. The town was actually alive! BUT . . . . . 12:00 noon arrived and everything stopped. Really;  everything completely stopped. The town went silent. No people on the streets, traffic stopped. the streets were dead! We walked back to the hotel past closed shops and empty streets. We were once again alone in St. Pierre. Looking at the signs in the shops we realized that everything shuts down from 12:00 to 2:00, and they really do shut down. It is very weird to suddenly have an entire town go so completely silent. It seems that the same thing happens in the evenings. No "Night Life" here, they roll up the sidewalks and go in for the evening.

I have learned to adapt, and I'm quietly writing this inside at the hotel at 1:57 pm, oh wait a minute I can hear the whole town waking up and coming back outside. Time to finish this blog entry.

Teaching English in China

My trip to China came about because I was asked to do some Teacher Training for Chinese Teachers who teach English to students here in Suzhou. After a month, I have gotten to know some of them very well. They have been teaching me to cook Chinese food, they have been giving me instructions to interesting places to visit, and they have been trying to teach me a few word of Chinese. I have developed a great deal of respect for these teachers and the great job they are doing under difficult circumstances.

There are a number of factors that make their job very hard. As I work with them every week I am learning as much about the Chinese system as they are about the Canadian. Officially my job was to help them better understand the Canadian system of education, and to give them some strategies to help them teach English, but I quickly learned that there was a lot more to it than that.

The biggest difficulty they have is their own mastery of English. I had some of them tell me that I was the first foreigner they have spoken to. All their English was learned in public school and and in college afterwards, and some of them learned it all from Chinese teachers. This situation is made worse, because once they start teaching, these young students become their only source of English conversation. They tell me that they are actually losing a lot of their English skills because of lack of practice. They have no one to speak to except the students who are themselves just learning. In order for some of the Teachers to understand me I have had to modify the way I speak to such a degree that during a Skype call home, my wife asked me why I was speaking to her like she was in grade one? The teachers have had to do this even more severely in their classrooms to accommodate their students , and they are losing the skills they developed in college.

The lack of English outside of schools creates another serious problem. The students have no real reason to learn English. They have no place to practice, and they see no need to learn it. The need is there though and getting more obvious all the time. I look around and see the biggest new apartment building and the biggest office towers advertising with English as prominent as Chinese, so just as the developers see the coming of the foreign boom to China and the need for English as a common language, I see that these students going through the schools now are going to need English to succeed in the International world that China is gearing up to exploit. The students, like children anywhere, do not see this. They speak Chinese everywhere they go. Other than to say “Hello” to the few foreigners and then run away giggling when we answer, they see no practical reason to learn or use English. To them they are studying English only to pass the exams. The students that do master English either because their parents pressure them, or someone else motivated them, are going to be the ones making the big salaries, driving the fancy cars, and living in the English named luxury apartments complexes . The lack of interest in English makes it terribly hard for the teachers to motivate the students to learn. At least ESL (English Second Language) learners in Canada are confronted constantly by the need to learn English to communicate, but here students just cannot see the need for English. Oh, the sign says "WET PAINT", but I didn't even need English to know that.

Lack of resources is the other major difficulty faced by these teachers. Their job is teaching English, but in most cases they are given standard exercises books, based primarily on Grammar. As I discussed the way reading was taught in canada with guided reading programs and explained about the hundreds of levered books needed in my little school of 300 students, I discovered that these teachers had no actual English books outside of the Exercise books. I explained the proven importance of reading aloud to students, but they explained they had no good books to read to their students. I discussed the importance of independent reading and was told the students had not books to read unless their parents bought some. When you realize that the schools here are between 1500 and 2000 students, you realize that it is almost impossible to do anything quickly about this. I thought I would be able to pick up books here, but there are none to be had anywhere. Even major book stores carry few if any English books. Even if teachers wanted to slowly build up a library, they are unable to get the books. I felt so bad about those hundreds of old children's novels I remember sitting in storage rooms because they were “old” and teachers didn't want to use them any any more.

Speaking to education officials in China, I realize that they recognize the difficulties these teachers are dealing with, and are trying to take steps to solve some of these problems, but they are such complex issues that it will take a long time to find solutions. Unfortunately the solutions may be too late for many of the students struggling to learn English in schools today. I think China recognizes the need to graduate an effective body of students able to function in the English speaking Global economic world that is coming to China, but they are still struggling to find the best way to do it. I like to think that in some small way I am over here helping with this.