JIT LITERATURE DOCOMENT MARCH 2020 (SECOND CHANCE)pdf

SECOND CHANCE MATRIC PROGRAMME LITERATURE SUPPORT MATERIAL LITERATURE SUPPORT MATERIAL CONTENT AND METHODOLOGY MARCH 2020 CONTENT AND METHODOLOGY MARCH 2020 KZN- DOE ENGLISH FIRST ADDITIONAL LANGUAGE SHORT STORIES KZN- DOE DRAMA (MCA) ENGLISH FIRST ADDITIONAL LANGUAGE SHORT CRY THE STORIES BELOVED COUNTRY DRAMA (MCA) POETRY CRY THE BELOVED COUNTRY POETRY

PREFACE The Just in Time support material in EFAL was developed to capacitate educators in content and approaches to teaching literature at Grade 12. The purpose of the document is to improve learner attainment in EFAL. This document was produced under the support and guidance of the Curriculum Directorate (Grade 10-12) ACKNOWLEDGEMENTS We acknowledge the KZN-Provincial Co –ordinator, Chairperson and the Provincial Subject Committee, your diligence and hard work is much appreciated. We acknowledge all the Subject Advisors from the Twelve Districts: Uthukela, Amajuba, Umzinyathi, King Cetshwayo, Zululand, Umzinyathi, Amajuba, Pinetown, Umlazi, Ugu and Harry Gwala for their contributions. Your co-operation, dedication and support is much appreciated To all the Top Educators from Kwazulu- Natal Province from the above named Districts. Your collaborative efforts led to success of this document. We want to convey our sincere gratitude to the editors of this support material. 2

TABLE OF CONTENTS ACKNOWLEDGEMENTS……………………………………………………………...3 SHORT STORIES…………………………………………………………………………………2 CHIP OF GLASS RUBY…………………………………………………………………14 FUR COAT…………………………………………………………………………………………16 TRANSFORMING MOMENTS…………………………………………………………27 NEXT DOOR…………………………………………………………………………………………………………………………………………32 LAST BREATH……………………………………………………………………………………………………………………………………47 MARKING GUIDELINES…….………………………………………………………………………………………………………………….53 MCA……………………………………………………………………………………… 61 CRY THE BELOVED COUNTRY………………………………………………………………………………..89 POETRY…………………………………………………………………………………………………………………………………… 99 MID TERM BREAK…………………………………………………………………………………………….98 ALEXANDRA…………………………………………………………………………………......108 CAPTIVE…………………………………………………………………………………….........120 POEM………………………………………………………………………………………………127 EVERYTHING HAS CHANGED……………………………………………………………………………………… 138 REFERENCES………………………………………………………………………………………………………………………… 139 3

SHORT STORIES CHANGES BY B. WALTER 1. A CHIP OF GLASS RUBY:NADINE GORDIMER 2. THE FUR COAT:SEAN O’FAOLAIN 3. TRANSFORMING MOMENTS: GCINA MHLOPHE 4. NEXT DOOR:KURT VONNEGUT 5. THE LAST BREATH:SAM KAHIGA 4

A CHIP OF GLASS RUBY SUMMARY • The story begins when the duplicating machine arrives at the Bamjee house. It was brought to Mrs Bamjee who was actively involved in politics. She helps her community by printing leaflets on stay-aways and protests against the apartheid government. • Zanip Bamjee works very hard and would often stay long after midnight printing leaflets for the protests. • Mr Bamjee (vegetable hawker) does not approve of his wife’s involvement in native politics as he believes that it does not affect them as Indians. He believes that the natives should fight their own battles. He cannot pinpoint why he married her – an ugly widow with five children. • When Mrs Bamjee is arrested and put in prison, he is angry with her as he is left with all the children and doesn’t seem to worry about his wife’s arrest. • Jimmy and Girlie support their mother because they are also against the apartheid government hence they make means of finding out where she is imprisoned. • Girlie makes it her responsibility to pay her a visit in prison. • While in prison, Mrs Bamjee involves herself in the hunger strike with other political prisoners which her husband, Mr Bamjee felt was stupid. • Girlie relays her mother’s birthday greetings to Mr Bamjee which further annoys Mr Bamjee as he cannot understand how she could be thinking of such things while she is in prison. • Girlie then reminds him that her mother always put others first and that is how she has always been. Somehow her words help him realise why he had married his wife even though she was an ugly widow with five children. TITLE ‘A Chip of glass Ruby’ refers to the jewellery that Indian women wear in their nose. This highlights the Indian traditional way of life. Mrs Bamjee is not a traditional Moslem woman because she is involved in helping black people in their struggle against the Apartheid system. The title suggests that what some people may think is a piece of glass may turn out to be something valuable, in this case a ruby. Mrs Bamjee is not a traditional Moslem woman because she is involved in helping black people in their struggle against the Apartheid system. The title suggests that what some 5

people may think is a piece of glass may turn out to be something valuable, in this case a ruby. In the story, Mrs Bamjee may appear to be a traditional woman but her behaviour says she is as valuable as a ruby because she goes out of her way to help those in need. She is not just any piece of glass. LITERAL MEANING OF THE TITLE A chip of glass ruby refers to the jewellery that Indian women wear on their nose. This highlights the Indian traditional way of life. This jewellery is worn to enhance beauty. FIGURATIVE MEANING OF THE TITLE Mrs Bamjee’s behaviour (helping the natives) makes her more valuable than jewels. She is a shining light in a dark place. THEMES Sacrifice • Ordinary people’s willingness to sacrifice their ‘freedom”, comfort and security to pursue a cause or an ideal. • Mrs Bamjee thinks of others and takes risks in order to help them. She puts herself in the danger of being arrested by printing the anti-apartheid material on the duplicator. • She sacrifices her family’s wellbeing fighting for equality. • While in prison, she takes part in the hunger strike by political prisoners. • She does not have much concern about her outward appearance and discards the ruby chip, because she is too busy devoting her time to help others. Discrimination / Racial prejudice • Non-whites are discriminated as the natives are made to carry passes wherever they go. • Political activists are arrested for expressing their opinions and concerns about racial prejudice. • Ahmed is discriminated against in school as Mr Petersen humiliates him by saying that his mother is imprisoned because she wants Indians to be the same as black people. Commitment • Mrs Bamjee is committed to her family and the struggle for liberation. She works late at night printing leaflets against apartheid on the duplicating machine. Even when the other political activists that she works with get arrested, she is not scared and does not stop. Even 6

in prison, she goes on a hunger strike among political prisoners which symbolises her commitment to cause. Change • Change is possible, even for the most prejudiced and narrow minded persons. Mr Bamjee is a racist who sees people belonging to other races as threats to himself and his closed group. On his birthday a new dawn descends on him as he finally realises why he married his wife. SETTING Time & Place: • The story is set in the Transvaal between 1948 and 1994 (apartheid era). The system of racial segregation enforced by the nationalist government, (through the laws e.g. Group areas act which prohibited the mixing of racial groups). • Bamjee’s house – a three bedroomed house. This house is inappropriate for a family of 11. This kind of a house symbolises the economic status of the nonwhites who had to live under conditions of inadequacy or poverty. There was no privacy for adults to discuss matters that were pertinent to them. Even the meals the Bamjees had were not varied. The children had to eat the food they did not like e.g. Jimmy’s dislike for lentils. STRUCTURE AND PLOT DEVELOPMENT Exposition The setting is sketched as the dining room of a small house in a lower income non-white community. Mr and Mrs Bamjee are having a conversation about the duplicating machine. Mr Bamjee’s internal conflict concerning his wife’s political involvement is introduced. Rising action Mrs Bamjee copies the leaflets and meets with several prominent businessmen, working as political activists in their community. Mrs Bamjee meets with ordinary black women in her house which causes Mr Bamjee to be upset. Mr Bamjee disagrees with his wife’s participation in the protest actions and avoids reading the leaflets. Mr Bamjee questions how his wife can be involved in political matters that do not affect them as Indians. Dr. Khan, a highly educated and prominent man in the community, who also works closely with Mrs Bamjee is arrested. 7

CLIMAX • The Special Branch arrives at the Bamjee home to arrest Mrs Bamjee. Mr Bamjee is upset with the situation and angrily yells at his wife and at the men who had come for her, asking what he is to do now that she is being taken. • The children help their mother pack, while Mr Bamjee remains impassive. • Jimmy gives her his green jersey to take along so that she would not be cold. • The policemen move around the house taking the duplicating machine and other items as evidence of Mrs Bamjee’s involvement in illegal politics. • After Mrs Bamjee and the policemen have gone, Jimmy leaves to inform Girlie (Mrs Bamjee’s oldest daughter) about the arrest. RESOLUTION • Mr Bamjee comments on the routine tasks that are now no longer being performed by his wife. The children keep to themselves. During the first few weeks after Mrs Bamjee’s arrest her husband does not speak of her but rages silently. The children discover that their mother has been moved to a prison in Pretoria. Girlie visits her mother in prison. • As Girlie relates to Bamjee his birthday message from his wife, he first complains about how she remembers such things while she is in prison. Girlie’s response “It’s because she doesn’t want anybody to be left out…That’s how Ma is” leads him to realise why he desired her, the ugly widow with five children. CHARACTERISATION Mrs Zanip Bamjee, Protagonist (Main Character) • Caring, loves her family. She believes in equality amongst people of different races. • She is regarded as an anti-government rebel and thus imprisoned for owning a duplicating machine that she was using to help the political activists. A humble and proud woman who understands that beauty is more than the outward appearance. • Danger does not scare her. She is brave and courageous to tackle a subject that her husband feared. She further demonstrates bravery when the security forces come to arrest her, contrary to her husband who had gone pale. Women with her kind of attitude are frowned upon in the Indian society. • She is selfless – at the end of the story, she reminds Girlie that it is Mr Bamjee’s birthday. 8

SETTING Time & Place: • The story is set in the Transvaal between 1948 and 1994 (apartheid era). The system of racial segregation enforced by the nationalist government, (through the laws e.g. Group areas act which prohibited the mixing of racial groups). • Bamjee’s house – a three bedroomed house. This house is inappropriate for a family of 11. This kind of a house symbolises the economic status of the nonwhites who had to live under conditions of inadequacy or poverty. There was no privacy for adults to discuss matters that were pertinent to them. Even the meals the Bamjees had were not varied. The children had to eat the food they did not like e.g. Jimmy’s dislike for lentils. STRUCTURE AND PLOT DEVELOPMENT Exposition The setting is sketched as the dining room of a small house in a lower income non-white community. Mr and Mrs Bamjee are having a conversation about the duplicating machine. Mr Bamjee’s internal conflict concerning his wife’s political involvement is introduced. Rising action Mrs Bamjee copies the leaflets and meets with several prominent businessmen, working as political activists in their community. Mrs Bamjee meets with ordinary black women in her house which causes Mr Bamjee to be upset. Mr Bamjee disagrees with his wife’s participation in the protest actions and avoids reading the leaflets. Mr Bamjee questions how his wife can be involved in political matters that do not affect them as Indians. Dr. Khan, a highly educated and prominent man in the community, who also works closely with Mrs Bamjee is arrested. CLIMAX • The Special Branch arrives at the Bamjee home to arrest Mrs Bamjee. Mr Bamjee is upset with the situation and angrily yells at his wife and at the men who had come for her, asking what he is to do now that she is being taken. 9

• The children help their mother pack, while Mr Bamjee remains impassive. • Jimmy gives her his green jersey to take along so that she would not be cold. • The policemen move around the house taking the duplicating machine and other items as evidence of Mrs Bamjee’s involvement in illegal politics. • After Mrs Bamjee and the policemen have gone, Jimmy leaves to inform Girlie (Mrs Bamjee’s oldest daughter) about the arrest. RESOLUTION • Mr Bamjee comments on the routine tasks that are now no longer being performed by his wife. The children keep to themselves. During the first few weeks after Mrs Bamjee’s arrest her husband does not speak of her but rages silently. The children discover that their mother has been moved to a prison in Pretoria. Girlie visits her mother in prison. • As Girlie relates to Bamjee his birthday message from his wife, he first complains about how she remembers such things while she is in prison. Girlie’s response “It’s because she doesn’t want anybody to be left out…That’s how Ma is” leads him to realise why he desired her, the ugly widow with five children. CHARACTERISATION Mrs Zanip Bamjee, Protagonist (Main Character) • Caring, loves her family. She believes in equality amongst people of different races. • She is regarded as an anti-government rebel and thus imprisoned for owning a duplicating machine that she was using to help the political activists. A humble and proud woman who understands that beauty is more than the outward appearance. • Danger does not scare her. She is brave and courageous to tackle a subject that her husband feared. She further demonstrates bravery when the security forces come to arrest her, contrary to her husband who had gone pale. Women with her kind of attitude are frowned upon in the Indian society. • She is selfless – at the end of the story, she reminds Girlie that it is Mr Bamjee’s birthday. 10

Mr Yusuf Bamjee • He follows a routine lifestyle. He tends to his fruit cart even after the arrest of Zanip (his wife). • He is a loving and a dedicated father even though he doesn’t show it, which is also the reason why he is on his cart all day no matter what. • The need to provide for his family is his priority. He is very conservative. Even though he may be viewed as a coward, his actions are informed by his beliefs. He is racist because he does not embrace other races like his wife does. GIRLIE • She is Mrs Zanip Bamjee’s eldest daughter from her deceased husband (Pahad). • She is caring. She takes care of her siblings while her step-father, Mr Bamjee, is at work and her mother is in prison. • She tries to get her mother out of prison by hiring a lawyer. • She is modernised. Unlike most Indian girls, she is portrayed as wearing a lipstick which symbolises that she has adopted a modern way of life. JIMMY • He is Mrs Zanip Bamjee’s son from her deceased husband (Pahad). • He demonstrates maturity after his mother’s arrest. He requests Mr Bamjee, their step-father, to give money to Girlie so that she visits their mother in prison. • He is supportive of his mother and shares her political views. • He is young but recognises the racial conflict created by apartheid. NARRATOR’S POINT OF VIEW The story is narrated in the third person and the narrator is not one of the characters in the story. The narrator refers to the characters as he, she or they (or by name). This third person point of view helps the reader to see the story from a wider perspective than from only one character’s view point. STYLE An informal register is used throughout the story. Straight forward, simple style with some striking figurative language. 11

FIGURATIVE LANGUAGE SIMILE • ‘…unimportant as a dress on a peg.’ (p.21) • ‘her hands shook like a very old person’s…’ (p.23) • ‘Jimmy looked like a merchant…’ (p.24) • ‘faces of the children were behind her like…’ (p.24) • ‘He fell unto bed each night like a stone…’ (p.27) ‘… as a beast of burden is beaten to its feet.’ (p.27) ACTIVITY: A CHIP OF GLASS RUBY [Mrs Bamjee gets arrested] At once, the snap of a trap, realisation came. He stood there in an old shirt before the two policemen, and the woman was going off to prison because of the natives. “There you are!’ he shouted, standing away from her. ‘That’s what you’ve got for it. Didn’t I tell you? Didn’t I? That’s the end of it now. That’s the finish. That’s what it’s come to.’ She listened with her heard at the slightest tilt to one side, as if to ward off a blow or in compassion. Jimmy, Pahad’s son, appeared at the door with a suitcase; two or three of the girls were behind him. ‘Here, Ma, you take my green jersey.’ ‘I’ve found your clean blouse.’ Bamjee had to keep moving out of their way as they helped their mother to make ready. It was like the preparation for one of the family festivals his wife made such a fuss over; wherever he put himself, they bumped into him. Even the two policemen mumbled, ‘excuse me’, and pushed past into the rest of the house to continue their search. They took with them a tome that Nehru had written in prison; it had been bought from a persevering travelling salesman and kept, for years, on the mantelpiece. ‘Oh, don’t take that, please,’ Mrs. Bamjee said suddenly, clinging to the arm of the man who had picked it up. 12

1.1.1 Choose a description from COLUMN B that matches a name in COLUMN A. Write only the letter (A-D) next to the question numbers (1.1.1 (a) to 1.1.1 (d)) in the ANSWER BOOK COLUMN A COLUMN B (a) Yusuf Bamjee A. a lawyer (b) Petersen B. Girlie’s husband (c) Dr Abdul Mohamed Khan C. a school teacher D. a hawker (3) 1.1.2 Why were the policemen in the Bamjee house? (1) 1.1.3 Refer to line 1(‘At once, a snap of a trap realisation came). (a) Identify the figure of speech in this line. (1) (b) Explain why this figure of speech is relevant in this extract (2) 1.1.4 Who are the “natives” that the woman is being arrested for? (2) 1.1.5 Refer to lines 2-3 (‘There you are!’ he shouted standing away from her’). (a) What tone would Bamjee use in these lines? (1) (b) Why would he use this tone in these lines? (1) 1.1.6 Identify TWO items that the policemen found in the house as evidence (2) against the woman. 1.1.7 What does this extract reveal about the character of Mr Bamjee? 1.1.8 Mrs Bamjee is a caring woman. Discuss your view. (3) [18] ACTIVITY: The Fur coat ‘Good! Good! That’s settled. Now, the question is: shall we or shall we not purchase a fur coat? Now! What is to be said for a fur coat?’ He marked off the points on his fingers. ‘Number one: it is warm. Number two; it will keep you from getting cold. Number three…’ Molly jumped up, let a scream out of her, and hurled the basket of mending 5 at him. ‘Stop it! I told you I don’t want a fur coat! And you don’t want me to get a fur coat! You’re too mean, that’s what it is! And, like all the Irish, you have a peasant streak in you. You’re all alike, every bloody wan of ye. Keep your 10 rotten fur coat. I never wanted it …’ And she ran from the room sobbing with fury and disappointment. ‘Mean?’ gasped Maguire to himself. ‘To think that anybody could say that I … Mean!’ She burst open the door to sob: 15 ‘I’ll go to the garden party in a mackintosh. And I hope that’ll satisfy you!’ and ran out again. He sat miserably at his table, cold with anger. He murmured the hurtful word over and over, and wondered could there be any truth in it. He added 13

ten yards to the pier. He reduced the ten to five, and then, seeing what he 20 had done, swept the whole thing off the table. 2.1.1 Complete the following sentences by using the words in the list below. Write only the word next to the question numbers 5.1.1 (a) - 5.1.1 (d) in the ANSWER BOOK. South Africa, Ireland, Broadtail, mackintosh, Switzer’s, Minister of Roads and railways, Parliamentary Secretary. The story is set in the country called (a) … where Paddy Maguire has recently been appointed as (b) … When Molly insists that she must have a fur coat, Paddy encourages her to go to (c) … an upmarket store that sells fur coats. Paddy was astonished when he heard that (d)… fur coats are made from unborn Persian lambs. (4) 2.1.2 What is the significance of the fur coat in this short story? (2) 2.1.3 Refer to lines 6-7 ‘Molly jumped up … basket of mending at him.’ Explain why Molly reacts in this way? (2) 2.1.4 Refer to lines 8-9 ‘And like all the Irish… a peasant streak in you.’ (a) Identify the figure of speech in the above lines. (1) (b) Discuss the effectiveness of this figure of speech. (2) 14

2.1.5 Refer to line 15 ‘I’ll go to the garden party in a mackintosh.’ (a) Identify the speaker’s tone in the above line. (1) (b) Why does the speaker use this tone? (2) 2.1.6 One of the themes in this story is selfishness. Discuss how this theme is evident in this story. (3) [17] TRANSFORMING MOMENTS By Gcina Mhlophe BACKGROUND INFORMATION: • Nokugcina Elsie Mhlophe was born in 1958 in Hammarsdale, KwaZulu-Natal, to a Xhosa-speaking mother and a Zulu-speaking father, • She attended high school at Mfundisweni High School, a boarding school in Flagstaff, Eastern Cape. • She started working as a domestic servant and later worked as a newsreader for BBC radio. • She only began to think of writing poetry and making story-telling as a career when she met an Imbongi • She is currently living in Johannesburg. 1. SUMMARY The narrator is a seventeen-year-old girl who has very little self-confidence. She has low self-esteem because she believes she is ugly. She is a brilliant learner who reads a lot and produces excellent results. Some girls only befriend her because she s does not mind helping them with their school work. The other girls tease her because she is not interested in boys. However, a handsome rugby player who comes from Port Elizabeth (Sizwe) asks the narrator to be his 15

girlfriend. The narrator is not interested in him because she wants to concentrate on her studies. As they get to know each other, they become good friends. The narrator continues to concentrate on her school work and does very well. This pleases her sister who pays for her education. The narrator also helps out in the church and the minister, Father Fikeni insists that she joins the church choir. Her involvement makes her become Father Fikeni’s favourite. Father Fikeni and his wife take her to visit his family in Tsolo for a weekend. The narrator describes the minister’s wife as someone who does not talk much. The narrator wishes she could be as beautiful as the minister’s wife (since she considers herself ugly). The minister takes the narrator to a meeting at the chief’s palace. While there, she observes the praise poet (Imbongi), named Cira and is impressed by his skill and language use. Cira has such an effect on the narrator such that she decides to also become a praise poet. After writing her first poem, she reads it aloud and realises that she has a beautiful voice for reading poetry. She begins to love herself for the first time and her confidence grows. She thinks she may be the first female praise poet and she knows Father Fikeni will be happy for her. Her trip turns out to be a turning point of her life. 2. TITLE Transforming means to change from one state to another. The story is about the narrator who changes from someone who has a low self-esteem and thinks of herself as “miss- ugly’ to a confident female praise poet who realizes that ‘everything about her is just perfect’, within a short space of time. This transformation is due to her encounter with a praise poet (Imbongi). 16

THEMES Self-discovery and self-love In this short story the narrator discovers what makes her happy and fulfilled. At the beginning, she hates her looks as she considers herself ugly. She hates her voice as she gets kicked out of the school choir. She does not believe a boy can be attracted to her or love her. The other girls have made her feel bad about herself. After meeting the praise poet, she discovers her talent for poetry, and realises that she does indeed have a beautiful voice. She has found something that she feels passionate (cares strongly) about. She begins to accept and love herself, and look forward to the future. Jealousy The girls at the school are envious / jealous of the narrator because she is intelligent, hardworking and attains/gets top marks. They are even more jealous when Sizwe shows interest in the narrator. They make nasty remarks about her looks and her clothes. Finally, the girls are jealous because the minister takes the narrator for a weekend away Lack of confidence/ low Lack of confidence/ low self-esteem selfesteem The narrator feels unsure of herself, even though she was doing extremely well in her school work. She thinks that she is very ugly and her hair is as dry as grass in winter. Love Fatherly/parental love- Father Fikeni shows fatherly love towards the narrator by inviting her to spend the weekend as his home in Tsolo. Father Fikeni is also instrumental in the narrator’s career choice because he introduces the narrator to Cira. Sizwe genuinely loves the narrator despite her looks and bad fashion sense Friendship There are different types of friendships that are explored in in this story: Fake friendship: • The girls at school only befriend the narrator because they need her help with their school work. They use her because she is intelligent and hardworking. True friendship: • Bulelwa stands with her when the other girls tease the narrator. They study together which makes the narrator ‘feel great’ 17

• Sizwe and the narrator develop a strong and true friendship. Their relationship gets off to a bad start when Sizwe tries to win the narrator’s love. Initially she wants nothing to do with him because she wants to concentrate on her school work. However, they slowly become friends. They are kind to each other and enjoy each other’s company. • The narrator and Father Fikeni have another type of friendship. Father Fikeni motivates and inspires the narrator to grow and develop to her full potential. SETTING The most part of the story is set at Mfundisweni High School, a boarding in Flagstaff, Eastern Cape, where the narrator was schooling. It then moves to a village in Tsolo, where Father Fikeni’s family lives. STRUCTURE AND PLOT DEVELOPMENT Exposition The narrator is introduced as a teenager who lacks confidence, and feels very unsure of herself. The narrator is successful academically. Rising action The narrator has a poor self-image and sees herself as ugly. She meets Sizwe, the rugby player, who ends up being her close friend and other girls at the hostel become jealous. Turning point/ Climax Father Fikeni invites the narrator to Tsolo where she is introduced to Cira the praise poet. The praise poet’s performance and his language usage move the narrator, in such a way that she decides to become a praise poet herself. She feels baptized by her encounter with the praise poet and decides to write her first poem. After reading her poem aloud, she realises that she has a beautiful voice. Resolution The narrator falls in love with herself, develops positive selfesteem and gains confidence. She feels that she can become the first female praise poet. Having been inspired by the praise 18

poet, she writes her first poem and compares this experience to a person giving birth to their first child. CHARACTERISATION THE NARRATOR An intelligent seventeen- year old girl. She describes herself as doing exceptionally well in her school work, her essays are an example of good work and would be read to the whole class. She has a low self-esteem (she describes herself as having knock- knees and big feet, she labels herself as ‘miss ugly’, describes her hair as dry grass in winter. She is transformed into a confident happy young woman, after meeting Cira the praise poet. She describes the day, she met Cira as the day she fell in love with everything about herself, she thought everything about her was perfectly fine. She is determined to be a praise singer (after meeting the Imbongi she couldn’t wait to buy a book to write her poems in. FATHER FIKENI / He is loving and caring (Takes the narrator to visit his home in Tsolo) He MINISTER can recognise and nurture talent (He encourages the narrator to join the choir and introduces her to the praise singer.) He loves his family and community. (spends Time with his family and attends community meetings.) MRS FIKENI She is a beautiful woman that is quiet. Her beauty is admired by the narrator 19

CIRA [ Praise He is humble and approachable (He chats to many people, including the singer] narrator, at the meeting.) The praise poet/ CIRA - he is talented and inspirational (The narrator and village people admire him. He inspires the narrator to become the first woman praise singer.) SIZWE He follows his heart: He likes the narrator regardless of what the other girls say about her. He befriends the narrator with good intentions. He is a rugby star/ a boy from Port Elizabeth. STYLE An informal register is used throughout the story. This is appropriate as the narrator is a young girl who is in standard 9 (grade 11). The frequent use of contractions tells us the register is informal, e.g. I’d, didn’t, you’d, we’d and so on. The compound word she coins to name herself is also informal: ‘Miss-ugly-top-of-the-class’. DICTION AND FIGURATIVE LANGUAGE The writer uses idiomatic expressions in order to emphasise meaning: Examples: - ‘Causing such stir.’ - ‘Kicked out of the school choir.’ Some examples of figures of speech in the story include: Simile: E.g. The narrator compares the texture of her hair to dry winter grass ‘…describe it as dry grass in winter.’ (page 97) Metaphor: E.g. The narrator refers to her knees as ‘…knock-knees’ to describe how they touch each other as if knocking when she walks. (page 97) Personification: E.g. The sun is given human qualities, when referred to as lazy. ‘The winter sun seemed as lazy as we were.’ (page 99) Irony: E.g. The girls at the school are jealous of the narrator’s academic success, yet they befriend her when they need help with their schoolwork. 20

The girls tease the narrator about being ugly, and believe boys would not be interested in her, yet the handsome star of the rugby team – Sizwe – falls for her. TONE AND MOOD TONE • A gloomy, despairing and depressed tone. The narrator uses this tone, when she still lacks confidence and has a low self-esteem • At the end of the story the Cheerful tone. The narrator’s tone changes after watching the praise poet performing and eventually discovers her talent. That is when the tone becomes exciting. MOOD • Initially, the mood is sad, angry and emotional. • At the end of the story it changes to being happy and optimistic. SUGGESTED TEACHING APPROACH 1. SET THE CONTEXT : • Write the title of the story on the board and then explain to the learners that they will be reading a new short story titled ‘Transforming Moments’, which is written by Gcina Mhlophe. • Give learners a short biography of the writer and also explain that the story maybe autobiographical. Explain the meaning of the term ‘autobiography • Go back to the title on the board and explain the importance of a title (it gives readers a clue as to what a piece of writing is about.) Ask learners to guess what the story is about, by looking at the title. • Discuss the word ‘transform’ and then look at ways that a person can transform himself/ herself e.g. appearance. 2. INTRODUCING THE THEMES • Explain to learners that they will be learning about the different themes that are in the story. • Do not forget to remind learners about what a theme is. 21

2.1 Self-discovery/self-love • Ask learners to share with their desk mates what they think self-discovery and selfdiscovery is. Allow them to discuss for 1-2 minutes. After 2 minutes, request volunteers who will give answers that they had discussed • Ask learners to individually write, in their classwork books, their personal experiences that relate to self-discovery or self-love. • Choose five learners that will read their personal experiences. 2.2 Jealousy • Explain what jealousy is. • Ask learners to state things that can cause people to be jealous of others. Oral responses. 2.3 Friendship Write the following questions about friendship, on the board and give learners about 10 minutes to discuss the questions in groups/pairs. Each group/pair should present answers to one question. (a) How can you tell if someone is your friend? (b) How can you tell if someone is not your friend? (c) List any different types of friendships that you are aware of. (d) What usually cause friendships to end? 3. READING THE STORY • Learners should be given a homework to read the story ‘Transforming Moments’. • The following day, learners should discuss the plot. • The teacher should assist learners to identify figures of speech that may be prevalent in the story. The relevance of those figures of speech will also be discussed. • The teachers will assist leaners to identify the themes that are prevalent in the story. ACTIVITY: 3. TRANSFOMING MOMENTS Read the extract from the short story below and then answer the set questions. The number of marks allocated to each question, serves as a guide to the expected length of your answer. [ Father Fikeni requests to see the narrator as she returns from school …] 22

But the minister insisted that I be in the church choir despite my protestations that my voice was ugly. He said my voice was strong and resonant- not ugly. That’s the first time I heard the word ‘resonant’, and liked it, so I joined the church choir. Then there was this Friday afternoon, a group of lazy girls was walking back from school. The winter sun seemed as lazy as we were. We walked past the minister’s house when 5 a young boy ran up to us. He said the minister wanted to see me. I went with him and I was about to walk into the kitchen when the minister himself came out and gave me fast instructions that I must go and get my weekend bag packed because he was going to visit his family and I was coming with him. I stood there at the top of the stairs open-mouthed, unable to move or speak. He looked at me and laughed out loud. He 10 told me we had less than an hour to go, so I should run. Without a word I turned and took the five steps in one big jump. Running at top speed, clutching my books tightly to my chest - I realised that I was not alone in the world – everyone was staring at me. I tried to pull myself together and put a hand across my lips to hide the big grin. Once In my dormitory I did not know what to take or leave, I was not exactly used to going 15 on weekends. I quickly got out of my school uniform and into my best dress. 3.1.1 The story is set in a) … The b) … Lacks confidence and has a low self- esteem. c) … her friend, is protective of the narrator. The narrator is introduced to a praise poet by (d)… (4) 3.1.2 Choose the correct answer to complete the following sentence. Write only the letter (A-D) next to the question number (5.1.2) in the ANSWER BOOK. When Father Fikeni describes the narrator’s voice as resonant, he means it is … A. weak B. strong C. romantic D beautiful (1) 3.1.3 Refer to lines 4-6 (Then there was … ran up to us.’) (a) Identify the figure of speech in these lines. (1) (b) Explain why this figure of speech is relevant in this line (2) 3.1.4 From your knowledge of the whole story, explain why the narrator was kicked out of the school choir. (1) 3.1.5 Explain why the following statement is FALSE: The Minister kicked the narrator out of the church choir. (1) 23

3.1.6 One of the themes in this short story is jealousy. Discuss how this theme is relevant to the story. (3) 3.1.7 The Minister invites the narrator to spend the weekend with him and his family. What does this statement reveal about the character of the Minister? Mention TWO points. (2) 3.1.8 At the end of the story the narrator chooses a career of being a female praise poet. In your opinion, do you think the narrator made a good career choice for herself? Discuss your view. (2) [17 MARKS] Next Door by Kurt Vonnegut Summary Mr and Mrs Leonard and their 8-year-old son Paul had just moved into an old house that has been divided into two dwellings. Next door to the Leonards are the Hargers. The Leonards try to speak softly to each other because the wall separating the two houses was very thin. Mr and Mrs Leonards are preparing to go out to watch a movie. They argue about whether they should leave Paul alone at home or get him a sitter. Mrs Leonards feels that Paul is too young to be left alone whilst his father feels he is old enough and can take care of himself. Mrs Leonards asks Paul if he can dial and her husband gets annoyed as Paul has been doing that for a long time. Paul tells them he will be playing with his microscope while they are gone, he does as he has promised. The argument makes the reader aware of how differently Paul is treated by his parents. When his parents are gone, he hears the sound of a radio and of a man and woman fighting coming from the next door to his house. Frightened and nervous, he over twists the knob on the microscope causing damage to the lenses. The sound of shouting from next door gets louder, he hears a man telling someone to turn up the volume on the radio to drown out their shouting The volume of the sound coming from the radio becomes solid and unbearable. Paul can hear every word that the announcer is saying and the radio is turned into a dedication programme. The noise coming from next door is so loud that Paul thinks he need to stop the couple from killing each other so he beats on the wall with his fist telling them to stop, he hears 24

more messages and request for songs on the radio and the sound of crockery smashing and he calls out to Mr and Mrs Herger, trying to stop them. He then comes up with a plan by also calling all night Sam through the operator that he hears from next door. He requests the radio DJ to announce the message “from Lemuel K. Harger to Mrs Harger, I love you let’s make up and start all over again". The argument next door grows and Paul hears Mr Hanger asking charlotte to put the gun down, next thing there are three shorts. Paul runs outside and bumps to a blonde woman who threatens him to keep quiet, she gives him money and she says there is more where it came from, if he keeps quiet. She then runs away. Paul also runs inside his house to hide himself under the cover and he feels guilty thinking that he and all night Sam had contributed in the killing of Mr Harger. Policeman arrives and knocks on both doors, when Paul opens the door he is shocked to see Mr Harger, the policeman enquires about gunshots. Mr Harger denies everything then asks Paul if he has been playing with his father’s gun again. Mr Harger apologises for suggesting that Paul has been playing with a gun, he explains he would have heard if the gun shots came from next door as the wall is thin as paper. Mrs Hanger arrives in a taxi carrying a suitcase calling out her husband, she tells him she heard the message on the radio and took Sam’s advice. Mr Harger is pleased to see his wife, and they go inside together. Mrs Hanger believes the apartment is a mess because her husband could not cope without her. The policeman leaves, Paul awake to the voices of his parents. His parents are surprised that he went to sleep with his clothes on. His mother undresses him and she feels the lump in his pocket. It was the money given to Paul by Charlotte. The mother thought of it to be something innocent. She pulls out the money from Paul’s pocket and asks him about it, with it was a lipstick stained Kleenex tissues that smelled of a woman’s perfume, her mother recognises it as a taboo. SETTING The story takes place in an old house where the Leonards and Harger family share an apartment. Their dwellings were divided by a thin wall. STRUCTURE The story has normal structure with all the elements of a short story, the exposition (where the story begins and characters and setting are introduced), rising action (where the main character faces a series of conflicts), climax (the more exciting part of the story; where we learn the outcome), falling action (events leading to the end of the story) and Denouement (resolution and end of the story). 25

EXPOSITION At the very beginning of the story we are exposed to Leonards and Harger families. The Leonards have an eight-year old son; Paul. RISING ACTION Begins when the young boy is alone in the house and there is a violent argument going on next door. He tries to stop the fight via a message phoned through to a radio announcer All night Sam but makes the matters worse as the woman end up shooting. In his mind it is Mr and Mrs Harger that are fighting and Mr Harger is shot by his wife. CLIMAX It begins when Paul three shots fired and he is convinced that he is responsible for a murder that has been committed next door. Paul is traumatised of the gun shots and runs out of the house to the hall and he bumps to Charlotte who then bribes him with a ball of money. He then runs back to the house and hide himself. RESOLUTION The policeman comes it the house to investigate about the gun shot and Mr Harger denies the allegations so as Paul. Paul is relieved to find out that Mr Harger is alive. Mr Harger is re united with his wife because of the dedication that was sent by Paul to all night Sam. CHARACTERISATION Mrs Leonards: she is overprotective of Paul. (Teaches him to dial when he already can) Mr Leonards: he is firm because he believes Paul is old enough to take care of himself Paul is brave (intervenes in a fight next door), intelligent (pretend to be the fighting couple son so all night Sam could take him serious) also he is caring (cares about the fighting couple, worried they might kill each other) Mr Harger: he is unfaithful to his wife, he is manipulative and a cheater Mrs Harger: She is naive and ignorant (believes the apartment is a mess because his husband could not cope without her), she is also forgiving. Charlotte: she is a mistress, violent, a liar and mostly corrupt (Bribes Paul not to tell what anyone about the gun shot) Police; He is ignorant (he is easily convinced by Mr Harger) 26

STYLE (DICTION AND FIGURATIVE LANGUAGE) There is a lot of lively, entertaining dialogue which makes the story very dramatic. • Hyperbole: ‘the music picked up the house and shook it’ meaning it drowned the loud and high voices of the fighting couple. • Euphemism: ‘it’s about the girl who chooses her friends unwisely’ • Metaphor: the tidal wave of music. • Simile: ‘the hair looked like a glistering brown eel’ ‘Sam was speaking like the right hand man of god’ ‘She was like an unmade bed’ ‘The bull bloomed like a frowzy chrysanthemum’ TONE AND MOOD The tone is very serious at the beginning of the story because of the argument between Mr Harger and Charlotte. The irony in the story highly affects the mood and tone; Paul’s mother is overprotective and does not want him to attend a film about grown up affairs, uses baby language and nursery rhymes when talking to him; she says he must not look at gems through his microscope and the irony is that, unknowingly his parents leave this innocent little boy alone at home. What the Leonards thought would be a harmless boyish ‘adventure’ turns out to be a traumatic experience for their child. ACTIVITY NOTE: answer the questions set on the next extract, Question 5.1 4.1 ‘NEXT DOOR’ 27

EXTRACT 1 [Fight gets ugly between Mr Harger and Charlotte.] “Baby, “said the man desperately, “it’s another Lemuel k. Harger. It’s got to be!” “You want your wife back?” she said. “All right I won’t get in her way. She can have you, Lemuel – you jewel beyond price, you,” She must have called the station,” said the man. “She can have you, you philandering, two-timing, and two-bit Lochinvar,” she said. “But you won’t be in very good condition. “Charlotte-put down that gun, “said the man. Don’t 5 do anything you’ll be sorry for.” “That’s all behind me, you worm,” she said. Paul run out to the hall, and bumped into the woman as she burst. There were three shots. From the Harger apartment. She was a big, blonde woman, all soft and awry, like unmade bed. She and Paul screamed at the same time, and then she grabbed him as he started to run. “You want candy?” she said wildly. “Bicycle?” “No thank you,” said Paul shrilly. “Not at 10 this time.” “You haven’t seen or heard a thing! She said. You know what happens to squealers?” “Yes!” cried Paul. She dug into her purse, and brought out a perfumed mulch of face tissues, bobbypins and cash. “Here!” she panted. “It’s yours! And there’s more Where that came from, if you keep your mouth shut.” She stuffed it into his trousers pocket. 15 4.1.1 Refer to line 1, to whom does the word “baby” refer? (1) 4.1.2 Refer to line 2-3 ( she can have you…jewel beyond rice) (a) What tone does Calotte yours in these lines? (1) (b) Why would she use the tone that she is using? (2) 4.1.3 What does the passage reveal about the woman’s character? Substantiate (2) your answer. 4.1.4 Explain the role played by Paul to make the woman angry? (2) 4.1.5 Refer to line 7-8 (“she was a big, blonde woman…an unmade bed”) (a) Identify the figure of speech used in this lines. (1) (b) Explain why this figure of speech is relevant in this extract? (2) 4.1.6 Choose the correct answer to complete the following sentence. Write only the letter (AD) next to the question number (5.1.6) in the ANSWER BOOK. When the woman refers to ‘squealers’ in line 11 she means people who… A speak very softly B tell secret. C start crying loudly. D keep a secret. (1) 4.1.7 Charlotte gives Paul a ball of money to keep him quiet. In your opinion, do you thing she is corrupt? (3) 28

4.1.8 Refer to lines 11 (“she dug into her purse …bobbypins and cash.”) Is the statement Literal or Figurative? (1) Justify the answer you have given above (2) TOTAL: 18 THE LAST BREATH: SAM KAHIGA 1. SUMMARY • There are four characters in this short story: the narrator, Eva, mother, and the father. The narrator is in love with Eva who is blind and the father is against the narrator’s wishes to marry Eva. The father always interferes with the narrator’s wishes and dreams. • There is conflict between the narrator and his father regarding Eva. The narrator’s father thinks that this girl is not the best for his son. The narrator’s mother understands and supports him and his feelings. She has met Eva and approves of her son’s relationship with her (Eva). • The mother confides to his son, that his father is sick (with lung cancer) and does not need to be stressed. • Despite learning about his father’s condition, the narrator continues to propose marriage to Eva and gives her a copper ring. Eva responds by saying that they should rather wait for a while because the hospital has promised her a new cornea from a certain donor. • The story ends when the narrator appreciates the kind heartedness of his father who donates a cornea to Eva just before his death. 2. TITLE Last breath refers to death. It symbolizes the father of the narrator’s death which is very significant in the life of Eva and brings a total change and happiness in the family. • Literal When the father takes his last breath or dies. • Figurative The father’s last breath brought a new life to Eva as she was able to see. 3. THEMES • Love / kindness / selflessness  There is romantic love between the narrator and Eva. The narrator wants to marry her as soon as possible whereas Eva prefers to wait until after she has a 29

cornea transplant. o There is also a more mature, enduring love between the narrator’s parents. The mother is very protective of her seriously ill husband, and warns the narrator not to stress or upset him. She tries to maintain peace in their home for her husband’s sake. o There is deep love the parents have for the narrator. They are protective and want the best for him. However, the narrator does not see it this way. He loves his parents, but things his father always stands in his way. Only at the end does the narrator feels his father’s love when he donates his cornea to Eva to make his son happy. • Organ donation o The narrator’s father donates his cornea to Eva when he dies. Eva is able to live a normal life after receiving cornea donated to her. This story helps to encourage organ donation by showing how life-changing it can be. • Parental Interference o The narrator’s father wants to make decisions for the narrator. The narrator feels that his father is trying to control his life. For example, the narrator’s father forces him to leave music and does not approve of his relationship with Eva. He feels that his father prevents him from doing what his heart desires. • Prejudice against people with disabilities o Eva is blind. She cannot live a normal life. Eva experiences prejudice when the narrator’s father objects to her marriage to his son because she is blind. o People with disabilities often experience prejudice in their daily lives. 4. HOW IS THE STORY TOLD? 1. Setting • The blind school and the narrator’s home. The country is not named in the story. The story takes place in a country where there are facilities for corneal transplants to be performed. 2. Structure and plot development • Exposition o At the beginning of the story, the narrator’s father is against the narrator’s wishes of dating a blind girl, Eva. o The narrator’s father does not approve of the marriage because Eva is blind. The father always interferes with the son’s wishes even before Eva came into the picture. o The narrator wants to pursue a career in music but ends up working at the bank because his father denied him that opportunity. 30

• Rising action o There is tension between the father and the son as they do not agree on the marriage. o The narrator proposes to Eva even though his father does not approve. o The narrator learns that his father has a lung cancer and the narrator’s mother asks the narrator to be careful how of he treats his father. o Despite what the mother has said, the narrator continues to propose marriage to Eva. • Climax o After the narrator’s father dies the narrator discovers that he has donated his cornea to Eva. o His father has donated his cornea to Eva and this proves the love he had for his son. • Resolution o The narrator marries Eva and he sees his father’s love through Eva’s eyes. 5. CHARACTERISATION • The main character The Narrator (Protagonist) o Strong – willed. o He loves unconditionally: He loves Eva despite her being blind. o He is impulsive/spontaneous. • The Father (Antagonist) o He is controlling because he does not take his son’s feelings into account. o He is judgmental because at the beginning he does not allow the narrator to marry a blind Eva. o He is loving/selfless because he donates a cornea to Eva. • The Mother o She is supportive as she always supports her son’s choices. o She is sensitive to other people’s feelings. o She is considerate and loving. She loves he son and of her husband. o She is accommodative. • Eva o She is confident in spite of her disability. o She is supportive to her boyfriend. o She is optimistic of receiving her sight. 31

6. THE NARRATOR’S POINT OF VIEW o The story is narrated in the first person. o The narrator is a character in the story. o He tells his story in his own words. o He can only tell the story from his perspective. This means he can tell readers how he thinks and feels, and what he does or believes; but he is limited in what he can tell us about the other characters. o He can only report on what he knows, sees or believes about the other characters – which may not necessarily be the truth. 7. DICTION AND FIGURATIVE LANGUAGE The writer used idiomatic expressions in order to emphasize meaning: e.g. …beating home the fact. …brought sunshine into her life. Some examples of figures of speech in the story include: METAPHOR: ‘I finished a little savagely’ (page 118) The narrator refers to his actions as being cruel. PERSONIFICATION • …the sun smile again. (pg 120) The personification of the sun is used with the arrival of August (the narrator’s birthday month and the arrival of warm spring and his marriage to Eva. • …mute grave. (pg 121) Now he feels a mixture of joy and sorrow as he talks to his father’s grave which will never respond to him. EUPHEMISM • …someone who is about to- to cross over. (page 120) SYMBOLISM Ring it symbolises the deep love the narrator has for Eva. Cornea sacrifice the father made in order to help Eva and the narrator; the selflessness on the side of the narrator’s father. Sunshine it symbolizes light, joy, happiness, warmth and brightness. 32

Whistling it represents contentment, ecstasy (the narrator is content that he is now married and staying with his wife, Eva). Sunshine gone it symbolizes the concern and worry of the mother that the father has lung cancer. Severe cough (foreshadowing) it may be the sign that the father is sick - has lung cancer. 1. TONE AND MOOD Tone: • The tone used by the narrator and his parent’s changes as the story progresses. • At the beginning, on the drive home after their visit to Eva, the narrator speaks in a frustrated tone, while his father uses an angry tone. They are both upset; the narrator is determined to marry Eva, and is frustrated by his father’s disapproval and prejudice against her. The father is angry that his son can even consider marrying a blind girl. • The narrator uses a bitter tone when he remembers the disagreements he has had with his father over the years. • His tone becomes angry and frustrated when he talks to his mother about his father’s attitude to Eva. • When he learns about his father’s illness, his tone changes to one of shock. • He uses a sad tone when he discusses his father’s worsening health with Eva. • At the end of the story, the tone is joyful and optimistic as he looks forward to sharing his life with Eva, who looks at him through his father’s corneas. MOOD: • The mood is sombre (gloomy and sad) for much of the story, as the narrator has to deal with disability, his father’s disapproval of his choice of partner, his father’s illness and eventual death. • At the end the mood is bright and cheerful – the narrator is happy to be with Eva who can now see. He is grateful to his father for giving him and Eva such a kind gift. SUGGESTED TEACHING APPROACH 33

Setting the context • Inform learners that the story THE LAST BREATH deals with the subject of organ donation. Talk about the concept of organ donation: With advances in medicine, today it is possible to transplant many different organs from one person’s body into another. o Organs such as the kidney may be donated while a person is still alive. This is because people have two kidneys and it is possible for a person to live normally with only one kidney. Thus, if a person suffers kidney failure, he may receive a kidney transplant which will help to prolong his life. o In the case of other organs, such as the heart, lungs and corneas, the person has to die before the organs are donated. As soon as they die, their organs are removed and transplanted into patients who have been waiting for a donor. o Explain to the learners that the country where this story is set is not mentioned. We can therefore assume this short story is set in a country where there are facilities for corneal transplants to be performed. The action takes place in a blind school and in the narrator’s home. o Inform learners that the writer, Sam Kahiga, is a Kenyan who has written short stories and novels. THEME 1 Remind learners that a theme is an important idea that runs through a story, For example, forgiveness or friendship.) The writer may choose to share his or her own personal beliefs and opinions through the theme. The theme of a story sometimes shares a lesson or an important message. LOVE (NOTE: If you have already taught one of the other stories e.g. The Fur Coat, that explores love and you have already done this activity, then you do not need to redo this activity. Instead, use the opportunity to revise the theme with the following discussion questions: (a) What is love? (b) What other short stories had this theme? (c) How is it explored in those other stories? DISCUSSION Learners can work in groups/pairs to discuss different types of love such as: 34

love for one’s parents love for one’s siblings romantic love platonic love (love for friends and family love for pets love for one’s religion (for God) for learning, books THEME 2: ORGAN DONATION DISCUSSION: • Learners can discuss the following: • Which organs may be donated? • What is the purpose of organ donation? • What are some of the problems associated with organ donation? Below are some important points to discuss with learners: • Some people believe that their religion forbids organ donation. • Family members may be unable to agree to or accept organ donation as there may be certain cultural / religious beliefs, or simply a lack of knowledge about the procedures and benefits of organ donation. • Organ donation is complicated because the donor and recipient must have matching blood types. • The worldwide demand for certain organs and crime associated with that e.g. • Poverty-stricken people sometimes ‘sell’ their organs, such as kidneys, to wealthy families who are struggling to find a donor. THEME 3: THE ROLE OF PARENTS DISCUSSION • Primary caregivers • Providers (of money, food, love, etc.) • Language acquisition • Provide nurturing and support • Provide nurturing and support • Role models • Teach about culture, traditions, rituals etc. 35

THEME 4: DISABILITY AND PREJUDICE AGAINST PEOPLE WITH DISABILITIES DISCUSSION • A disability may be physical or mental. o A disability limits a person’s movements, senses or activities. o Discuss prejudice e.g. o Prejudice is the dislike, hostility or unjust behaviour shown towards people of a certain group. o The world is built for people who are able-bodied. People are discriminated against because of disabilities, both by people being unkind and unfair and by the way our society has been built (think about stairs, getting into a taxi, etc.). This type of discrimination is called ableism. o There are other types of prejudice. For example, discrimination on the basis of a person’s race is known as racial prejudice or racism. NOTE: • Ask about other types of prejudice learners have encountered in the stories. If you have read The doll’s house, A chip of glass ruby or The new tribe, ask learners: a. What kind of prejudice did you encounter (see) in those stories? • What is similar about these types of prejudice? What is different? 36

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ACTIVITY: ‘THE LAST BREATH’ by Sam Kahiga QUESTION 5 Read the extract from the short story below and answer the question set on it. The number of marks allocated to each quest serves as a guide to the expected length of your answer. EXTRACT [The narrator proposes to Eva] ‘Dad forgive me,’ I thought as I took out the ring, looked at it for a while thoughtfully. A wry smile came on my face. Wasn’t life queer? Things turn out so very different from the way we picture them in our childish dreams. A shiny diamond ring … The girl’s shy eyes looking up at me as I slipped into her finger… 5 That had been my dream. I took her hand and slipped the cheap copper ring onto her finger. One or two imitation jewels gleamed. It didn’t look too bad. Her surprised face looked up. ‘Wh- What is that?’ She asked breathlessly. ‘A ring,’ I said. ‘Don’t you know? You and I are getting married.’ My voice was calm 10 but there was a lump of excitement in my throat. With her other hand she felt the ring. Suddenly she pulled it off and put it on my knee. ‘No!’ she said, ‘Let’s wait a while!’ Her voice was shaking and low, almost to a breathless whisper. 15 ‘Wait?’ I asked. ‘What for?’ A slow smile lit up her face and she looked up to the sky. I had never seen her looking like this – happy and bright as an angel. ‘Eva!’ I said, holding her hand to re place the ring, ‘I don’t want to wait. I need you now. What do you want us to wait for?’ 20 ‘Till I can see the ring, ’she said. ‘I want to see the ring!’ I stared at her. It was chilly but I felt sweat on my neck. ‘What do you mean?’ I asked. I saw a tear creep down her cheek, underneath her dark glasses. ‘That’s what I wanted to tell you, she said. ‘I’ve got my bags packed!’ 25 5.1.1 Choose a description from COLUMN B that matches a name in COLUMN A. Write only the letter (A-D) next to the question number (5.1.1 a – d) in your ANSWER BOOK. 38

COLUMN A COLUMN B a) The Narrator A. judgmental b) The mother B. confident in spite of disability c) The father C. manipulative d) Eva D. sensitive to other people’s feelings. E. strong-willed (4) 5.1.2 Refer to line 1. Explain why the narrator is asking for his father’s forgiveness. (2) 5.1.3 Explain the narrator’s feelings towards his father at the beginning of the story. (2) 5.1.4 Choose the correct answer to complete the following sentence. Write only the letter (A-D) next to the question number Eva refuses to take the ring because … A it is a cheap copper ring. B she no longer loves the narrator. C the narrator’s father does not want her to marry his son. D she hopes she will soon be able to see. (1) 5.1.5 Eva says that cornea is to be donated by an anonymous man who is about to cross over. Write one word for the phrase ‘cross over’. (1) 5.1.6 Refer to line 19 ‘happy and bright as an angel’. a) Identify the figure of speech (1) b) Explain how this figure of speech adds meaning to the description of the girl. (2) 5.1.7 Refer to the sentence, ‘I’ve got my bags packed! Suggest reasons why Eva’s bags are packed. (2) 5.1.8 Discuss the relevance of the title ‘The Last Breath’ in this story. (3) TOTAL: 18 39

SHORT STORIES MARKING GUIDELINES 1. A CHIP OF GLASS RUBY 1.1.1. (a) D/a hawker (1) (b) C/ a school teacher (1) (c) A /a lawyer (1) 1.1.2 To arrest Mrs Bamjee.  (1) 1.1.3 (a) Metaphor  (1) (b) It finally dawned to Mr Bamjee that his wife was being arrested, and (2) the shock he had when he had this realisation is being emphasised.  1.1.4 The black people  (1) 1.1.5 (a) Angry/harsh/mean/serious/fretful/frustrated  (1) (b) He is angry because he had warned his wife that her continual (2) involvement in political activities will lend her in trouble with the law.  . duplicating machine, pamphlets, a tome written by Nehru  (1) 1.1.6 1.1.7 He is insensitive since he shouts at his wife in front of the police. / He is (2) uncaring because he does not help his wife prepare for her arrest like the children are doing.  1.1.8 Open ended. Accept a well substantiated answer e.g. YES. She is as she takes care of her family, relatives, even strangers who are in need. She risks her own life in order to lend a helping hand, like in her involvement in illegal politics to oppose the apartheid government. OR NO. A caring woman would not sacrifice her family by being involved in (3) political activities that lead to her arrest. Her children, the youngest being three, are left without a mother to care for them.  [17] 40

. . 2. THE FUR COAT: MARKING GUIDELINES 2.1.1 (a) Ireland  (1) (b) Parliamentary Secretary (1) (1) (c) Switzer’s (d) Broadtail (1) (4) A fur coat is a symbol of financial stability, power and wealth. 2.1.2 This can mean either a stable position in society. / it represents success, elevated social class and conformity. / (2) It would provide a sense of comfort after years of hardship.  Molly is angry/ upset because she feels like her husband misunderstands her 2.1.3 and is probably refuses or reluctant to buy her the fur coat.  (2) 2.1.4 (a) Simile  (1) It emphasises that Molly compares Paddy to a common Irish (b) citizen who is poor and of a lower social while Paddy’s social (2) class has been elevated as he is now the Parliamentary Secretary. 2.1.5 (a) Sarcastic/ mocking/ridicule  (1) She is frustrated that Paddy is not assisting to fulfil her desire for the fur coat. (b)   (2) Molly Maguire demands her husband, Paddy to buy her the most expensive 41

2.1.6 fur coat that money can buy yet she does not consider that her children have (3) torn pyjamas which she attempts to mend.  [18] 3.TRANSFORMING MOMENTS: MARKING GUIDELINES 3.1.1 (a) Eastern Cape✓ (1) (b) Narrator✓ (1) (c) Bulelwa✓ (1) (d) Father Fikeni✓ (1) [4] 3.1.2 B / Strong✓ (1) 3.1.3 (a) Personification / Simile✓ (1) (b) The winter sun is compared to a group of lazy girls, slowly walking back from school ✓ because it does not shine as brightly and is (2) not as hot as it is in summer.✓ 3.1.4 The narrator was kicked out of the choir because her voice was too deep for Soprano and Alto (female parts) ✓/ Her voice was unsuitable for Alto and Soprano, so she was asked to (2) either join tenor or leave the choir. ✓ 3.1.5 The statement is False because the Minister forced the narrator to (2) join the church choir.✓✓ 3.1.6 A group of girls become jealous of the narrator’s academic success✓and the friendship that the narrator has with Sizwe, the handsome Rugby player.✓ (2) 3.1.7 The Minister is caring. ✓ He is loving. / (2) He is thoughtful / kind / generous. ✓ 3.1.8 Open- ended Yes 42

The narrator has a deep, resonant voice which is suitable for reciting poems. ✓She is also good with words so she’ll be a good poet.✓ OR No Praise poetry is male dominated.✓ As a woman she can experience prejudice.✓ (2) [18] 5.THE LAST BREATH: MARKING GUIDELINES 5.1.1 (a) E / strong-willed✓ (1) (b) D / sensitive to other people’s feelings✓ (1) (c) A / judgemental✓ (1) (d) B / confident in spite of disability✓ (1) [4] 5.1.2 He is asking his father’s forgiveness because he continues to ask Eva to marry him despite his father’s disapproval. ✓✓ (2) 5.1.3 At the beginning of the story, the narrator is angry with his father because he does not give him his blessings to marry Eva. ✓✓ (2) 5.1.4 D/ she hopes she will soon be able to see. ✓ (1) 5.1.5 die✓ (1) 5.1.6 (a) simile✓ (1) (b) “happy and bright as an angel.” The simile shows how beautiful Eva is in the eyes of the narrator. Her beauty is compared to that of an angel. It is also symbolic of the purity of her heart. ✓✓ (2) 5.1.7 She is going to hospital for an operation on her eyes. ✓✓ (2) 5.1.8 The title is relevant because when the narrator’s father is about to (3) die he changes his attitude towards the blind girl. He donates his cornea to her so that she can be able to see. ✓✓✓ [18] 43

DRAMA ACT 2 SCENES 1-5 MY CHILDREN! MY AFRICA! BY ATHOL FUGARD 44

TONEANDMOOD ACT 2 SCENE 1 TONE MOOD SAD FRIENDLY TENSE ANGRY HOSTILE RELAXED FIGURES OF SPEECH “IN THE EYES OF THE…” PERSONIFICATION DICTION ISABEL CALLS BYCOTTS THE “UNRESTS” THAMI CALLS IT “ISIQALO” 45

CHARACTERS PLOT + THEME LONELINESS/EMPTI NESS HG SOF “A LOT OF WELL...STRAY BULLETS” SPEECH PERSONIFICATION “SOMETHING GRABBED MY SOUL ACT 2 SCENE 4 CHARACTERS ¢ SAD AND FINAL GOODBYE SINCE HE WAS GOING TO EXILE THAMI + ISABEL SHOWS THAMI THE ARTICLE ABOUT MR M’S DEATH + ISABEL IS ANGRY AND WANTS TO KNOW WHY MR M WAS KILLED AND WHY DID THAMI NOT TRY TO | ISABEL + THAMI EXPLAINED THAT HE TRIED BUT MR M WAS STUBBORN. + THAMI TELLS ISABEL TO GO TO WAPERSBERG IF SHE WANTS TO CONNECT WITH MR M’S SPIRIT THEMES “NATURE OF JUSTICE “WORDS VS VIOLENCE TONE MOOD SAD TENSE ANGRY ACT 2 SCENE 5 CHARACTERS PLOT+THEME ISABEL ISABEL’S SECOND MONOLOGUE * SHE PAYS HER LAST RESPECT TO MR M. + SHE MAKES HIM A PROMISE THAT SHE WILL MAKE HER LIFE USEFULL > THEME+HOPE FOR THE BETTER FUTURE FOR THE NEW GENERATION TONE MOOD OPTIMISTIC HOPEFUL MELANCHOLY/DESOLATE/MOURNFUL FIGURES OF HOPE FOR THE NEW GENERATION (“THE FUTURE IS OURS...”.) SPEECH 46

MY CHILDREN MY AFRICA: ACTIVITIES QUESTION 4 Read the following extract and answer the questions that follow Isabel: [Losing patience] Oh for God’s sake, Thami. Stop trying to spare my feelings and just say it! If you are trying to tell me that I’ve been wasting my breath for a lot longer than just this afternoon…just go ahead and say it! I’m not a child. I can take it. Because that is what you are trying to tell me, isn’t it? That it’s all off. 5 Thami: Yes. Isabel: The great literary quiz team is no more. You are pulling out of the competition. Thami: Yes. Isabel: You shouldn’t have made it so hard for yourself, Thami. It doesn’t 10 come as all that big a surprise. I’ve had a feeling that something was going to go wrong somewhere. Been a strange time these past few weeks, hasn’t it? At home, at school, in the shop…everywhere! Things I’ve been seeing and doing my whole life, just don’t feel right anymore. Like my Saturday chats with Samuel – I told you about 15 him, remember, he delivers for my Dad - well you should have heard the last one. It was excruciating. It felt so false, and forced, and when I listened to what I was saying and how I was saying it…oh my goodness! Sounded as if I thought I was talking to a ten-year old. Half-way through our misery my Dad barged in and 20 told me not to waste Samuel’s time because he had work to do which of course led to a flaming row between me and my Dad. Am I changing, Thami? My Dad says I am. Act 2 scene 1 4.1.1. Match column A with Column B. Choose a description from Column B that matches the word in Column A. write only the letter A-E next to the question number (4.1.1 a- 4.1.1 d) in your answer book. COLUMN A COLUMN B A) Brakwater A Where Thami’s parents stay 47

B) Grahamstown B Where Isabel lives C) Camdeboo C Where the debate takes place D) CapeTown D The name of the location E Where the English literature quiz will occur (4) 4.1.2. When does the conversation in this extract occur between Thami and Isabel? (1) 4.1.3. . Choose the correct answer to complete the following sentence. Write only the letter (A-D) next to the question number (4.1.4) in the ANSWER BOOK. The expression ‘wasting my breath’ (line 3) means: A. Losing your breath. B. Being unable to breathe. C. Wasting time and energy D. Wasted breathing 4.1.4. Refer to lines 3-4 (‘…just go ahead and say it!’) a) What tone would Isabel use in these lines? (1) b) If you were directing this play, what would you tell Isabel to do while saying these lines? State TWO points. (2) 4.1.5. Quote TWO consecutive words that indicates Thami will not be participating in the competition. (1) 4.1.6. What does Isabel mean when she says ‘Been a strange… hasn’t it (lines 12-13)? (2) 4.1.7. Do you agree with Thami’s decision to pull out of the English literature quiz? Discuss your view. (3) [17] Marking Guideline 4.1.1 A). D  b) E  48

c) B  d) A  4.1.2. When Thami tells Isabel he will not be participating in the English quiz 4.1.3. C  4.1.4. a) Anger/ Frustration/ Impatient/ upset.  b) She uses an angry/frustrated tone because Thami is not revealing his intention of quitting the quiz.  c) I would advise Isabel to raise her voice/ speak loudly.  I would tell Isabel to lift her hands in frustration.  4.1.5. Pulling out 4.1.6. She is referring to the fear/ uneasiness that the intended boycotts have created / she is referring to the intense atmosphere/ tension created by the boycotts.  4.1.7. Open Ended. Accept any well-substantiated response. Yes. He became involved in politics therefore there was pressure  on him to devote more time to the struggle. Moreover, his participation was not going to change the inferior education system. OR No. Isabel and Thami put in a lot of time  and effort preparing for the competition. Therefore, it was unfair/ selfish of him to pull out and let the team down. Furthermore, he deprived himself of an opportunity to gain a scholarship QUESTION 4 Read the following extract and answer the questions set. Mr: Of course not. What’s the matter with me? Slogans don’t need much in the way of grammar, do they? As for these…[The stone in his hand] No, you don’t need me for lessons in stone-throwing either. You’ve already got teachers in those very revolutionary subjects, haven’t you? [Picks up his dictionary…the stone in one hand, the 5 book in the other] You know something interesting, Thami …if you put these two on a scale I think you would find that they weighed just about the same. But in this hand I am holding the whole English language. This …[The stone]…is just one word in that language. It’s true! All that wonderful poetry that you and 10 Isabel tried to cram into your beautiful heads…in here! Twenty 49

six letters, sixty thousand words. The greatest souls the world has even known were able to open the floodgates of their ecstasy, their despair, their joy! …with the words in this little book. Aren’t you tempted? I was. [Opens the book at the fly-leaf and reads] Anela 15 Myalatya. Cookhouse. 1947. One of the first books I ever bought. [Impulsively] I want you to have it. Thami: [Ignoring the offered book] I’ve come here to warn you. Mr M: You’ve already done that and I’ve already told you that you are wasting your breath. Now take your stones and go. There are a lot 20 of unbroken windows left. Thami: I’m not talking about the bell now. It’s more serious than that. Mr M: In my life nothing is more serious than ringing the school bell. [Act 2 scene 3] 4.1. Match column A with Column B. Choose a description from Column B that matches the word in Column A. write only the letter A-E next to the question number (4.1.1 a- 4.1.1 d) in your answer book. COLUMN A COLUMN B E) Ronald Gxasheka A Mr M was inspired to be a teacher F) Reverend Mbopa B Thami’s friend G) Mr M C Learner from Zolile high H) Wapadsberg Pass D Landlord E Marking of class register (4) 4.1.2. Explain why the following statement is FALSE. In Mr M’s life, there are less important things than the school bell. (2) 4.1.3. Refer to line a) What tone would Mr M use in these lines? (1) b) Why would Mr M use this tone in these lines? (2) c) If you were the stage director of this play, what would you tell Mr M to do while saying these lines? 50

4.1.4 Where is the setting of this extract? (1) 4.1.5. Choose the correct answer to complete the following sentence. Write only the letter (A-D) next to the question number (4.1.4) in the ANSWER BOOK. Mr M’s refusal to listen to Thami’s warning portrays Mr M as… E. Faithful F. Obedient G. Attentive H. Stubborn (1) 4.1.6. Quote TWO consecutive words from this extract that proves Mr M considers that Thami and Isabel are both intelligent. (1) 4.1.6. Refer to line (There are a …unbroken windows left) a) Identify the figure of speech. (1) b) Explain why this figure of speech is relevant in this extract. (2) 4.1.7. One of the themes in this extract is violence. Discuss the theme of violence as evident in this extract. (2) [18] Marking Guideline ACT 2 SCENE 2 4.1.1. (a) E  (b) C  (c) A  (d) D  4.1.2. Stubborn ( D)  4.1.3. Mr. M was so much passionate about education to an extent that he is willing to die for it He so dedicated to an extent that he even forgets to eat. Mr. M’s life revolves around the school and Reverend Mbopha’s house.   4.1.4. (a) rage/resentment /anger/fury  (b) He is angry because he has failed to convince Thami and his other learners to Come back to school   51

(c) He points his finger towards the door  4.1.5 (a) Irony  (b) Mr. is actually does not mean what he is saying because he hates violence and lawlessness so what he says is out of frustration and has given up because Thami does not listen to him .   4.1.6 “beautiful heads”.  4.1.7 The comrades are on their way to the school to burn it down .They also struck with an iron rod. They also burnt them alive.   4.1.8 In Zolile High school classroom number ONE.  QUESTION 4 Read the following extract and answer the questions set Isabel: Oh I see. This is meant to be a ‘sad’ goodbye, is it? [She is on the edge] I’m sorry if I’m hurting your feelings but I thought you wanted to see me because you had something to say about the recent events in our little community…[Out of a pocket a crumpled little piece of newspaper which she opens with unsteady hands]… a certain 5 unrest- related…I think that is the phrase they use…yes…here it is…[Reading] “… unrest-related incident in which according to witnesses the defenceless teacher was attacked by a group of blacks who struck him over the head with an iron rod before setting him on fire” 10 Thami: Stop it, Isabel! Isabel: [Fighting hard for self-control] Oh Thami, I wish I could! I’ve tried everything, but nothing helps. It just keeps going around and around inside my head. I’ve tried crying. I’ve tried praying! I’ve even tried confrontation. Ja, the day after it happened I tried to 15 get into the location. I wanted to find out the witnesses who reported it so accurately and ask them: Why didn’t you stop it! There was a police roadblock at the entrance and they wouldn’t let me in. They thought I was crazy or something and ‘escorted’ me back into the safekeeping of two now very frightened parents. 20 There is nothing wrong with me! All I need is someone to tell me why he was killed. What madness drove those people kill a man who 52

had devoted his whole life to helping them? He was such a good man, Thami! He was one of the most beautiful human beings I have ever known and his death is one of the ugliest things I have ever known. [Act 2 scene 4] 4.1.1. Complete the following sentence by using the list below. Write only the word next to the numbers (4.1.1 a- 4.1.1 d) in the answer below. Wapadsberg; connect; movement; Mr M; Thami; Grahamstown; Literature quiz. Thami tells Isabel that he is leaving the country to join the (a) ________. Isabel wants to go to the place where she can (b) ______ to (c) __________ and Thami suggested she goes to (d) ___________where Mr M was inspired to become a teacher. (4) 4.1.2. Refer to line 1(‘… This is meant to be a ‘sad’ goodbye’) Explain the contrast of ‘sad’ goodbye. (2) 4.1.3. Refer to lines 24-26 (He was one…have ever known) a) Identify the figure of speech in these lines. (1) 53

b) Explain the meaning of this figure of speech. 4.1.4. Refer to line 17 (Why didn’t you stop it!) If you were the director of this play, what would you tell Isabel to do when saying these lines? (1) 4.1.5. According to this extract, what is revealed about Isabel’s character? (2) 4.1.6. Did Mr M give the police the names of the activists out of spite or love for his learners. Discuss. (3) 4.1.7. One of the themes evident in this extract is ‘Wasted opportunities’. Discuss this theme. (2) [17] Marking Guideline 4.1.1. a. Movement  b. Connect  c. Mr M  d. Wapadsberg  4.1.2. We expect a farewell to be a good/ happy moment  but it was very painful (sad) because they did not achieve their goal (literature quiz)  OR It is the loss of a friendship  as Thami is leaving the country (South Africa). 4.1.3. a) Personification b) It emphasises the brutality/ painful way in which Mr M was killed. 4.1.4. Her hands to be on top of her head/ To point her hands to Thami. 4.1.5. She is caring/ loving/ sympathetic 4.1.6. Open ended. Accept a well substantiated response e.g. 54

It was out of love: • He wanted to see them at school succeeding • To stop the violence/ lawlessness • Concerned about wasted future of the African child OR It was out of spite: • He wanted them to be arrested • He was an informer 4.1.7. Open ended. Accept a well substantiated response e.g. • Thami dropped out of school • Failure for the literature quiz as Thami joined the school boycotts • Thwarted dream for Mr M of having Thami succeed • Good relationship for Isabel, Thami and Mr M QUESTION 4 Read the extract below and answer the following questions 55

Mr M: They were everywhere, crawling around in the smoke like giant dung- beetles looking for shit to eat. I ended up on the corner where Mrs Makhathini always sits selling vetkoek and prickly pears to people waiting for the bus. The only person there was Sipho Fondini from Standard Six, writing on the wall: “Liberation first, then education”. He saw 5 me and called out : “Is the spelling right, Mr M?” and he meant it! They young eyes in that smoke-stained little face were terribly serious. Somewhere else a police van raced past me crowded with children who should have also been at their desks in school. Their hands waved desperately through the bars, their voices called out: 10 “Teacher! Teacher! Help us! Tell our mothers. Tell our fathers.” “ No Anela,” I said, “this is too much now. Just stand here and close your eyes and wait until you wake up and find your world the way it was.” But that didn’t happen. A police car came around the corner and suddenly there were children everywhere throwing stones and 15 teargas bombs falling all around and I knew that I wasn’t dreaming, that I was coughing and choking and hanging on to a lamp-post in the real world. No! Do something, Anela. Do something. Stop the madness! Stop the madness. [Act 2 scene 2] 4.2.1. The above extract is an example of a… a. Dialogue b. Monologue c. Analogue d. Catalogue 4.2.2. Refer to lines 1-2 (They were everywhere…shit to eat) a) Identify the figure of speech in these lines. (1) b) Explain the meaning of this figure of speech in the context of the play. (2) 4.2.3. Why is the following statement FALSE? Mrs Makhathini is a maid in the Dyson home. (1) 56

4.2.4. Refer to line 5 (‘…Liberation first…is the spelling right, Mr M?’) a) What is meant by the word ‘Liberation’? (1) b) Give TWO reasons why Sipho Fondini is asking Mr M this question. (2) c) Explain the irony of Sipho Fondini’s question to Mr M. (2) 4.2.5. Refer to line 19 (Stop the madness) Explain the madness that Mr M is referring to and how does he stop it. (2) 4.2.6. What does this extract reveal about Mr M’s character? (2) 4.2.7. Order vs Disorder is one of the themes in this drama. Discuss the relevance of this theme in the play. (3) [17] Marking Guideline 4.2.1. C/ Analogue 4.2.2. A) Simile b) The comrades are being compared to giant dung-beetles, just as large dung-beetles crawl around looking for dung to eat. So to the protesters they moved around frantically looking for safety. 4.2.3. Mrs Makhathini sells vetkoek and prickly pear at the bus stop.  4.2.4. a) Freedom b) Mr M is his teacher He wants ensure his spelling is correct c) The irony lies in the fact that Sipho Fondini writes a political slogan that comes first, yet he is unsure of his spelling.  But if he put education first, his spelling would be accurate.  4.2.5. The chaos/ disorder/ unrest / mob violence/ lawlessness caused by the school boycotts. He submits names and addresses of the political activists to the police. 4.2.6. In this monologue, Mr M expresses his anger/ disbelief/ agony/ distress about the negative impact of the school boycotts on his pupils because he is passionate about saving children through education.  57

4.2.7. Mr M represents order and he believes that non-violence protest (dialogue or debate) has the ability to promote change whereas Thami and the other students show disorder by engaging armed resistance and violent revolution.  58

NOVEL CRY THE BELOVED COUNTRY BY ALAN PATON 1. BACKGROUND 59

1.1 Author: Alan Paton • Was born in Pietermaritzburg (Natal province now KwaZulu-Natal) in January 1903. • He grew up as a devout Christian and studied at the Pietermaritzburg College and Natal University. • He taught at Ixopo High School (Natal) and later on became principal of the Diepkloof Reformatory for young offenders (Johannesburg). • Paton introduced radical reforms in the treatment of the young offenders in his school. He used kindness instead of harsh treatment. • He studied different prison systems around the world and it was during his travels that the idea for Cry, The Beloved Country first came to him. • He believed in equality for all and did not support the oppressive policies of apartheid. • His love for South Africa and his belief in equality influences his writing. • In 1953 Paton founded the multiracial Liberal Party of South Africa which was later banned along with other parties such as: ANC and later on the PAC and UDF. • The Nationalist Government persecuted him because of his resistance to apartheid. • Paton’s writing is autobiographical. • Alan Paton died on the 12th April 1988 1.2 Contextual Background. • The distribution and ownership of land: • The Land Act of 1913 reserved only 7% of the land for black ownership. This was later revised in The Land Act of 1936 to 13%. • The land could not sustain the large population and it became barren and impoverished. • Around this time the mineral discoveries in Johannesburg encouraged migration (amongst Black and White population). • This encourage the formation of the policies that would eventually dictate the Apartheid government system. • The novel was published in 1948. This was the same year that Apartheid became law. • On the 27th April 1950 the Group Areas Act was passed. The act settled different races in different areas, reserving the choicest land for the White population. The group areas act legalised the separation that had been occurring from the 1910s. This 60

• act shaped racial stereotypes as well as the economic circumstances of the different population groups (poverty amongst blacks and wealth amongst whites) (NB :.) The Group Areas Act originates from the British colonial rule which extended to the whole of South Africa in 1910. Many black South Africans lost some of the rights to their land during this time 2. TITLE • The title itself has several meanings. It not only expresses the importance but also plays a role in capturing the concept of the book. , as flows: • Cry: The grief that the people of South Africa faced and in particular the grief of the people in Ndotsheni “Cry for the broken tribe, for the law and the custom that is gone”(immorality)-Book 1 Chapter 11 Page 63. • The grief experienced by various characters after the death of Arthur Jarvis.”...cry aloud for the man who is dead, for the woman and the children bereaved.” –Book 1 Chapter 11 page 63. • Ongoing sadness and hurt experienced by the people of South Africa who were living under the oppressive Apartheid regime. “...these things are not yet at an end” Book 1 Chapter 11 page 63. (also refer to Book 2 Chapter 3 page 124-126). • The Beloved Country: The love that the characters (Stephen Kumalo, Arthur Jarvis, James Jarvis (book 3) and Rev. Msimangu) have for the country. • The title is significant because in one line it demonstrates the depth of the conflict between the people of South Africa and their country; the sickness of the land, poverty, the broken tribes and resulting crime. 61

3. SETTING The places and time in which the story develops. a. Spatial setting: (Places) • Ndotsheni: A) The valley – impoverished and barren land inhabited by black people. B) High Place: Vast, rich and fertile farm land belonging to white farmers (James Jarvis) Book 1 Chapter 1 and Book 2 Chapter 1. • Johannesburg: (Poverty stricken Areas) A) Sophiatown – The mission house is here and it is mainly black populated. The neighbouring settlement is Claremont (where Gertrude stays) B) Alexandra- Home of Mrs Mkize. It is also where Absalom is influenced to become a hardened criminal. C) Shanty Town D) Orlando: The reformatory is in Orlando. E) Pimville: The home of Absalom’s girlfriend. (Wealthy Area) A) Parkworld: Home of Arthur Jarvis and Crime scene for his murder. B) Springs: The meeting place of Stephen Kumalo and James Jarvis. b) Temporal Setting: (Time) During the pre-apartheid era where discrimination and breakdown of tribal culture was occurring. 62

4. CHARACTERS: Characters are developed by what they say and do and how they react to what others say and do to them. 4.1. Major Characters 4.1.1. Stephen Kumalo: (Central character and protagonist.) STRENGHTS WEAKNESSES Traditional and cultural values. Could sometimes resort to lies. When Follows Christianity. He is known as his family members have done ‘umfundisi’ (the isiZulu term for something wrong, he can be hurtful priest) and become angry. He loves his home, family and During a moment of weakness, he community. contemplated having an extra marital Undertakes a physically draining and affair. emotionally charged journey. Considered leaving the church during Kumalo is proud of his position in the periods of challenges. church. Humble enough to recognise his faults. Relies on prayer during difficult times. He is upright, honest, kind and forgiving. Shows empathy and compassion towards others 4.1.2. James Jarvis: (Wealthy, white farmer from High Place) STRENGTHS WEAKNESSES Showed forgiveness and understanding He was indifferent towards the towards Absalom. struggle of black people (passive racism). Develops throughout the story, from being narrow minded and conservative at the beginning to 63

becoming more understanding and Did not know his son as well as he open minded in how he relates to thought he did. others. Shows compassion towards Stephen Kumalo’s suffering as a father. 4.1.3. Absalom Kumalo: (Stephen Kumalo’s only child) STRENGTHS WEAKNESSES Showed concern for Passive character, easily influenced his aunt Gertrude by into criminal behaviour. moving to Johannesburg to look for her. Does not show concern or affection towards his pregnant girlfriend. He was the head boy of his school for a short period of time. He was dishonest because he did not Eventually shows remorse for killing Arthur. 4.1.4. Arthur Jarvis: (James Jarvis’s son) – Followed his father in the farming business path. Arthur Jarvis moved to Johannesburg to become an engineer. He is a man with morals. Arthur believes in justice and equality for all people regardless of their race. 4.1.5. Getrude Kumalo – Stephens’s younger sister, 25 years younger than Stephen. She moved to Johannesburg and got involved in a live of prostitution and illegal sales of liquor. She has a son who she neglects and chooses to leave him with Stephen to take with to Ndotsheni. She is torn between her life in Ndotsheni and her promiscuous life of Johannesburg. She is uncaring and inconsiderate. 4.1.5. John Kumalo – Stephen’s younger brother who also moved to Johannesburg with his family. His marriage failed following the move, when he becomes adulterer and now lives with a new partner. He feels that Stephen will judge him and his lifestyle but he does not care. 64

He was a carpenter and is now a politician. He is a self-serving politician who is referred to as “yellow” (colour symbolic of being a cowered). He has got a powerful voice which he uses to his arrogant advantage. His son Matthew is arrested with Absalom and he helps his son at the expense of his nephew, Absalom. This shows his uncaring and selfish nature. 4.1.7. Theophilus Msimangu – He is a black priest in Johannesburg. He befriends Kumalo becomes his guide and carer by providing accommodation for him while he is in Johannesburg. Theophilus writes a letter to Kumalo, asking him to come and help Gertrude to get out of his immoral life. He is a source of support that goes out of his way to make other people feel better. Msimangu cements the Christian values to Kumalo and reminds him to trust in the power of God during his quest. 4.2. Minor Characters 4.2.1. Mrs Lithebe – she epitomises Christian love by being kind to other people and is hospitable towards Christians. 4.2.2. Fr. Vincent – He is a white priest from England. He finds a lawyer for Absalom and performs Absalom’s marriage in prison. He assists Kumalo in restoring his faith when Kumalo becomes weak. 4.2.3. Mrs Mkhize – Is very dishonest, who denies knowing the boys when Rev Kumalo first arrives looking for them. She lies in her testimony and says that Absalom’s story is not true in order to protect herself. 4.2.4. The young girl – She is Absalom’s girlfriend who is pregnant with his child. She moves with Kumalo to Ndotsheni once Absalom is convicted. She is naive and is accepting of her circumstances. 4.2.5. Matthew Kumalo – John Kumalo’s son. He is a strong influence in Absalom’s move towards crime. Although he an accomplice to the crime committed against Arthur Jarvis, he lies and claims that he was not there when the crime was committed. 4.2.6. Johannes Pafuri – He is the thirds accomplice in the crime. He was the mastermind of the plan to commit the crime. The gun that was used to murder Arthur Jarvis belonged to him. 65

4.2.7. Mr Carmichael – the white lawyer who represents Absalom in the trial with pay (pro deo – for God). 4.2.8. The Chief – a staunch traditionalist who was not open to the changes brought to the community of Ndotsheni. 5. STRUCTURE AND PLOT DEVELOPMENT CLIMAX BOOK 3 BOOK BOOK 2 5.1 Structure: The novel is made up of three books • Book One: Rev. Kumalo undertakes a journey to Johannesburg and makes many discoveries. • Book Two: James Jarvis journeys to Johannesburg after the death of his son. It is here that he meets Kumalo. The murder trial of Absalom begins. • Book Three: James Jarvis and Stephen Kumalo return to Ndotsheni where reformation begins and all ends of the story are tied up. 66

5.2 Plot 5.2.1. Book One: • The background of the novel is created when Kumalo receives a letter from Theophilus Msimangu informing him about his sister, Gertrude’s sickness. • We are exposed to the social problems such as the sickness of the land, broken tribes and poverty. • Kumalo undertakes his first journey to Johannesburg. • In Johannesburg, he meets with Rev. Msimangu. • Msimangu finds him lodgings at Mrs Lithebe, • Msimangu assists Rev. Kumalo in his search for Gertrude. • He finds her living as a prostitute and her son roams the streets rather than going to school. • Kumalo takes Gertrude and her son to Mrs Lithebe’s house, • John, Kumalo’s brother, may have information about Absalom so he goes to meet John • He begins an exhaustive search for Absalom and this takes him through, Doornfontein Textile Factory, Alexandra, Shanty Town, the reformatory and Pimville. • During his search he meets the young girl who is pregnant with Absalom’s child. • A newspaper reports the murder of Arthur Jarvis. • The community (black and white) reacts to the murder of Arthur Jarvis. • Msimangu informs Kumalo that Absalom has been identified as Arthur’s murderer. Kumalo and John visit Absalom and Mathew in prison. • Absalom confesses to his father that he pulled the trigger and ultimately killed Arthur Jarvis. • John Kumalo informs Stephen Kumalo that he plans on getting a lawyer for Mathew as he believes that Mathew is innocent. • He informs the young girl that Absalom is in jail for murder, awaiting trial and he takes her to Mrs Lithebe’s house. • Father Vincent assists Khumalo in finding a lawyer (Mr Carmichael) to represent Absalom pro deo (for God). 5.2.2 BOOK TWO • James Jarvis’s farm is described. • The Jarvis family goes to Johannesburg when they receive news about Arthur’s murder. • The community (black and white) reacts to the murder of Arthur Jarvis. 67

• James Jarvis reads the article, The Truth about Native Crime, that Arthur was writing at the time of his death. • After Arthur’s funeral James begins to understand his son posthumously, through his writings. This begins the transformative process in James. • The murder trial begins • An ashamed Stephen Kumalo sees the grieving James Jarvis at the trial. • Mathew Kumalo and Johannes Pafuri plead not guilty. • No evidence proves that Mathew Kumalo and Johannes Pafuri were at the crime scene and they are found not guilty of the murder. • Absalom confesses to intent to rob Arthur. He maintains that his intent was not to murder Arthur. It was fear that caused him to pull the trigger. • Stephen Kumalo and James Jarvis meet in Springs at Babara Smith’s house. • James Jarvis tells Stephen Khumalo that he has no anger towards the Kumalos. • Pafuri and Mathew Kumalo could not be placed at the scene of the crime and they are found not guilty for murder but they are remanded in custody for other crimes. • Absalom is sentenced to be hanged by the neck until death. Stephen Kumalo is devastated. • Father Vincent marries the young girl and Absalom in prison. • James Jarvis action of donating to the African Boy’s club is a clear indication of his transformation. • Kumalo leaves for Ndotsheni but Gertrude has fled and does not accompany him. Her son, however, does together with the young girl. 5.3. BOOK THREE • Kumalo is embarrassed and feels unworthy of the warm welcome he receives in Ndotsheni. • He tells his wife, and later the congregation, that Absalom has been sentenced to death. • He hopes that the court will be merciful. • Mrs Jarvis is ill. • Kumalo offers prayers during the thanksgiving service. • The chief and headmaster are visited by Kumalo who intends to reform and restore Ndotsheni. • Jarvis begins to help the community. • A letter confirms that no mercy was granted and Absalom will be hanged. 68

• The plans for the dam begin. • People of Ndotsheni are tutored by an agricultural demonstrator about better farming methods. • Kumalo gets news of Mrs Jarvis’s death and he writes a letter to James Jarvis expressing his sympathy. • Mrs Jarvis’s last wishes included that of rebuilding the church • Kumalo goes on vigil to the mountain alone. His wife stays behind to take care of his pregnant daughter-in-law. • The morning dawns and Kumalo is very aware of the moment his son is to be hanged. • The lightening of the sky signifies hope, rebirth and regeneration for future generations. 6. THEMES The theme is the central idea or thread that runs through the novel 6.1 The Journey James Jarvis and Stephen Kumalo journey to Johannesburg. The journey is both physical and emotional. These neighbours go through a transformative process whilst experiencing personal tragedy. 6.2 Sickness of the land and the broken tribe. The land owned by the blacks is barren (pg2, 12) and this results in poverty and suffering. Young black men have journeyed to the cities to seek employment and this results in the breakdown of the tribal structure (pg17). 6.3 Fear Fear affects every character in the novel. Each fear develops according to the experiences of the characters and events as they occur. 6.4 Comfort in Desolation The novel’s subtitle is: A Story of Comfort in Desolation. Kumalo suffers great loss and tragedy but takes comfort in the hope for the future. James Jarvis is devastated after the loss of his son but his discovery of his son’s true character and his assistance in reforming Ndotsheni bring him great comfort. 69

Absalom has been sentenced to death but the priest’s visits have enriched his soul and he does not die a broken man. 7. TONE AND MOOD Tone and Mood: Tone in literature is used to create emotions that will combine the abstract and concrete aspects of a story. Mood refers to how the reader interprets or reacts to the tone. 7.1 Fear: • The experiences of various characters create fear within them towards the situations they face e.g. when Kumalo receives the letter from Msimangu, the conversation that he has with Mrs Kumalo reflects the fear that have of what he may discover in Johannesburg. 7.2. Somber: • The title of the novel begins with the word Cry, which sets the tone of sadness that continues throughout the novel e.g. the overwhelming feelings of sadness that the community expresses at the death of James Jarvis. 7.3. Gratitude: • The devastating experiences of the characters have not left them bereft. There is the sense of gratitude despite the suffering e.g. Kumalo gives thanks at the thanks giving service despite his distressing experiences. 7.4. Hopeful: • Paton creates the tone of hope by projecting that the conditions of the South African people will improve for future generations. We see this in Book Three. E.g. Arthur’s son organizes milk for the children of Ndotsheni and this is symbolic of hope for the next generation of South Africans to work together towards building a better future. 70

8. DICTION AND FIGURATIVE LANGUAGE • Diction and Figurative Language: Diction refers to word choice. • Figurative Language refers to writing that uses figures of speech such as metaphor, simile, and irony. It uses words to mean something other than their literal meaning. Paton’s writing is simple and can be described as lyrical and poetic. He uses Afrikaans and isiZulu words, allowing the reader to connect with and understand the characters. There is use of various rhetorical devices to achieve lyrical quality. Paton uses simile, metaphor, alliteration, dramatic irony, allusions, and repetition in his novel Examples of figures of speech used: • Simile: A is a direct comparison. The simile asks us to picture one thing as being similar to another; it does this by using words such as like/as/than. • Metaphor: An indirect or implied comparison. The metaphor takes us a step further than the simile. Instead of asking us to picture one thing as being like another, we are asked to picture one thing as being another. • Alliteration: Repetition of the consonant sounds to achieve a desired effect. 71

9. CHAPTER SUMMARY ANALYSIS BOOK ONE CHAPTER 1 • The road winds through lush, green fields from Ixopo to Carisbrook. The higher grounds have been carefully tended and the land is fertile. • The wellness of people depends on the land they have. As the road descends fertile land gives way to barren ‘sick’ lands that can no longer sustain its people. • The young, strong people that can work the land have moved to urban areas to seek employment. The structure of the tribe has been weakened and the tribe is ‘broken’. CHAPTER 2 • Stephen Kumalo lives in Ndotsheni. He receives a letter from Rev. Msimangu from Johannesburg. The letter urgently requests him to come to Johannesburg and see his sick sister, Gertrude. • He discusses this with his wife and they agree that he will use their savings to journey to Johannesburg. She feels that Absalom (their son) who is also now in Johannesburg, will never return to home. CHAPTER 3 • Stephen Kumalo waits for the train to Johannesburg. This is the first time that he will be travelling to Johannesburg. • While he is waiting many thoughts and fears pass through his mind. His friend Sibeko has requested that Kumalo look for Sibeko’s daughter who went to Springs and has not returned. • Kumalo boards the train that is filled with black 72

people. Their respect towards him gives him a sense of pride. In his need to impress the passengers, he lies that he has undertaken this journey many times before. • The journey gives him time to think and his many fears surface. CHAPTER 4 • The train passes through the Umkomaas valley. The soil is unable to produce crops and the tribes live in poverty. • Kumalo boards a connecting train in Pietermaritzburg and continues on his journey. The closer he gets to Johannesburg the more the scenery changes. The buildings get taller, the streets busier and the population denser. His fear increases at the unfamiliarity of it all. • When Kumalo gets off the train he is immediately approached by a young boy. The young boy offers to run the errand of purchasing the ticket for Kumalo. Kumalo reluctantly gives him the ticket money and the boy disappears with the money. • The bewildered Kumalo is escorted to Msimangu by an elderly gentleman. CHAPTER 5 • Msimangu secures lodging for Kumalo at Mrs Lithebe’s house. Msimangu tells Kumalo that Gertrude’s sickness is actually her drinking and prostitution. She has also been imprisoned more than once. • Kumalo tells Msimangu that Absalom is also in Johannesburg and he would like to find him. Msimangu agrees to help him. • Kumalo spends his first night in Johannesburg. CHAPTER 6 • Kumalo and Msimangu go to Gertrude’s home. He tells her he wants to take her and her son back home and she agrees with him. 73

• Kumalo and Gertrude pray together. Gertrude tells Kumalo that Absolom is with John Kumalo (Stephen Kumalo’s brother). • Kumalo arranges accommodation for Gertrude and her son in Mrs Lithebe’s home. CHAPTER 7 • Kumalo buys clothes for Gertrude and her son. The search for Absalom begins. • John and Stephen Kumalo meet after many years. John is now an important man in Johannesburg and looks down at the tribal structures that exist in Ndotsheni. • John Informs Kumalo that Absalom can be found in a clothing factory. Absalom is not found at the factory. He has not been seen there for 12 months. • Kumalo is given an address in Sophia Town. Kumalo is told that Absolam is now in Alexandra. • Kumalo’s search has been exhaustive and the outcome has been unhappy but Msimangu’s company has made it pleasurable. CHAPTER 8 • Kumalo and Msimangu travel to Alexandra where they hope to find Absalom. There is a bus boycott and they walk to Alexandra. • At Mrs Mkhize’s they are told that Absalom has left with friends. They are referred to Hlabeni, the taxi driver, who tells them that Absalom might be in Shanty Town. CHAPTER 9 • Shanty Town is described through various voices: • People looking for houses. • Corrupt officials. • Shanty Town has mushroomed overnight and is plagued by social ills. CHAPTER 10 • Kumalo and Msimangu go to Shanty Town in search of Absalom. The witness the destitution of the residents there. 74

• Mrs Mngomezulu tells them that Absalom no longer lives with her. She evicted him because of his involvement in crime. • She also tells them that he was arrested ‘taken’ to the reformatory. At the reformatory, the young, white man tells them that Absalom is no longer there. He is now living in Pimville with his pregnant girlfriend. • In Pimville they discover that Absalom has not returned home since Friday (it is now Tuesday). He was last seen leaving with his friends. CHAPTER 11 • Kumalo and Msimangu return from Pimville. Father Vincent hands over the evening newspaper to the priests at the dining table. • The lead article covers the murder of Arthur Jarvis. Kumalo is filled with a sense of dread because he feels that there is a link between the murder and Absalom. CHAPTER 12 • The aftermath of the murder of Arthur Jarvis. • Different people/ communities react to the murder of Arthur Jarvis. People in the community suggest ways in which crimes such as this can be contained. CHAPTER 13 • Msimangu invites Kumalo to accompany him to Ezenzeni. • Msimangu’s sermon revives and restores Kumalo’s faith. • In the evening, Kumalo receives the news of Absalom’s arrest. CHAPTER 14 • Kumalo and the young, white man visit Absalom in prison. 75

• Absalom confesses to killing Arthur Jarvis. Kumalo and the young, white man are disappointed with Absalom. CHAPTER 15 • The young white man comes to apologize to Stephen Kumalo. • He advises that Absalom gets a lawyer because John Kumalo cannot be trusted. CHAPTER 16 • Kumalo has gone to see Absalom’s girlfriend at Pimville. • He offers to arrange marriage and later to take her home to Ndotsheni. CHAPTER 17 • Mrs Lithebe is willing to stay with Absalom’s girlfriend at her house. • She reprimands Gertrude for “careless laughter” with Absalom’s girlfriend. • Kumalo visits Absalom in prison and they agree that he will tell the truth in court. • Father Vincent has found a lawyer, Mr Carmichael, to take Absalom’s case pro deo (without payment – for God). BOOK TWO CHAPTER 1 • At High Place, the police arrive to tell James Jarvis that his son, Arthrur, has been murdered. • James and his wife Margret, fly to Johannesburg. CHAPTER 2 • In Johannesburg, James and Margret are met by John who is a brother to Marry, Arthur Jarvis wife, at the airport. 76

• They read messages from people of all races who respected Arthur. • Harrison and Jarvis discuss “the native question”. • James realizes that he did not know his son. • James and his wife grieves together. CHAPTER 3 James reads the article that Arthur was writing when Arthur was shot – the truth about native crime – in which he discusses how blacks have been exploited to advance white interest. CHAPTER 4 • At the funeral James is proud of “the stranger who had been his son”. There were all types of people, which are Blacks, Indians, Jews and Whites. • James, Harrison and John continue to talk and admire Arthur’s views. • James reads more of his son’s articles, and begins to understand and admire Arthur. • He now understands why his son was an activist. CHAPTER 5 • The trial begins. Out of fear, Absalom initially pleads guilty but this is denied. Thereafter he joins Johannes Pafuri and Matthew Kumalo in pleading not guilty. • Absalom gives a detailed description of what occurred on the night that Arthur was killed. He tells the court that Parfuri told them what to do when they discussed the murder. • He explained that they thought that no one was at home and that they wanted to steal money. Parfuri hit the servant, Richard Mpiring over the head. 77

• When Arthur entered the kitchen, Absalom got scared and shot him unintentionally, he never meant to kill Atrhur. The three men flee. • Absalom goes to Joseph Bhengu’s house after dispensing the gun in a nearby plantation. • It is there in Germiston that he is arrested. • Stephen Kumalo sees James Jarvis at the trial and ashamed, distraught and fearful. CHAPTER 6 • The trial is not very publicised due to the discovery of gold in Odendaalsrust. CHAPTER 7 James Jarvis returns home and reads one of Arthur’s essays. He is sad that Arthur felt like they did not teach him the history of South Africa. CHAPTER 8 • Whilst looking for Sibeko’s daughter in Springs, Kumalo meets Jarvis. • He is overwhelmed with emotion knowing that Absalom killed his son. Jarvis is forgiving and kind and explains to Kumalo that he has overcome the anger. • Sibeko’s daughter is dismissed for brewing liquor in her room by Babara Smith. CHAPTER 9 • John Kumalo makes a powerful speech to a large number of people outside Dubula and Tomlinson. 78

• He is careful about what he says as to not get arrested. Gertrude’s behaviour displeases Mrs Lithebe’s. CHAPTER 10 • Miss Lithebe speaks to Gertrude about her careless behaviour. There is another murder of a white householder. • There is an article in the newspaper about it and Msimangu and Mrs Lithebe make sure not to let Kumalo see it. • They are concerned that if the judge sees the article in the newspaper, the punishment of Absalom will be more severe. • After attending a church service, Gertrude thinks about becoming a nun. CHAPTER 11 • It is the day of the sentencing at Court. Absalom confessed to his crime. There is not enough evidence to convict Pafuri and Matthew. • Absalom must be held accountable for his actions and the judge shows no mercy. He is sentenced to death by hanging, this devastates Kumalo. CHAPER 12 • Kumalo goes again to the prison with Fr. Vincent who will officiate the wedding of Absalom and the girl. • The mood is tense and there is not much talking amongst Kumalo and Absalom. 79

• Absalom does state that Matthew and Johannes lied about what they said in court; Stephen says that it’s hard to forgive them. • Absalom weeps and asks his father not to leave him. His father holds Absalom’s hand and there is a genuine connection despite the anger and tension. • Kumalo speaks to his brother before going back home. John is surprised to see Kumalo concerned about Matthew and says that he will bring him home. • Kumalo resorts to threatening John by saying that he will also one day be betrayed like he had betrayed Absalom. • John throws his brother out of the house but Stephen soon regrets his actions of threatening John. He could not apologise as the door was locked. • Harrison donates a check to a boys club which he says should be called “Arthur Jarvis Club”. • Msimangu and Stephen say their goodbyes at Mrs Lithebe’s. • The following morning they wake up to discover that Gertrude is gone. BOOK THREE CHAPTER 1 • Kumalo goes home by train with Absalom’s wife and Gertrude’s boy. • Upon arrival he tells his wife that Absalom will be killed. • Kumalo introduces Absalom’s wife and the boy and Mrs Kumalo welcomes them warmly. • The people of Ndotsheni greet Kumalo and tell him about the effects of the drought. They pray with Kumalo for the rain and the forgiveness of his son. 80

• His friend says that no one wants Kumalo to go and that is comforting for Kumalo. • Kumalo gives his wife the Post Office Savings Book and tells her about his experiences. CHAPTER 2 • Kumalo Prays for Ndotsheni and the restoration of the land. • Kumalo goes to see the headmaster and chief. He wishes to work out strategies that the chief could apply to keep the people from leaving the land of Ndotsheni. • The chief shows resistance to transformation that is being brought by the white inspector. The headmaster also shows no understanding of how the land of Ndotsheni will be restored. • Kumalo crosses paths with the small boy on his way home. They discuss the issue of the malnourishment and milk in the village when the boy asks for milk to drink • The boy then asks for a glass of water. CHAPTER THREE • Four letters arrive with four letters to the Kumalo house. • The letters are a form of closure since there will be no mercy or amnesty for Absalom. • By reading the letter addressed to her, Mrs Kumalo develops closure • The gathering of the clouds in the sky for the first time in months, to indicate that rain may be falling soon. • The agricultural demonstrator is seen placing white sticks on the land, to mark the development that will soon take place. CHAPTER FOUR • The project is put on hold when Jarvis goes to Pretoria. 81

• The small boy comes back to Kumalo to learn isiZulu. The boy’s presence makes Mrs Kumalo uncomfortable because she knows that his father was killed by her son. • The new agricultural demonstrator arrives and introduces himself to Kumalo. • The agricultural demonstrator (Napolean Letsitsi) was fetched by Jarvis and will also be paid by him. • Kumalo welcomes the agricultural demonstrator and is already pleased with his ideas. CHAPTER 5 • The church awaits the arrival of the Bishop who will conduct a transformation service. • Margret Jarvis dies. • Kumalo writes a letter to relay his condolences to James Jarvis because he knows that he will not be able to physically get to the house of James Jarvis. • Another storm sweeps the church during the transformation service. • The bishop asks Kumalo to leave Ndotsheni because he is too close to Jarvis. • The reply from Jarvis shows no bitterness and anger and Kumalo says that it is from god. Kumalo uses the letter to contest the bishop’s instruction. • There after the bishop decides that Kumalo can stay. • They make a wreath for Mrs Jarvis and write a card from the church. CHAPTER 6 • The people are not following the advice of the agricultural demonstrator and this is frustrating him. • Kumalo thanks Jarvis for his contribution to the restoration of Ndotsheni. 82

• Lestisti feels that Jarvis is obliged to do what he is doing, as it is the white man who has caused all these problems to begin with. • Kumalo warns Letsitsi now to be power hungry as power corrupts people. • Kumalo feels that he cannot learn new things at his age. CHAPTER 7 • The eve of the hanging of Absalom, Kumalo goes to the mountain. • Mrs Kumalo says that Kumalo should go alone and she will stay behind with the girl as she may deliver at any time’. • Kumalo meets Jarvis on his way up the mountain. Jarvis tells Kumalo the plans that he has for the new church at Ndotsheni. • Kumalo is hurt to discover that Jarvis is relocating to Johannesburg to live with his daughter and granddaughter. • Kumalo and Jarvis discuss Arthur’s son and describe him to have the same “brightness” that Arthur had. • Kumalo weeps when Jarvis shows sympathy for his journey up the mountain. • Kumalo thanks Jarvis and blesses him. • Kumalo finds a secret place at the top of the mountain where he meditates, thinks, prays and sleeps. • At dawn he wakes up and places his hat on the ground at the time that he thinks Absalom might be hanging. • The dawn breaks and it is done. ACTIVITY 1 TEXT A (Stephen Kumalo is alone on the mountain) 83

When he awoke again there was a faint change in the east, and he looked at his watch almost with a panic. But it was four o’clock and he was reassured. And now it was time to be awake, for it might be they had wakened his son, and called him to make ready. He left his place and could hardly stand, for his feet were cold and 5 numb. He found another place where look to the east, and if it was true what the man said, when the sun came up over the rim, it would be done. He had heard that they could eat what they wished on a morning like this, Strange that a man should ask for food at such a time, Did the body hunger, driven by some deep, dark power that did not know that it must die? Is the boy quiet, and does he dress quietly, and does he think of Ndotsheni now? Do tears come into 10 his eyes, and does he wipe them away, and stand like a man? Does he say, I will not eat any food, I will pray? Is Msimangu there with him or Father Vincent, or some other priest whose duty it is, to comfort him and strengthen him. For he is afraid of the hanging? Does he represent him, or is there only room for fear? Is there anything that can be done now, is there not an angel that comes there and 15 cries, This is for God not for man, come child, come with me. He looked out of his clouded eyes at the faint and steady lightening in the east Book 3 Chapter 7 1.1 Why did Kumalo ‘almost panic’ (line 2) when he looked at his watch? (1) 1.2 Who is ‘they’ in line 3? (1) 1.3 What is the name of Kumalo’s son? (1) 1.4 How Kumalo did spent the night. (1) 1.5 Briefly discuss the events that lead to Kumalo’s son being imprisoned. (2) 1.6 Identify the mood in this extract. (1) 1.7 How do Kumalo’s thoughts reflect his beliefs? (2) 1.8 Refer to lines 8-12. Discuss the effect that these questions have in this (2) extract. 1.9 Why is it important to Kumalo that his son remember Ndotsheni? (2) 1.10 Refer to line 17. Discuss how the theme of hope is reflected in this line. (2) 1.11 Considering the circumstances that Kumalo’s son has faced, Do you (3) think that it was unfair that he received the death penalty? Discuss your views. MARKING GUIDELINE 1.1 He did not want to miss the moment of his son’s execution  84

1.2 The prison guards.  1.3 Absalom  1.4 He spent the night in vigil/ Praying for his son  1.5 Absalom has killed Arthur Jarvis. He says it was unintentional but he was  found guilty and sentenced for murder. 1.6 Reflective/ mournful/hopeful  1.7 He is a Christian. His thoughts about God and angels reflect this.  1.8 They effectively reflect the Kumalo’s thoughts are consumed with his  son. 1.9 Absalom has never returned home at least his thoughts should be of  home. 1.10 The sun is beginning to rise and the sky gets lighter. This is symbolic of  hope for the future generations. 1.11 ( Learners own results with proper justifications) Yes, He intended to commit a crime and took the life of a good and should be punished accordingly No, poverty led him to crime and he did not intend to kill Arthur. Fear caused him to pull the trigger.  POETRY 85

VOICES OF THE LAND BY WALTER B 1. THE MID TERM BREAK: SEAMUS HEANEY 2. ALEXANDRA: MONGANE WALLY SEROTE 3. CAPTIVE: FRANCIS CAREY SLATER 4. POEM: BALORONG SEBONI 5. EVERYTHING HAS CHANGED: MZI MAHOLA MID-TERM BREAK by SEAMUS HEANY BACKGROUND • Seamus Heaney (born 13 April 1939) is an Irish poet, writer and lecturer from County Londonderry, Northern Ireland. • He currently lives in Dublin 86

• Heaney was born the eldest of nine children at the family farmhouse called Mossbawn, near Castledawson, thirty miles to the north-west of Belfast, in Northern Ireland WHAT THE POEM IS ABOUT • The poem is about the death of Heaney's infant brother (Christopher) and how people (including himself) reacted to this. • The poem is written from the point of view of a young Heaney, summoned from school after his brother died. MID-TERM BREAK I sat all morning in the college sick bay Counting bells knelling classes to a close. At two o’clock our neighbours drove me home. In the porch I met my father crying – He had always taken funerals in his stride – And Big Jim Evans saying it was a hard blow. The baby cooed and laughed and rocked the pram When I came in, and I was embarrassed By old men standing up to shake my hand And tell me they were “sorry for my trouble”, Whispers informed strangers I was the eldest, Away at school, as my mother held my hand In hers and coughed out angry tearless sighs. At ten o’clock the ambulance arrived With the corpse, stanched and bandaged by the nurses. 87

Next morning I went up to the room. Snowdrops And candles soothed the bedside; I saw him For the first time in six weeks. Paler now, Wearing a poppy bruise on his left temple, He lay in the four –foot box as in his cot. No gaudy scars, the bumper knocked him clear. A four-foot box, a foot for every year TITLE • Ironic – break refers to fun and joy • holiday feeling • happiness BUT This break is no fun and joy – but heart sore and pain TYPE OF POEM Mid-term Break is an ELEGY. That refers to a poem written in honour of a deceased person. Vocabulary Sick bay line 1: room at school where in learners who are ill and cannot attend classes go to. Knelling (line 2): Slow sound made by a bell, especially for a death or funeral – not the ringing of a school bell. Porch (line 4): a veranda Cooed (line 7): past of “coo” – sound of a dove Sigh (line 13): long sound emitted by breathing out heavily when you are sad/tired/relieved Stanched (line15): clean to stop bleeding Snowdrops (line16): white spring flowers 88

Paler (line 18) Comparative degree for pale meaning very lightly coloured as if blood has drained from the face Poppy (line 19): red flower used to symbolise remembrance during the First World War. Gaudy (line 21): no visible scars ANALYSIS I sat all morning in the college sick bay • Sense of isolation / immediate Counting bells knelling classes to a close. At suggestion of sickness and death. two o’clock our neighbours drove me home • Long, drawn out event, lots of time to think. In the porch I met my father crying – He Sense that the father is outwith the grief of the house, hiding his feelings. Death had always taken funerals in his stride – had been experienced before, although And Big Jim Evans saying it was a hard not in this way. blow. Cruel (though not done out of spite) pun. The baby cooed and laughed and rocked the • The baby is innocent, unaware of the pram events that are taking place. • Although Heaney has taken on the When I came in, and I was embarrassed role of an adult, he still has the feelings By old men standing up to shake my hand of a child. And tell me they were “sorry for my • Euphemism trouble”, • Sense of secrecy Whispers informed strangers I was the • Heaney attended a boarding school so eldest Away at school, as my mother he had been absent for the actual event. held my hand In hers and coughed out angry tearless sighs. • Enjambment / Suggestion that she has At ten o’clock the ambulance arrived been crying for a while With the corpse, stanched and bandaged by • Idea of a long day / Ambulances the nurse. usually help • Removes the sense of humanity from the body – no longer his brother / Idea that they tried to save him / ‘stanch’ to stop blood (or tears) 89

Next morning I went up to the room. • No longer a bedroom, now a place of Snowdrops mourning. And candles soothed the bedside; I saw him • Transferred epithet For the first time in six weeks. Paler now, • Sense of guilt / Realisation that things happen while you are away / Heaney has a memory of his brother prior to this. Wearing a poppy bruise on his left temple, • Seems unreal, as if it could be He lay in the four- foot box as in his cot. removed / Poppy signifies Remembrance. No gaudy scars, the bumper knocked him • Euphemism, does not mention a clear. coffin / Simile - cot, for a child, is a place of safety. • He looks perfect / No sign of violence / Sudden death. POETIC DEVICES and TECHNIQUES . Enjambment Purpose of enjambment: Enjambment is the continuation of a sentence or clause over a line- break. • If a poet allows all the sentences of a poem to end in the same place as regular line-breaks, a kind of deadening can happen in the ear, and in the brain too, as all the thoughts can end up being the same length. • Enjambment is one way of creating interest through the unusual sound of a sentence running on when you expect it to pause. This suggests how Heaney was feeling at the time (i.e. confused, unsure etc.) 2. Onomatopoeia: Sound imitation 90

Line 2: ‘bells knelling” Line 7: “cooed” 3. Antithesis Line 4 and 7 Father crying vs baby laughing 4. Caesura (see ZOOrah) The comma forces the reader to stop to revise the pain 4. Euphemisms act or an example of substituting a mild, indirect, or vague term for one considered harsh, blunt, or offensive • Line 6: “hard blow” • Line 10: “sorry for my trouble” • Line 20: “four-foot box” 5. Pun • Line 6: “hard blow” hard knock- huge shock 6. Personification Human qualities given to non-human things • Line 17: “candles soothed” 7. Metaphor Comparison not using as or like Line 19: “poppy bruise"-flower of remembrance 91

8. Simile Comparison using as or like Line 20: “as in his cot” –place of safety 9. Alliteration Repetition of consonant sounds at the beginning of a word. Line 20: “four-foot box Line 22: “four-foot box, a foot for every year” 10. Assonance Repetition of vowel sounds in a word. 11. Transferred Epithet: Epithet: Device of emphasis in which a characteristic of one thing is attributed to another closely associated to it. The calm mood is beautifully shown in the transferred epithet, “Snowdrops/and candles soothed the bedside” - literally they soothed the young Heaney. THEMES: 1. Death * What is death? *Difficulty to handle a child’s death 2. Life is frail- it can easily be taken away from us. 3. Childhood memories engraved in the mind. TONE and MOOD • Expression of feelings in a quiet, controlled way. • Sombre • Deep seriousness • Sadness • Acceptance 92

Tone of fatalism- last line ACTIVITY: MID TERM BREAK 1 What is unusual about the title of this poem? (2) L3 2 Re-read stanza one. What do you think the poet was feeling? Justify L3 answer by quoting from stanza 1. (2) 3 “knelling” line 2 is not common to the ringing of a school bell. Why do (2) you think the poet used this word? L2 4 What type of school did the poet attend? Motivate your answer from the (2) L2 poem. 5 What did the poet find strange about his father’s behaviour? (2) L2 6 Give the literal and figurative meaning of the words uttered by Big Jim: … it was a hard blow” (2) L2 7 Why was the baby the lucky one that day? (1) L3 8 Why was the poet embarrassed by the old men shaking his hand? (2) L3 Comment on the line “Wearing a poppy bruise on his left temple” by referring to: (1) L1 9.1 the figure of speech (2) L5 9.2 the significance of the meaning of the figure of speech. MEMORANDUM 1. The title ‘Mid-Term Break’ suggests a holiday of sorts, a time of enjoyment√ in reality the poem deals with a time of grief and emotional upheaval√ 2. The poet is feeling isolated from his family and his school mates ‘I sat all morning in the college sick bay’ Also, he is picked up by ‘neighbours’, furthering his isolation. He has had many hours to contemplate the events that have occurred, ‘…all morning’ until ‘…two o’clock…’ 93

3. It sounded like the sound of funeral bell, because he was waiting to go home to be with his family after the brother’s untimely death. 4. The poet attended a boarding school. ‘I was the eldest, away at school…’ 5. His father is not his practical self because he showed emotion. Usually he took ‘funerals in his stride’, suggesting that he usually dealt with death calmly. 6. The child was killed literally by a car that hit him hard, while the family are metaphorically hurt. 7. The child is an innocent, oblivious to the events and grief which surround him. This is an adult means of communication, Heaney is (despite his persona) a child, unsure of how to react to such formality. 8. He felt embarrassed by the adults because usually the adults handled him as if he was an adult too and not a child. 9. 9.1 metaphor 9.2 ‘wearing’ suggests that this injury seems almost unreal, as if it could be removed at any point. A poppy signifies remembrance and highlights the effect that this event has had on Heaney’s life. 94

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Alexandra by Mongane Wally Serote Were it possible to say, Mother, I have seen more beautiful mothers, A most loving mother, And tell her there I will go, Alexandra, I would have long gone from you. 5 But we have only one mother, none can replace, Just as we have no choice to be born, We can’t choose mothers; We fall out of them like we fall out of life to death. And Alexandra, My beginning was knotted to you, 10 Just like you knot my destiny. You throb in my inside silences You are silent in my heart-beat that’s loud to me. Alexandra often I’ve cried. When I was thirsty my tongue tasted dust, 15 Dust burdening your nipples. I cry Alexandra when I am thirsty. Your breasts ooze dirty waters of your dongas, Waters diluted with the blood of my brothers, your children, Who once chose dongas for death-beds. 20 Do you love me Alexandra, or what are you doing to me? You frighten me, Mama You wear expressions like you would be nasty to me, You frighten me, Mama, When I lie on your breast to rest, something tells me You are bloody cruel. Alexandra, hell 25 What have you done to me? I have seen people but I feel like I’m not one, 96

Alexandra what are you doing to me? 30 I feel I have sunk to such meekness! I lie flat while others walk on me to far places. I have gone from you, many times, I come back. Alexandra, I love you; 35 I know When all these worlds become funny to me I silently waded back to you And amid the rubble I lay, Simple and black 40 97

Background Mongane Wally Serote was born in Sophiatown in 1944. After the infamous demolition if Sophiatown in 1955, Serote lived in Alexandra. He was educated in Lesotho and SA. He joined the black consciousness movement and was arrested in 1969. In 1975 he went to selfinflicted exile in the US, and returned to SA after the unbanning of ANC. Serotes’s chief concern, as a poet, is to get to the ‘root’ causes of the social problems which affect the Black community, and in his pursuit of this goal he has been more penetrating, more profound and intense, more reflective and consistent than many of the to emerge from South Africa during the revival period of the late sixties. Words to know (line 11) knotted – fastened or tied with a knot. (line 12) destiny - fixed fate or fortune. (line 13) throb – beat with a strong regular rhythm (line 17) burdening - a heavy thing to carry (line 19) ooze – slowly leak out of 98

(line 19) dongas - a deep cut or gorge in the earth, caused by erosion from running water. (line 20) diluted - mixed. (line 32) meekness – submissiveness; willingness to give in. (line 33) meekness - timid, weak or without violence. (line 40) waded - walking slowly because there is something in the way (like mud). (line 40) rubble – fragments of stone, brick, cement. 1. Type and Form The poem ‘Alexandra’ is an example of protest poetry. It draws attention to inequality and social ills. It is also written in free verse that does not have a set rhyme scheme, pattern nor repetition in it. Lines and stanzas are uneven; they do not have the same length or number of words. Alexandra (a non-human being) is addressed as if it were a person. (In literature, when the speaker addresses an imaginary character this is called apostrophe.) In this poem the poet apostrophizes the township and personifies it as a mother. 2. Analysis Title Alexandra is a black township outside Johannesburg. It is personified as a cruel mother. Alexandra is the main influence, deciding the fate of the speaker, just like the child’s biological mother. Lines 1-5 (Line 2) Alexandra (the place) personified as a mother-figure. The repetition of the word ‘mother’ emphasises the bond that the speaker has with the place, Alexandra. According to the speaker, if it were possible to disown his ‘mother’; he would have done that, but unfortunately he cannot do it. Lines 6-9 The speaker gives his reasons for not disowning his ‘mother’ – Alexandra. Alexandra (the place) is forever connected to the speaker, just like a mother would be forever connected to her child. A mother cannot be replaced, neither can children choose their mothers (children don’t have a choice regarding their birth). In line 9, we see the speaker’s view of life, which is very pessimistic (‘fall out of life to death’). This shows how hard life is in Alexandra. 99

Line 10-22 (Lines 10-12) there is a biblical connotation in these lines – Psalm 139:13 (NIV) ‘For you created my inmost being; you knit me together in my mother’s womb.’ The knot of the umbilical cord has connected the speaker to Alexandra all his life, and is also the "knot" of his future. The speaker depends on Alexandra for a living, Alexandra (the place) will forever be connected to the speaker; it has shaped who he is and regardless of where he goes, he will carry the lasting impression of Alexandra with him. (lines 13-14) Wherever the speaker goes, he carries the heartbeat (throb) of Alexandra deep within him. Alexandra has made him who he is. (lines 18-22) the speaker indicates that there is dirty water mixed with blood running on the dusty streets. The water is mingled with blood, suggesting killings and death in the township. (Line 19) ‘Your breasts ooze the dirty waters of your dongas’. ‘dongas’ are ditches formed by the eroding action of rain water suggests the poor socioeconomic conditions in Alexandra. These dongas are where many residents die due to the struggle against apartheid, or crime or poverty. (Line 22). The speaker seeks validation and reassurance by asking a question: ‘Do you love me Alexandra, or what are you doing to me?’ This show how desperate the speaker is. Lines 23-31 (Lines 24 and 26) There’s a repetition of “You frighten me, Mama. This signifies a sense of uneasiness in being a resident in Alexandra. The cruelty that ordinary citizens experience makes them fearful and even lesser human beings, (lines 27- 31). Lines 32-41 (Line 32) The speaker feels that he has now become compliant to the rules of the country – ‘I feel I have sunk to such meekness!’ The question mark expresses his disbelief on how he has accepted what is going on as his reality. (Line 34) He is aware that people of other race groups are advancing in life, but he has reached a point of stagnation where he cannot advance in life – ‘I lie flat while others walk on me to far places.’ The speaker has tried to move away many times, but he comes back home to Alexandra – his ‘mama’. When people in other countries (‘worlds’) mistreat him (‘became funny’), he silently comes back home. In line 37, (‘Alexandra, I love you’), the comma forces the reader to pause 100

so that the intensity of ‘I love you’ can be better understood. The walk back home for the speaker is not easy – he ‘waded’ (line 40) back. In the last 2 lines of the poem, the speaker has accepted that in the end, he will always find his way back to Alexandra to lie among the ruins. 3. Themes Neglect and cruelty The speaker uses an extended metaphor to compare the township with a mother. He uses contrast (opposite) because mothers are expected to be nourishing, kind and patient. Instead, he describes Alexandra as a mother who cannot care for her child. There are not enough resources for Alexandra to properly care for everyone who lives there. The speaker asks if Alexandra can ‘love’ him. He answers his own rhetorical questions and says Alexandra cannot love him but still he loves it. He is attached to this place even though it is cruel. Children are often attached to their parents, even if their parents do not treat them in the kindest ways. Attachment The speaker is attached to his township, Alexandra, even though it has been a difficult place to grow up. He feels comfortable with the terrible conditions in the township. Other countries do not make him feel at home. He always returns. Despite all the hardships of Alexandra, it is still home. Black people’s quest for identity Wherever the speaker goes, he carries the heartbeat (throb) of Alexandra deep within him. Alexandra has made him who he is. Squalor/Destitute Alexandra is extremely dirty and unpleasant to the site (line 19). The speaker and the people of Alexandra are poor and lack the means to provide for themselves. Violence/Death People in Alexandra are dying violently (lines 20-21). 101

4. Diction and Figurative Language Imagery Knot – The speaker uses an image of a knot. The word ‘knotted’ signifies attachment. Simile (Line 9) ‘we fall out of them like out of life to death’. The lack of choice when one is born is compared to the lack of choice when one dies. People cannot choose how and when to die. Metaphor/Personification (Line 17) ‘Dust burdening your nipples.’ the shacks compared to nipples. (Lines 18-19) ‘I cry Alexandra … of your dongas.’ the streets are compared to breasts that can quench the speaker’s thirst. Breastfeeding image – to emphasise natural nurture and care, he knows that what should be the nurturing breast of his mother will only leave the taste of dust in his mouth. Simile (line 9) ‘we fall out of them like we fall out of life to death’: The lack of choice when one is born is compared to the lack of choice when one dies. People cannot choose their mother in the same way they cannot choose how and when to die. (Line 24) in the context of the poem, the speaker is afraid of Alexandra he suspects that ‘she could be cruel.’ Repetition (Anaphora) The speaker repeats the words ‘mother’ and ‘Mama’, showing that the township has ‘brought him up’ or raised him to believe that he is worthless. He blames Alexandra for his difficult life. Sometimes children blame their mother for the things that are wrong in their own lives. Rhetorical questions (Line 22) 'Do you love me, Alexandra, or what are you doing to me?’ He wants to show the difference between a mother who shows love and care (affection and nourishment) and Alexandra’s uncaring nature. (Line 29) The speaker feels he has been disempowered by his upbringing in Alexandra. He does not feel that his humanity is realized. He is frustrated with his ‘mother’ for the hardships he has endured. Oxymoron Line 14 – silent/loud Alexandra is loud, yet, the speaker cannot hear her heart-beat, and this suggests that Alexandra will always be part of him – he will carry her with him forever. 102

5. Tone and Mood Tone • Accusing/ judgemental/ rebuking. • Lamenting Mood • Sombre/sad Activity: Alexandre 6.1.1 Complete the following sentences by using words provided in the list below. Write only the words next to the question number (6.1.1(a) – 6.1.1 (d) in the ANSWER BOOK. Criticizes; brought; mother; admires; Johannesburg; brother; Alexandra; ridicules; grew. The poet, Wally Serote writes about a township (a)…. He refers to it as a (b)….because that is where he (c)….up. In the poem, the speaker praises and (d)….this place. (4) Choose the correct answer to complete the following sentence. Write only 6.1.2 the letter (A-D) next to the question number in the ANSWER BOOK. The imaginary character used throughout this poem is referred to as… 103

A. Antithesis B. Apostrophe C. Metaphor D. Oxymoron Refer to lines 2-3 (‘Mother, I…most loving mother’) (1) Explain the reason for the speaker to refer to Alexandra as a ‘mother’. 6.1.3 Compare stanza 1 to stanza 4. How are the two mothers different? (2) 6.1.4 Refer to line 11 (‘My beginning…to you’) (2) 6.1.5 (1) (a) Identify the figure of speech used in this line. (2) (b) Why is this figure of speech relevant? (3) 6.1.6 Discuss the theme of hopelessness as it is evident in the poem. Is the speaker fair in the description of Alexandra (3) 6.1.7 [18]∂ Marking Guidelines 6.1.1(a) Alexandra √ (1) (b) Mother √ (1) © Grew √ (1) (d) Criticises √ (1) 6.1.2 B/apostrophe√ (1) 104

6.1.3 The speaker was born and raised there and it is part of him/ the township will forever be part of him, just like a mother and her child are tied together. √√ (2) 6.1.4 The mother in the first stanza is beautiful and loving. The mother in the fourth stanza is cruel and frightening. √√ (2) 6.1.5(a) Metaphor √ (1) (b) The speaker is entwined to Alexandra/ he feels that his destiny is there despite having gone to other places yet he keeps coming back to Alexandra. √√ (2) 6.1.6 The discussion of the theme of hopelessness should include the following points, among others: • The township is covered in dust/ there is dirt all over the township. • There are no resources to cater for the youngsters in the township. • Water is also polluted by blood of people who die, thus not nourishing at all. • Crime and violence has taken over the township. √√√ (3) 6.1.7 Open-ended Accept a relevant response which shows an understanding of the following viewpoint, among others: Yes The speaker’s description of Alexandra reflects the reality, which is the good and the bad side of the place. The speaker has seen beautiful cities that are not like his birthplace, yet he knows that he is forever tied to Alexandra. The speaker assumes that the cruelty caused by the apartheid government has dehumanized Alexandra residents. No The speaker is biased in his description of Alexandra, as he exaggerates about the dirt and dust. Alexandra is like any other township. The speaker has a choice of leaving Alexandra and go to those places that are better off. 105

The speaker speaks as if he is oblivious of the suffering of township residents during the apartheid era. √√√ (3) CAPTIVE BY FRANCIS CAREY SLATER- (1876-1958) The poet was born in Alice in the Eastern Cape. He grew up amongst farms in Alice where he learned to speak Xhosa. He schooled at Lovedale in Alice. Slater wrote in English but was acknowledged as a poet who attempted to ‘Africanise’ the South African English idiom. He tried to portray the South African experience through poetry written in English. Summary of the poem The poem ‘Captive’ is a free verse that can also be regarded as a monologue. The poem criticises the system of migrant labour – where the speaker is forced by changing economic conditions to leave his rural home to seek employment in the city. There in the city he is corrupted by illness contracted in the unwholesome mineshafts. 106

Captive by Francis Carey Slater (Lament of a sick Xhosa mine-labourer in a compound hospital) 1 As a wild bird caught in a slip-knot snare – 2 The plaited tail-hairs of a dun-coloured cow, 3 Almost invisible – 4 So, tethered in the toils of fever, do I lie 5 And burn and shiver while I listen to the buzzing 6 Of flies that flutter vainly 7 Against cold, hard, deceiving window-panes: 8 Like them would I escape, and escaping hasten 9 To my home that shines in a valley afar, 10 My home – brightest tooth in the jaws of distance. 11 There, now, the cows I love are feeding 12 In some quiet sun-washed vale; 13 Their lazy shadows drink the sunlight 14 Rippling on the grasses; 15 There, through the long day, girls and women 16 Among the mealies chant and hoe, 17 Their swinging hoes are like glitter 18 Of sunshine on water; 19 There, now, shouting, happy herdboys, 20 While they watch the cattle browse, 107

21 Are busy moulding mimic cattle 22 From clay moist and yellow. 23 There, when the sun has folded his wings that dazzle, 24 And has sunken to his hidden nest beyond the hills, 25 All shall group together gaily, around the crackling fires, 26 And chew the juicy cud of gathered day; 27 And greybeards shall tell stories of ancient battles, 28 And cattle-races of the days of old, 29 Of hunters, bold and fearless, who faced the lion’s thunder 30 And stalked the lightning leopard to his lair. 31 - But here I burn and shiver and listen to the buzzing 32 Of flies against deceiving window-panes. Words to know Word Meaning Captive Another word for prisoner, or someone who is in jail/ A person who has been confined. 108

Snare A trap for catching birds/mammals/ A noose Tethered Tied up/ connected / attached Deceiving To trick or lie/to fool Mimic To copy/imitate Lair A creature’s lair is its home or hiding place Rippling Moving in a way that resembles a series of small waves. Vale Old or poetic word for valley Vainly In vain, with no result Toils a net set to trap a beast Cud Partly digested food from the first stomach of the cow. Type: Free Verse. A Monologue There are 3 stanzas. Stanza 1 and 3 have 10 lines, while stanza 2 has 12 lines. It has no definite shape as the length of sentences vary. The poem is a lament, which is a passionate expression of grief. There is no rhyme scheme. There is some internal rhyming with sound devices. Analysis-Title The title describes the feeling that the speaker has. 109

He feels trapped, like a prisoner who cannot escape. He feels trapped as a result of both his illness and the fact that he works on a mine far from home Relevance/Appropriateness The title is relevant/ appropriate because the speaker reveals the agony that the mine-labourer is faced with. Line by Line Analysis As a wild bird caught in a slip-knot snare- The plaited tail-hairs of a dun-coloured cow, · The poem opens with a simile, the poet compares himself to a wild bird, wanting freedom from the situation that he is in. Almost invisible- So, tethered in the toils of fever, do I lie · The slip knot is easily undone by pulling the tail (working end). In this example it is used as a snare or trap that is not meant to harm the bird rather to hold it still. And burn and shiver while I listen to the buzzing Of flies that flutter vainly Against cold, hard, deceiving window-panes: · The image of the cow doesn’t seem to fit the simile, the poet uses this line to show that the mine-labourer is fading in and out of thought and reality. He is thinking back constantly to his childhood home. 110

Like them would I escape, and escaping hasten To my home that shines in a valley afar, · The consonance of the‘t’ highlights how the fever has trapped him and he feels there is no way out My home – brightest tooth in the jaws of distance The fever is controlling him, he isn’t even fighting to get better. · ‘Buzzing’ is an example of onomatopoeia. · Notice the consonance of the flies. This is a powerful imagery as there is no hope of the flies escaping, as they ‘flutter vainly’. This is a metaphor as the mine-labourer is compared to the flies, also wanted to find escape but it is a hopeless situation. · The window-panes are deceiving because even though they can see freedom they cannot leave. The window-panes are personified with human emotions emphasising the hopelessness. · ‘Against’ has a double meaning: preposition and that the mine-labourer feels like the world is against him. · ‘Them’ refers to the wild bird and the flies that he is compared to in a metaphor. · ‘Escape’ is repeated to highlight the importance of freedom. · Hasten home uses consonance to link these words, the place he wants to rather be. · His home is so important that it shines, like a guiding light. · Only distance stops him from going home. · Home is compared to the ‘brightest tooth’ in a metaphor. 111

· Notice the hyphens that add rhythm to the poem, slows the readers down to imagine the contrast between him and his freedom. Themes Nostalgia (longing for the past) The sick miner misses and longs for his home. He thinks about the old, familiar routines and wishes he was there. He misses the village life. Instead he is in hospital, fighting a fever. Freedom and captivity  The speaker feels trapped in the hospital of the mine compound. He has been sent there to be isolated. He is sick, and the mine owners don’t want the illness to spread to the other workers.  He is miserable in the present and longing for his freedom.  He is generally feeling trapped, too, because he has to work out his contract. He cannot go home until his contract is finished.  The speaker compares himself to a trapped bird: They both have no freedom. The bird would like to get out of the trap. The speaker would like to leave the hospital and return to his village.  Then he compares himself to flies as he knows that he will not be able to leave the hospital, just like the flies will not be able to get through the glass.  Finally, the speaker feels like he is a captive (prisoner). His illness is one reason for him to feel trapped. He wants to escape from feeling sick – to escape from the  hospital. His contract is another reason for him to feel trapped. He cannot go home until he completes the work he is contracted to. 112

METAPHOR  The speaker compares his home to the ‘brightest tooth in the jaws of distance’, meaning his home seems very lovely to him in his mind. His home shines but it is also far away (distant) ‘in the jaws of distance’ (line10). The speaker wants the reader to imagine the long distance between his place of worker and his home, and how attached he feels to his birthplace.  (line 30) ‘lion’s thunder’ and ‘lightning leopard’ – The speaker compares these two big cats to a force of nature that can destroy a heavy storm. The lion’s roar is as loud as thunder. The leopard has the same terrifying strength of lightning. Lightning is also very powerful.  (lines 23 – 24) ‘When the sun has folded his wings that dazzle…’ the setting sun is compared to a bird settling down in its nest.  (lines 25 – 26) ‘All shall group…of gathered day’ the speaker compares the conversations about the events of the day by villagers (remembering talk) to a cow chewing the cud. ALLITERATION:  (line 4) ‘tethered in the toils of fever’ helps us to imagine how the speaker is struggling to escape the same thoughts, over and over.  (line 19) ‘happy herd boys’ makes us imagine the singing and joking of the boys as they work and play. It sounds like a song or rapid speech.  (line 30) ‘Lightning leopard to his lair’ mimics or copies the speed and strength of the leopard. ONOMATOPOEIA:  Both in line 5 and line 31 the flies are ‘buzzing’. They really do make a ‘z’ sound with their wings.  They also ‘flutter’. This is the same sound their wings make. Sound devices such as onomatopoeia help the reader to imagine the exact details of the scene. 113

REPETITION  ‘deceiving window-panes’ is captured in both the first (line 7) and last (line 32) stanzas. The homesick worker feels that he should be able to see all the way to his village because the window is transparent. However, the window is a solid obstacle, preventing him from getting home. He cannot get home just by imagining the place. SIMILE  (line 1) ‘As a wild bird caught in a slip-knot snare – ‘the speaker compares himself to a wild bird that is caught and trapped in a snare. He feels trapped in a compound hospital ward.  (lines 17-18) ‘Their swinging hoes are like the glitter of sunshine on water,’ – The hoes are compared to the glitter of sunshine in water. PERSONIFICATION:  (lines 13-14) ‘Their lazy shadows… on the grasses’ the shadows of the cows are said to be drinking the ripples of sunlight in the grass. Tone and Mood Lines 1-10 Anxious- The speaker wants to quickly escape to his home. He feels trapped and uncomfortable due to sickness. Longing- The speaker yearns for the comfort of home this suggests that he would feel better at home. Lines 11-22 Reminiscent – The speaker describes the daily activities that take place in homeland that he now misses. Nostalgic – He desires to return to a time in his life that has passed. Line 23 – 32 Nostalgic Regret – the speaker wishes he had not left home. 114

Contextual questions Section D Poetry Question 6 6.1 Read the poem carefully and then answer the question which follow. The number of marks allocated to each question serves as a guide to the expected length of your answer. Questions 6.1.1 Identify the figure of speech in lines 1-4? (1) 6.1.2 What is being compared in these lines (‘as a wild … do I lie')? (2) 6.1.3 Identify the sound device in lines 6 ‘I listen to the buzzing of files that ‘flatter’ (1) 6.1.4 Quote ONE word which shows that the flies were unable to fly out of the room (1) 6.1.5 Give the evidence from the poem which shows that the man originates from a rural area? (3) 6.1.6 Identify the figure of speech in the following and explain the effectiveness of the image ‘There when the sun has folded his wings that dazzle, and sunken to his hidden nest beyond the hills’ (3) 6.1.7 Is the title and the subtitle suitable for the poem? Give reasons for your answer? (3) 6.1.8 Do you feel sorry for the sick miner? Substantiate your answer? 115

(3) [17) Suggested Answers 6.1.1 Simile. √ (1) 6.1.2 Just as a bird is trapped by a slip-knot snare so, too, does the speaker feel trapped by the fever that he has. (2) 6.1.3. Buzzing flies – Onomatopoeia/ flies that flutter – Alliteration. √ (1) 6.1.4 ‘vainly’√ (1) 6.1.5 He pictures the cattle at home grazing. √ The peaceful or quiet valley. √ Women working in the mealie fields. √ The herd boys play and model cattle. √ (any 3 of the above) (3) 6.1.6 Metaphor/ Zoomorphism. √ The setting sun beyond the hills is compared to a bird that is folding its wings and (3) 6.1.7 Yes. Captive means to be kept against your will. The lament of a sick Xhosa mine-labourer in a compound hospital The subtitle is giving us a reason why the poet feels that he is a ‘captive’: • Firstly, the migrant labourer is imprisoned by his illness. 116

• He is deprived of his freedom. • His position as a migrant labourer also has him trapped beneath the earth working in a mine. • He is confined in a hostel. √√√ (3 6.1.8 Yes. He is alone/ He is away from his family. He is homesick and ill. No. The mine labourer has not been held against his will: • Instead he is receiving medical treatment and should be grateful for that. • Once he has recovered, he will be able to leave the hospital and return home. • He is employed by the mine which binds him to fulfilling his obligations despite being ill, receiving medical treatment and should be grateful for that. • Once he has recovered, he will be able to leave the hospital and return home. • He is employed by the mine which binds him to fulfilling his obligations despite being ill. (3) POEM: BAROLONG SEBONI 1. BACKGROUND. Barolong Seboni was born in Botswana in 1957. He lived in the United States of America and England. He is a teacher and published several volumes of poetry as well as literature anthologies. He worked with writers in Botswana and in community development. COPY OF THE POEM. 117

POEM: BAROLONG SEBONI 1 We do not need these jiggered words that dig a trench between us 5 each time they are uttered those epithets sharp as spokes that pierce the heart when spoken there is no room in my cup for these acidic words of sarcasm 10 that corrode my sensitivity these cold and icy terms tossed to deaden the heart venomous words from your serpentine tongue 15 that infects the feeling… Let us speak, love in gentler tones timid as the lamb is soft 20 woolly words warm to stand strong against the cold- bitterness of the world. Better still 25 let us search in our speech for words deep as the soul is still that will spell our thoughts in the silence of our smiles. 2. WORDS TO KNOW. WORDS DEFINITIONS (line 1) jiggered torn, with sharp edges (line 3) trench ditch; a long narrow hole cut in the ground (line 5) epithets name calling or insult (line 6) spokes thin, straight and sharp bars especially of wood or metal 118

(line 7) pierce stab (line 9) sarcasm bitter or hurtful use of language (line 10) corrode damage; eat away or crumble (line 11) tossed thrown out; flung (line 13) venomous poisonous (line 14) serpentine twisting or curving like a snake (line 18) timid shy 3. TYPE AND FORM. This is a free verse poem as there are no rhythm or rhymes. There is enjambment (no punctuation marks) in the first four stanzas, as the speaker is dealing with the nature and painful consequences of negative or hurtful communication. The lines vary in length and written/spoken in the first and second person narration, hence the use of the personal pronoun (“my”, “we” and “your”.) The lines in the last two stanzas are much longer (except for lines 19, 20 and 23) as the speaker offers a solution and paints a picture of how gentle tones and words can heal, comfort and promote positive communication. 4. ANALYSIS. Title. The poet did not give this poem a particular title as it he is hurt by the painful and negative communication that is happening between him and the person he is speaking with; the focus is mainly on the content (message) of the poem. Lines 1-2 The pronoun “we” is used to show that the speaker is talking to another person; indicating that both speaker and listener are guilty of using “jaggered” words. The words “these” in line 2 suggest that the words have just been spoken. Lines 3-4 The hurtful words that are exchanged create a barrier and distance between them, thus making communication difficult. Lines 5-7 The spoken words hurt, they break his heart because they are insulting. 119

Lines 8-10 These spoken words are compared to acid (which has a sour taste and can burn things it comes to contact with) as they are sarcastic, bitter and hurtful. Lines 11-12 During the argument there is an exchange of cruel, cold and unfriendly words which drain, numb and “kill” the heart of all emotions. Lines 13-14 The speaker refers to words as “venomous” meaning that the words spoken are poisonous. Vicious words are compared to the tongue of a venomous snake; which means that words inflict as much pain and damage as physical snake attack would do (just as harmful). Line 15 The use of ellipsis indicates that there are so many negative emotions that come with the hurtful words that are spoken, he can’t even begin to list them as they are so many. The second function of the ellipsis prepares the reader for a shift in tone. The first four stanzas deal with the nature and painful consequences of negative or hurtful communication while stanza 5 and 6 offer a solution and paint a picture of how gentle tones and words can heal and comfort. The mood changes from negative complaint to positive resolution. Lines 16-22 The speaker suggests that they (people) should speak love instead of hatred. He suggests that they use gentler tones. These gentle and comforting language will bring them (people) together and not divide them. Lines 23-27 The speaker suggests that they (people) should look inside themselves and search for special, healing, and profound or deeply meaningful words to describe what is best about each other. These words will then become the language that makes up their thoughts. These thoughts will fill both them of them (people communicating) with so much joy that they will eventually be able to express their feelings just by a look or a smile. They (people) will no longer need to verbalize (explain in words) their feelings. 5. THEMES. 5.1 Power of words. The speaker points that words can be destructive and create a barrier between speakers. In stanza 1 he says harsh words can pierce (stab) a heart like spokes. In stanza 2 he points out that “acidic words of sarcasm” can make a person sad and can be hurtful (corrode my sensitivity). 120

Line 13 “venomous words” tells us that words can be like poison, hurting people’s self- image, self-confidence and destroy relationships; as they are bitter and full of hatred. 6.2. Love and Hate. Love and hate are shown by the type of words people choose when speaking to one another. Hurtful words destroy relationships but gentle words build positive relationships. 6. DICTION AND FIGURATIVE LANGUAGE. 6.1 Personification. (Lines 2-4): Jaggered words are given human qualities as they dig a trench or barrier/ distance between the speakers (people) each they are spoken. 6.2 Simile. (Lines 5-7): Insulting words are compared to spokes (from a wheel used as weapon) stabbing the heart and hurts one’s feelings when spoken. (Line 18): the speaker suggests that the way people speak should be polite just like a soft lamb. (Lines 24-25): The speaker suggest that people should think before they speak in order not to harm or hurt another person. Those words are compared to a still soul as they bring peace to the people communicating. 6.3 Metaphor. (Lines 8): cup is directly compared to a heart. (Line 9): acidic words are directly compared bitter, hurtful and sarcastic words that destroy (corrode) the speaker’s feelings. (Line 13): Venomous words are directly compared to poison as they are full of bitterness and hatred and can be harmful to the person receiving them. (Line 14-15): The hurtful words that are spoken are compared to poison (venom) of a snake at they hurt and affect one’s feelings in the same way the snake poison would. In other words, a serpent’s venom will paralyse or kill its victim. The speaker means that cruel and hurtful words can harm people and destroy relationships. (lines 20-21): “words worn…”) The speaker compares words to clothing suggesting that we should speak warm words, which should be part of us in the same way as clothing becomes part of us when worn. 6.4 Alliteration. 121

(Lines 20-21): the repeated “w” words are soft, gentle sounds. They mimic the sense of comfort, warmth and protection the speaker describes. (Line 27): the repeated “s” sounds are calming and suggest peace and quiet the speaker is hoping for after the conflict and argument (presenting a solution). 6.5 Enjambment. The poem uses enjambment (run-on lines). It leads our eyes to the next thought at the beginning of the next line. As a result, the speaker’s thoughts remain unbroken. 7. Tone and mood. In stanzas 1-4 the tone and mood is: sadness/ bitterness/ anger/ disillusionment / disappointment – the speaker expresses disapproval of spoken words by him and the person he is speaking with. He becomes accusatory and focuses his disapproval on his partner’s words. In stanzas 5-6 longer lines are used which suggest a change in tone to become gentle/ calmer/ forgiving/ reconciliatory. 8. ACTIVITY. 1.1. Complete the following sentence by using the word(s) provided in the list below. Write only the word(s) next to the question numbers 1.1 (a) to 1.1 (c) in your answer book. harsh, ballad, funny, lyric, free verse, gentle, poison, exciting, sad This poem is an example of a (a) ___ where the speaker suggests the use of (b) ____ tones instead of (c) ____. (3) 1.2. Refer to lines 5-7 (“those epithets… when spoken”) (a). (1) Identify the comparative device used. (2) (b). Explain why this comparative device is relevant in this poem. 1.3. Refer to stanzas 1-4 (“we do not need … that infect the feeling…”) Using your OWN words, state THREE effects that negative words can have on a person. (3) 122

1.4 Refer to line 15 (“that infect the feeling…”). State TWO functions of the ellipses as used in this line. (2) 1.5 Identify the tone used by the speaker in stanza 5 and 6. (1) 1.6 One of the themes in this poem is love and hate. Discuss this theme. (3) 1.7 In your opinion, do you think that this poem is relevant today? Give a reason for your answer. (3) /18/ MARKING GUIDELINES 1.1 (a) Free verse  (1) (b) Gentle  (1) (c) Harsh  (1) 1.2 (a). Simile  (1) (b). It compares the hurtful or insulting words to spokes that emotionally hurts the speaker when spoken.  (2) 1.3 • Negative words can cause division/ distance/ separation between or among people.  • Sharp words can cut/ tear into one’s heart and mind, making them almost difficult to forget.  • Sarcastic or hurtful words can make insensitive.  (3) 1.4 • The first function of the ellipsis indicates that there are so many negative emotions that come with the hurtful words that are spoken, the speaker can’t even begin to list them as they are so many. • The second function of the ellipsis prepares the reader for a shift in tone.  (2) 123

1.5 In stanzas 5-6 there are longer lines used which suggest a change in tone. The tone now becomes gentle/ calmer/ forgiving/ reconciliatory.  (Accept any ONE of the above tones) (1) 1.6 Love and hate: are shown by the type of words the speaker and the person he speaking with (people) choose when speaking to one another.  Hurtful words destroy relationships  and gentle words build positive relationships.  (3) 1.7 Yes. (No mark for this) • When people use hurtful and insensitive words, they hurt and create a barrier/ separation between them. So, it is important to think before you speak (choose your words carefully) so as not to hurt the next person.   (Accept any related response) OR No. (No mark for this) • There is no guarantee that gentler and kinder tones could build positive relationships. A misunderstanding may occur despite one being gentle and kind.   (3) (Accept any related response) /18/ EVERYTHING HAS CHANGED (EXCEPT GRAVES) by MZI MAHOLA 1. MZI MAHOLA (BIOGRAPHY) • Mzi Mahola was born in 1949. • He grew up in Lushington, beneath the Amathole Mountains, in Eastern Cape. • After 1989 he started writing again after his book of poetry was destroyed by the security forces. • He submitted his work to national and international journals, magazines and publications. • His name is also inscribed at the New Brighton Library Wall of Fame for his contribution in community development. 124

• Mahola’s deceptively simple, lucid poetry has a deep respect for the processes of nature and for traditional wisdom. • He attributes that to his childhood in the farming communities that broadened his mental horizons by exposing him to nature, hardships and moral values. 2. VOCABULARY Ruins (line 1) the school is in a bad state. The buildings are old and delapilated. They do not look the same as he last saw them when he was still a learner there. Paralyzed (Line 5) the school is no longer looking good, it is in a state where no life is seen in it. It has collapsed Pulp (line 13) When something (fruit/paper) is turned into mush or destroyed. The speaker means that he damaged his classmate’s face during a fist fight. Pummelled (line 13) to punch over and over again. The speaker means that he could not stop punching his classmate. Wattle (line 14) a kind of hard tree with thin branches. In the poem, the wattle’s presence means that the grounds are not being cared for. Renovated (line 17) to rebuild or made new. The speaker is talking literally about fixing up buildings. Embrace (line 20) Embrace means hugged. The speaker means that there are wattle trees everywhere. Wattle is usually wild and grows very quickly. He means that his shame is hidden in the trees like a scarf hiding the neck. Mute (line 20)If you are mute, you are unable to speak. The graves in the poem do not give an information about why the surroundings have changed. Extinction (line 24) No one seem to care anymore about the school and what it used to be. It’s like it has vanished from the eyes of the people. 3. TYPE AND FORM 125

• It is written in free verse (free style) and consist of two stanzas. • The first stanza is written as a narrative form, switching between the present and the past tense. • The speaker tells about his visit to old school in Lunshington, and shares his experiences at school and then tells about this visit to the cemetery. • The second stanza is written in the present tense and the speaker portrays what he hears and what he feels when he looks around in the cemetery. 4. EVERYTHING HAS CHANGED (EXCEPT GRAVES) by MZI MAHOLA I stood at the ruins of my former school where I was patiently moulded; wild plants own every space now; my soul was paralyzed What happened to the roofs the doors and windows? Can these dumb lonely walls still recognise me? Everything has changed; The ground where we ran and laughed and the corner of the playground where I pummelled a schoolmate almost to a pulp are scarfed with wattle to conceal my shame. A short distance away stands a renovated Church (a Dutch Reformed formerly, now a Methodist) embraced by a mute little cemetery that claims the past (the dividing fence has vanished) though growth strangles it to near extinction; cold names of 126

departed whites who were part of this community and made monumental contributions are etched on the headstones. Sometimes whites come here to clean and put flowers on their family graves; a voice whispers next to me but I do not recognise its face because Lushington has changed except the graveyard. 5. ANALYSIS I stood at the ruins of my former school where I was patiently moulded; The poet returns to his former school that has been abandoned and has fallen into disrepair. He reflects back to the place where he was patiently ‘moulded’. wild plants own every space now; my soul was paralyzed Weeds have taken over. It is as if these alien plants have invaded the whole area. The poet feels devastated at the total disrepair he is witnessing. 127

What happened to the roofs the doors and windows? The building has been abandoned. Vandals and thieves must have vandalised the place. The poet knows this, but still he remains despondent about the state the school is in. Can these dumb lonely walls still recognise me? In the years that have elapsed they have become like strangers, just like people who have not seen one another for some time. The walls are dumb – meaning they cannot speak. The walls are lonely as they are empty without any posters. Everything has changed; Despair is evident. The implication is that things have not improved- in fact they are worse. The ground where we ran and laughed and the corner of the playground where I pummelled a schoolmate almost to a pulp are scarfed with wattle to conceal my shame. 128

Typical schoolboy fun - everything was uncomplicated and carefree. After so many years had elapsed the playground had shrunken to the size of a garden plot. The poet remembers the specific place where the incident occurred vividly. Fights are also part of growing up. The place where the fight took place is now hidden by a tree as a scarf would hide a face. The big tree hides the evidence of what he now sees as shameful. A short distance away stands a renovated Church (a Dutch Reformed formerly, now a Methodist) In contrast to the ruins of the school, the church next to the school has been upgraded and refurbished. Another sign that times have changed is the fact that a church, previously frequented by Whites, has now become a Methodist church – a more liberal denomination. Even the church, that should stand the test of time, has changed. embraced by a mute little cemetery that claims the past (the dividing fence has vanished) though growth strangles it to near extinction; The people in the graveyard have been long dead. Their tombstones remind us of the past. Cemeteries were viewed a holy ground and thus fenced off. The vanishing of the fence is symbolic: the divide between holy and unholy, the place of death and the village has been blurred. cold names of departed whites who were part of this community and 129

made monumental contributions are etched on the headstones. To the poet, etching the names of the departed on headstones, is like etching them on monuments. they should never be forgotten for their contributions. They died long ago. The community has since changed to predominantly black people. Because the epitaph is carved in stone, the message does not fade or change, as everything else did. Sometimes whites come here to clean and put flowers on their family graves; The white people, who are now outsiders to this community, visit the graves of their departed. They clear the area of weeds and put flowers on the graves. The graveyard is the only place that is looked after: this causes the poet to question what has happened to his own community. a voice whispers next to me but I do not recognize its face because Lushington has changed except the graveyard. Previously he had known everybody, now this person is a stranger, who in turn thinks the poet is unfamiliar with the area. The poet is disillusioned – his mental picture of his childhood village has been shattered. The poet is alarmed at the deterioration of the village and the fact that circumstances have worsened, instead of improved. 130

6. THEMES 1. Past vs Present  The speaker seems to be nostalgic (evocative) as he goes back to where he grew up in and visits his school. He shares his childhood memories as he reflects on his childhood life.  He speaks of the present condition of school, its surroundings and how things look like as he looks at the place.  He is upset that the past has not been preserved and looked after. 2. Change  The theme change and death is evident when the speaker visits the place he grew up in, things have changed.  When he visits the graveyard he realises that, it is the only place that has not changed.  Although the graveyard has weeds, the whites whose loved ones are buried in the graveyard still visit to clean and put flowers. 7. DICTION AND FIGURATIVE LANGUAGE • Repetition (line 10, 13) Everything has changed (except the graves)  The speaker wants to say clearly that things have changed to the worse, except the graveyards. • Metaphor (line 5, 14-15)  My soul was paralysed- The speaker means that he felt nothing except shock and horror about the state in which Lushington is, the state of ruin.  The speaker compares the wattle trees to a scarf (around someone’s neck). This implies that at the time of the fight, the speaker might have felt justified to punch the school mate in order to defend himself. • Rhetorical question (line 6-7)  The speaker asks what happened to the roof, the doors and the windows. He is not expecting to get an answer from anyone. He is just thinking out aloud. 131

 Euphemism (line 20)  Cemetery is referred as mute i.e. quiet. This is an indirect way of referring to the cemetery as being a place of death.  Instead of using deceased the speaker uses departed. Pun (line 24)  Cold names could refer to the corpses and the strangers of the community. • Personification (Lines 5, 8-9)  The cemetery is mute.  The walls not inanimate (not alive) objects have been given a human qualities of loneliness, recall and recognition. • Hyperbole (line 13)  The speaker exaggerates as he compares the school mate’s beaten face (pummelled…) to soft remains of something that has been processed (pulp…) TONE AND MOOD Nostalgic/ yearning for the past  The speaker is reminded of his school days.  His is shocked to see how the school is ruined. • Melancholic/ low spirited  He is a bit low-spirited because of the condition of his former school. • Indifferent –last stanza  The speaker does not acknowledge the person whispering to him. 8. ACTIVITY: 1. Complete the following sentences by using the words in the list below. In this poem the speaker feels (a)… when he visits his (b)… and finds it (c)… (3) 132

2. Explain the following words in the context of the poem. (1) 2.1.Ruins. 2.2.Paralyzed. 2.3.Extinction 3. Quote ONE word from lines 1-5 to prove the following statement is FALSE. (1) The school is in a perfect condition. 4. Many learners do not find school a positive experience. Is this the case with the speaker? Explain with reference to line 3. (2) 5. Refer to lines 8-9. (a) Identify the figure of speech in these lines. (1) (b) Why is it important for the walls to recognise the speaker? (2) 6. Do you think the poet is ashamed of his childhood bullying experience? Quote FOUR consecutive words from the poem to support your answer. (2) 7. Discuss TWO general themes expressed by the poem. (2) 8. Write down the FIGURATIVE and LITERAL meaning of the word ‘departed’ in line 24. (2) 9. Comment on the ritual of ‘putting flowers on the grave’. To what extent does this bear the meaning to the society where the poet was born and grew up. (2) TOTAL MARKS: (18) Suggested Answers 133

1. (a) sad√ (b) school √ (c) vandalized √ 2.1 The poet means that the school buildings are in a bad state. They are old and delapilated. They do not look the same as he last saw them when he was still a learner there. √ √ 2.2 The school is no longer looking good, it is in a state where no life is seen in it. It has collapsed. √√ 2.3 No one seems to care anymore about the school and what it used to be. It’s like it has vanished from the eyes of the people. √√ 3 ‘ruins’ √ 4 No, because the school the school moulded him into someone better. The speaker means that educators used patience to educate him. He was treated kindly, therefore; he looks back to his schooling with appreciation. √√ 5 (a) Personification. √ (b)The speaker realizes that everything has changed and is wondering if anything or anyone can still remember him as he spent his schooling days in that area. √√ 6 No, he is not proud at all about his behaviour back then. He is ashamed to have done that to one of his fellow learners. ‘to conceal my shame’ it’s an indication that he feels bad about it. 7 Past versus Present. The poet seems to be nostalgic as he goes back to a place he grew up in and visits his school. He shares some of his childhood memories as he reflects on his childhood life. He is upset that the past has not been preserved and looked after. On his return to Lushington, everything has changed- not all for the better. √√ Change The theme of change and death is evident when the speaker visits the place he grew up in and he sees how things have changed. When he visits the graveyard, he realizes that it is the only place that has not changed. Although the graveyard has weeds, the whites whose loved ones are buried there, still visits to clean and put flowers. √√ 8 LITERAL: White people have left the area. √ FIGURATIVE: White people have died. √ 134

9 Flowers are a symbol of love. Putting flowers on the grave is a sign that those who have passed on, still have a special place in the hearts of the living ones. It is also a ritual done to connect with the dead by spirit. √√ 10 TOTAL MARKS: (18) References Fugard, A.2015. My Children, my Africa. Maskew Miller Longman Paton, A. 2015. Cry, the beloved Country. Maskew Miller Longman Walter, B. 2015. Voice of the land. Maskew Miller Longman Walter, B. 2015. Changes. An anthology of Short Stories. Marang Publishers 135

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