Introducing the Method of Education for Non-Literate Haitian Adults to Learn to read and write, and Various Considerations Please note: This text is vocalized on the website for the sake of those who do not read but may use their mobile to listen on. Besides, all texts are masculine-gender to make writing easier, but address both sexes absolutely.
New York, January 9, 2019 – March 21, 2021
Dear Compatriots, I wish to introduce to you the method of education that my team and I have developed and named “Global, Individual and Interactive Method for Learning to Read and Write,” acronym MGI-APPLE, Internet address: (or
What is the purpose of this new site since it is obvious that the Internet already offers thousands of educational pages, sites and methods?… They are so many, we thought, that the non-literate would have to run around to find the alphabet, the words and numbers he is supposed to learn.
Other sites on their part, which have developed as so many large educational institutions offer studies in literary as well as local languages, but not in our Creole in the Haitian spirit. When its teaching is offered on Haitian sites, it usually targets visitors and new foreign residents in Haiti.
Our site however is designed for the Haitian consciousness and culture; everything ends up in one place to free the non-literate Haitian adult into reading and writing. Note that we have also described our method as ‘global’ as it can be adapted by any country that wishes to reduce their rate of illiteracy.
Let me introduce myself:
I am Mrs. Irlène Augustin-Whiteman, Attended Ecole Normale Supérieure, Science Section 1957-1958 with three months of internship at the Damiens Agricultural Chemistry Laboratory, Port-au-Prince; Technician in Fruit and Vegetable Quality Control, O’Brien Laboratory, with Mr. Bradford, Chemist, Spanish Town Road, Kingston, Jamaica, 1965;
Assistant in General and Organic Chemistry in the Department of Chemistry at Hunter College, New York, US, 1968-1999; Teacher of French at the Berlitz School of International Languages,’ New York; 2001-2003. Author of two books, ‘Esoteric Cohobations for Empowerment: Bible, Kabbalah, New Age and Common Sense’ translated into Spanish, and ‘Toughness and Sweetness, Pictographs of the Blessed Virgin’ translated into French and Spanish, both published on Amazon.
The teachings of the are based on the Berlitz Method, but specially on the “Natural Method for Reading-Writing” (Méthode naturelle de lecture-écriture, MNLE) developed in 1991 by the Franco-Belgian teacher, Danielle de Keyzer, who herself had been inspired by the Célestin Freinet educational movement of the 1920s in France.
While an MNLE class however, includes a trainer and a small group of learners, and ideally one trainer and one learner, our method, through Internet technology, wants to teach not only individually, but also en masse. Whether you’re a young adult or already white-haired, through a mobile phone you may access the and actively participate in learning to read and write.
We know deep down that being able to read and write confers a state of well-being, a liberation of the heart and mind, and the chance to achieve a higher social and economic status.
Let us take a moment and agree that learning to read and write is not done in a day. The non-literate who holds a book in his hands, so placed in front of letters, words and numbers, does see only undecodable crypts. This is how seem to the majority of us, only literate in Western languages, Chinese, Japanese, Arabic for example.
This illustration explains the mechanism of passive (red) and active (blue) learning. On the left we read,”
In general, in learning people retain 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they say and write, 95% of what they do.”
On the right, “As a result, people become able to, Enumerate, Describe, Explain – Demonstrate, Apply, Practice – Analyze, Define, Create, Evaluate.”
It has also been recognized by Célestin Freinet, Mme de Keyzer and some psychologists whom they have quoted in their writings, that teaching an adult childishly by introducing him to consonants and vowels attached as the b+a=ba does not hold his interest for long.
The adult already has a ‘lived life’, and his life includes strong emotional elements. That is why we say with Madame de Keyzer that being able to read and write as an adult is not an autonomous fact. It is based on previous cultural, social and psychological acquisitions.

So learning to read and write must engage the adult learner, not only physically and mentally, but also psychologically and emotionally. His learning manual must be his text of life, one or more happenings that concern him personally and that the trainer writes down listening to him.

The learner starts from ‘his text’ to learn words, and during his advancement, comes to recognize that which Madame de Keyzer calls syllabograms, groups of words that share certain identical syllables, such as walk, balk, stalk, chalk, talking.
The learner is first of all, educated in the order of letters and their formation. It is my personal choice to begin by teaching the letters of the printed and handwritten alphabet, as opposed to more modern methods.

What are letters, numbers, spelling signs?… Images, symbols that the beginner must know how to trace so that they can be recognized in newspapers, books, documents, the Internet and other texts.

The learner is encouraged to learn his text by heart. At first, he learns by analogy. Deciphering and decoding, he recognizes the words for their place in the text. Dear Reader-Listener, you may wonder: what can be the text of life in mass learning? Know that the MGI-APPLE has prepared “A Text of National Life” in French, Creole and English, a text that affects us all and includes special considerations in which every Haitian can find himself.

This text is divided into several segments divided into more or less short lines, which promotes mental retention. The learner may be alone in front of his text, but easily changes over to the anonymously supervised ‘Global Class’ where he can do research and find answer to his questions. In addition, all learners are potential trainers, the more advanced giving their support to others.

The text Lexicon offers definitions in simple terms, in words that the learner may recognize in both French and Creole.

The MGI-APPLE’s agenda also includes, – but for later dates, – a text from the First Epistle and the beginning of the Gospel of John and an esoteric text where the same principles of study are applied. Other texts will follow, (not necessarily in this order): local and foreign advertising posters, articles on trades and professions, the Seven Laws of Success, cooking recipes, etc.
With that thought, let’s consider Rwanda, in Africa, more precisely the capital, Kigali, where I had the chance in 2013 to spend seven pleasant days.
It is a beautiful, proud city the streets of which, of two, three, and even four lanes, are comparable to many New York City Street lanes.
They are kept super clean by a strict sanitation service and by citizens respectful of the public roads. Large banking institutions and skyscrapers adorn the city.
One still comes across some poor folks, for sure, but the financial situation goes improving.
The Rwandans with whom we made contact, speak only good of President Paul Kagame, and inspire to love him. Commander of the military forces that ended the 1994 genocide, he helped achieve the unity of the country. On a sightseeing tour by car to the village of Kibeho or Lake Kibouye, the traveler drives through mountain forests and valleys all green. Surprising that they still use wood charcoal, but one of the slogans of the country enjoins: “WHO CUTS A TREE, PLANTS A TREE.”

The farmer, the coal maker, thus aware, water the stump left in the ground or a newly planted branch until the tree grows back.

I hold from a Rwandan woman that the State leases some of its lands to peasants, farmers and other individuals for the planting and harvesting of fruit, vegetables, rice, beans, cocoa, coffee, nuts, cereals…
These entrepreneurs receive agronomic support, and guidance that leads to the satisfaction of feeding their community, or even their country, to trade with neighboring countries and to personal financial gain.

Education is the President’s priority and Rwandans can communicate and study in three official languages: French, English and Kirnyarwanda, the latter, their own ‘Creole’.

In partnership with the Carnegie- Mellon Foundation, he built, not far from Kigali, the university where young people are trained according to the American standard.

The peace in the country has encouraged both foreign and local investment and the creation of jobs where these young people may be employed at the end of their studies.

In contrast with our country, when the Government sincerely desires to act on behalf of the people, the Administration is already short of financial resources. The Haitian State is so over-indebted that it is struggling to innovate or even complete pending projects.

When it still embarks upon humble initiatives, but expensive for its budget, such as the purchase of new trucks and tractors, these are set on fire during a display of popular rage.

We understand that the people continue to feel acute needs due to rampant inflation, but these needs are exacerbated as a result of kraze-brize. These ‘brigandages’ destroy public and private property, cause the loss of modest stalls in market areas as well as the jobs of factories and commerce, and just as much, of hotels that close.

So many young people, teenagers without any  level of schooling, without occupation, without any glimmer of hope for the future, feel like voiceless non-being, like ghosts. They are easily manipulated towards superstition, drugs, homicide, theft, robbery. Like

Voltaire’s Candide, they are willing to believe that “particular misfortunes do general good.”

Let us reason together: Of what profit is rage? Let us ask ourselves these questions: Where have our fields of beans, of all qualities and colors, our fields of rice, maize, millet, bananas, figs, cotton, sugar-canes gone?

Where are our fields of France peas, of Gongo peas?

Where have our fields of grapefruits, oranges and lemons gone? Thes fruits can always sell together with the exotic peaches and tangerines. No?

Do our morning and end of mid-day-meal coffee, our hot chocolate, brown sugar, raw syrup, rapadou (raw sugar), doucounou (portion of cooked corn meal with syrup

wrapped in plantain leaf) still come from our labor, or have they been banned from our diet, replaced by exotic products, the use of which puts in our head that we have become sophisticated nowadays?

In what condition is the raising of livestock, poultry? What about fishing?

Where have gone our small industries of laundry soap, textiles, the manufacture of beautiful shoes, these, as we had from ‘Au Bon Qui Rare?’ Those my age, you remember?…

Where are the raffia shoes made for us and for export?… Replaced by different profitable industries of ours?… I don’t believe it.

In the 1980s, American Congressman Pastor Walter Edward Fauntroy, wanting to assure us an economic boost, from his heart, had persuaded multiple American industry leaders to come over and settle in the country. Are they still around? … No! Unable to meet their deadlines given the incessant street disturbances, it is said that they moved out to settle down with our Dominican neighbors.
These days, some well-meaning microfinance companies have committed to mentoring and supporting their Haitian clients step by step until those clients’ release from extreme poverty.
Success stories abound, -but still, all of these clients’ sales products come from abroad. Thus, the economic balance is zero in our favor. Is ours, no money, nor gold.
The People must understand that their misery is sustained by the constant purchase of foreign products without trade on their part. To not produce anything for the purpose of selling with profits is the MOTHER of inflation! A country that does not produce for its own needs and for trade with other countries PUTS ITSELF ON EMBARGO.
Often do we repeat that Jesus will save us. My dear Brothers and Sisters, it is more than two thousand years since Jesus saved us shedding his blood and sweat during six hours of agony on the Cross. Not because of that are we going to wake up one beautiful morning and find our fields miraculously cleared, plowed, sown and planted ready! We are not going to see small industries all made up!
The Bible, the rosary to Mary, fervent prayers are tried and true spiritual means, but we should learn to think together, seek advice and make decisions to labor to save ourselves with Jesus.

Let’s face ourselves and take our responsibilities each one. An important decision and a great responsibility are to educate ourselves so that we can think with God in our heart and take action on behalf of the country, of the children, of our neighbor and ours. May our progress be at the junction of heart and mind!
See! America still leads the world! But let us now consider India and China, one a spiritual democracy, the other a Communist State. The first, after a few setbacks, rides the highway of abundance; the second presumes itself a political and economic power.

What do these two countries have in common? Listen well! -The emphasis on education and the increase in production. Let’s think about it! Cannot we do the same?
As Sandra Parks, the thirteen-year-old American girl, wrote in a competition on gun violence before she herself was killed by a stray bullet in November 2018: “… Our second truth is that we must have purpose. We are the next generation, so we need to have an education to make a positive difference in the world.

We are the future leaders, but if we have no education, we will do nothing. We will win when we use our education to make the world a better place.
We will become the next president, law enforcement officers, teachers, doctors, lawyers and legislators. We cannot continue to put responsibility on others. It is our responsibility as future leaders!”

Let us add to these thoughts that being educated does not always mean doing advanced classical studies, but being knowledgeable in one’s line of activity, being able to read about it and understand what concerns it. In conclusion, let us therefore affirm that for every citizen, and for every country, education is vital. It is as vital as the air in the lungs that supports the life of the body.
From the education of the heart and mind, are born and maintained democratic institutions which in turn attract foreign investors, encourage those of the country, and therefore create jobs, ensure peace of heart, and health.
My brothers and sisters, let us be convinced that each one of us has full right to abundance. So let us take away the spirit of poverty from our hearts even today! Instead of just asking and sometimes cheating to take, let us think of giving diligently: a kind word, a prayer for a sick man, five cents of our last twenty, the tithe to our church… Everything good comes from Heaven for sure, but let’s pull Heaven in our direction.
Let’s consider the air we breathe, the stars above, waters of the oceans, the leaves of the trees, minerals, gold and diamonds in the ground. Who can evaluate or count them? It is clear that God created everything in abundance, and therefore abundance is our birthright.

Without anger, or rage, theft, or any crime.
We’re going to cultivate this idea. One last word: Reading reinforces knowledge. Ray Bradbury (1920-2012), famous American author says: Without libraries, what do we have? We have no past, no future. You don’t have to burn books to destroy a culture. Just keep people from reading them. In general, the Haitian in the country is not exposed to books. So it is of absolute utility to build in Haiti – and for that matter, everywhere, – if not libraries to begin with, at least modest book-spaces.

But listen a moment! I am pleased to announce that Debout et Marche – Rise and Walk Corporation under the umbrella of which the MGI-APPLE operates, wants to act in this direction. To this end has it already committed all its funds to the acquisition of 1.8 acres of land located at the Central Plateau. The organization is counting on donations for the construction of a modest 1,500-square-metre book space.

In the meantime, I call directly to those who are interested: please make of Haiti a vast school for learning to read and write. Let the literate direct the would-be literate to

Learners, I turn to you now: Take your time to study, be patient with yourselves, and what you have acquired, after a while, pass it on to those who are eager to learn, but cannot access the Internet or a mobile phone – in patience, humility and constancy.

Prepare your class material: paper – a notebook would be better, – pens or pencils and an earphone. Our first lesson will begin Thursday === Thursday === February with the printed alphabet.

To access on your mobile, press ‘chrome’ For a French and English dictionary, I click on this link and use the Larousse or L’Internaute.

================== – For a dictionary, I click on this link and use Le Larousse or The Internet user.
Brothers and sisters, take care of your eyes. Medical science advises vitamins, especially vitamin A for their preservation.

In the absence of vitamin tablets, be sure to consume carrots, preferably raw, yellow potato, pumpkin, papaya, cantaloupe, apricot without exaggeration, but often enough.
If possible, wear glasses with lightly tinted lenses to cut down on the gloss of the screen and the stress of staring at it. I do have a request: Likewise grant me your patience! Notice the day this project started and the day it is launched. I have had to learn a lot and am still learning to navigate the labyrinths of modern technology for your greater good. Let’s say that we have embarked on a shared adventure.
Now here’s some good news I kept in store for last: Haïti-Observateur’s management has agreed to print a copy of each weekly lesson presented online. So, you my learners, can not only view your lessons, but also hold in your hands the accumulated pages of what will become a practical study manual. I advise: In group-learning, you might gather in an enclosed place, a courtyard for example, but in security however. You have no chalk, no chalkboard? Use a piece of wood. Write in the mud, in the dust if necessary, but LEARN.
Our Team sends you warm greetings: Mrs. Irlene Augustin Whiteman; with Thierry Paul Arnoux Philippe, Civil Engineering, US, a PowerPoint expert responsible for most of the PowerPoint animations.
• Mrs. Paulette Maïga, Linguist, PhD in Letters, Paris, France and PhD in Philosophy, US;
• Mrs. Cindy Maïga Augustin, Teacher and Director of Studies, Teacher Trainer, Master’s in Education and Bachelor’s in General Law, France/Singapore;
• Mrs. Edeline Hall, Teacher, Master’s in Education, Master’s in Nursing, U.S.;
• Paul-Benoît Léopold, Civil Engineering, Haiti.
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