They sit in rows swiveling their heads about, hearts racing, palms sweating. They hope to use their eyes to bore holes into the walls of the classroom, so that the answers to the test would seep out.
They had about two weeks to study, but did they prepare? In their mind they say, “Why study? No one studies anymore.”
The classroom is muggy and tense. The teacher has become their lifelong enemy. It’s his fault we can’t pass this test, most of the pupils thought, and once again they honestly believed that.
One girl twists her brown hair around her finger that is covered with ink. I don’t even wanna be in this dumb class,” she thought while staring blankly at her paper.
The studious ones sigh in frustration because they are striving for a successful future, yet they are stuck with other children who spit in the face of knowledge.
“I can’t even learn ’cause a dem. So dumb,” one boy thought as he pressed his pencil hard against his paper.
The teacher looms about the room. He could see his students breathing heavily. He bites the bottom of his pink lip, feeling defeated, yet appearing confident. He thought he was God. He actually thought he could make his students crave knowledge, but he was wrong.
This teacher has to teach 100 students all alone. He needs an assistant. He also needs more time because 90 percent of the students are below grade level. “God, I can’t make them want to learn,” he often complained to his source of strength.
“If you fail this test, you’ll have to make it up,” he announces sternly. Most of the children laugh at him.
“You can’t make us,” a few bravely declare.
“Shuuussh,” said the teacher. His energy is depleting. He doesn’t feel like quarrelling with his students today.
Thirty minutes has past and only six of his students finish the test. “Most of them failed once again,” the educator mumbles.
“So,” most of the students answer, staring at each other, giggling in victory. The message in their hearts is the same, “We don’t care.”
The bell finally rings, and the teacher frowns and says to the tests in his hand, “I care more than they do. Sadly, the walls and we teachers increase in learning daily, while the ambitions of our pupils decrease.”
The children do not hear the words that escape from his mouth. But as they rush from the class, the words “We don’t care” engulf them like a gray halo.