MY CHILDREN ! MY AFRICA !Athol Fugard

It is important to realise that the examination is not intended to catch you out!! The examiners want to give you an opportunity to demonstrate your knowledge, understanding and personal interpretation of the drama you have studied. They want to see how well you can express your responses to the questions they have set.

Note:To understand the play, you need to read the text at least twice. Don’t panic if you do not understand every word in the text.Ensure that you understand the historical background, dramatic structure of the drama, the plot, characters, themes, imagery, symbolism, figures of speech such as similes, metaphors and irony.

Historical Background:

The play is set during the Apartheid era. Athol Fugard highlights the injustice of the Apartheid system. The play is set in the mid- 1980s when the intensity of the struggle for freedom was at its height. Township schools were at the forefront of violent resistance to apartheid and Zolile High School was amongst those schools. It shows the suffering that black South Africans went through during the apartheid era. Fugard indirectly attacks the South African Youth Movement for deciding to boycott schools as he realised the damage it would cause a generation of African pupils. The play is a clash of ideas - the belief that dialogue and education, instead of violence, are the most effective tools for fighting against the apartheid education system.

You also need to understand what Bantu Education was to appreciate and fully understand the drama:

A brief explanation:

Bantu Education:

Bantu Education was a system of education that denied all learners of colour, but especially Black learner, high quality education. It allocated much less money to Black learners than any other learners, so they had fewer teachers, bigger classrooms, fewer subjects to choose from, too few desks and textbooks and dilapidated school buildings.

Bantu Education was not just bad quality education, it was designed to purposefully oppress Black people. It deliberately limited the education that Black people got, which kept most people in unskilled jobs that paid less than the skilled jobs that were reserved for White people.

Not only did learners want better education, they demanded that the whole of Apartheid be eradicated.

Their slogan was, ‘Liberation before Education.’ This meant that they would commit themselves to fight for freedom, even if that meant that they would sacrifice their education.

With time, protests became more violent.

My Children! My Africa! questions whether this was right.The events in the play are based on a real newspaper article in 1985 about a teacher who was necklaced (killed) because he was suspected of being a government informer.

Now that we understand the background, let’s analyze the structure of the drama:

Definition:

Exposition: the events leading up to the start of the plot. The coming together/meeting of the protagonistsConflict: the harmony between the protagonists is threatened and later collapses as the conflict rises.Climax: the moment of greatest dramatic intensityDènouement: the final solution

Dramatic Structure of My Children! My Africa! Exposition Mr M organizes an inter-schools debate between the

matric classes of Camdeboo Girls High and Zolile High. Isabel Dyson and Thami Mbikwana sum up their arguments.

Inciting incident that sets off conflict

Thami makes it clear that he will not allow Mr M to rule his life.

Rising Action Mr M orders Thami to be in the English Literary quiz team. However, Thami later withdraws from the team. There is conflict between Thami and Mr M who argue about how the struggle for freedom should be

conducted.Climax Mr M is accused of being an informer. The Comrades

organise stay-aways in the township. There are violent protests in the township and Mr M is killed.

Final solution(dènouement)

Thami and Isabel meet and confess their love for Mr M. Thami says he tried to save Mr M’s life. He plans to go into exile to join the Struggle.

Conclusion Isabel goes to the Wapadsberg Pass to be near the spirit of Mr M. She promises to make her life useful. She wants Mr M to be proud of her. She says, ‘the future is still ours, Mr M.’

Title: (it is important that you understand the title) My Children! My Africa! The exclamation marks in the title show that the title is a lament (passionate expression of grief and sorrow). It shows emotions of Mr. Myalatya (Mr. M) about the wasted future of the children in the whole of Africa. It is an expression of grief and sorrow especially at the waste of human life and potential. Plot Summary: (this forms the basis of your understanding to answer the questions in an examination)Act 1 The play opens in a Bantu classroom in South Africa in 1984. Mr. Anela Myalatya, a teacher at Zolile High School, is moderating a debate between his star student, Thami Mbikwana, and Isabel Dyson, a student from the affluent, white girls’ school, Camdeboo High. Despite Thami’s passionate closing remarks and his popularity among his classmates, Isabel wins the debate. After the rest of the class leaves, Isabel and Thami talk, and despite their different backgrounds, a friendship is born. A couple of days later, Mr. Myalatya, also known as Mr. M, searches out Isabel with a proposal: he asks her to join forces with Thami in an interschool English literature competition. Mr. M explains that it is his intention to show that two people of different races can work together. He also admits that he hopes Thami would be able to win a scholarship from the competition. Isabel explains that when she first went to Zolile High for the debate, she was uncertain about how the black students would react to a white student, but that fear soon transformed into friendship. She excitedly accepts the opportunity. A few days later, Isabel arrives to practice only to find Mr. M alone. Before Thami joins them, the two discuss Thami. Mr. M hints that Thami might be involved in some trouble, so he asks Isabel if Thami has confided in her. Thami rushes in late, and their studying begins. As Thami and Isabel quiz each other, it is obvious from their banter they enjoy each other’s company. However, the light-hearted discussion turns dark when it moves into politics. Mr. M chastises Thami for being part of a group that vandalizes in the name of political protest. Mr. M suggests that the group

should sit down to discuss the racial injustice instead of using violence. It is evident Thami doesn’t agree, but he remains respectful. Isabel guides them back to studying for the competition. She also invites both Mr. M and Thami over to her house for tea the following Sunday. After Mr. M leaves, Thami criticizes Mr. M for his “old-fashioned” ways. He disagrees with Mr. M’s analysis of the struggle for freedom. What Mr. M considers “vandalism and lawless behaviour” Thami believes is necessary. Isabel urges Thami to talk to Mr. M about it, but he refuses, saying that he can’t talk to a teacher that way. The discussion between the two gets heated, and Isabel leaves unhappily. Act 2 Isabel and Thami are once again studying when Thami reveals that he is pulling out of the competition. Thami explains that he will be boycotting classes the next day in an effort to protest Bantu educational practices. Isabel hopes the two can still be friends, but Thami does not think it will work. Mr. M joins the discussion hoping to make Thami rethink his decision. Thami disagrees and believes that words are not enough to evoke change. Mr. M reveals that he has been approached by the police to make a list of those involved in the boycott. The three leave in anger.

In the midst of the boycott, Mr. M goes to school the following day but is met with an empty classroom. Thami comes to school despite the boycott to warn Mr. M that because the teacher gave the names of the protest participants to the police, the comrades have denounced him and will kill him. Thami tries to convince his teacher to fight for the comrades’ cause. Mr. M speaks passionately of his love for Africa and laments the needless deaths that are occurring. Thami desperately tries to prevent Mr. M from going outside, but Mr. M walks out of the school to ring the school bell and is killed by the mob. Thami visits Isabel one last time to tell her he is leaving the country to join the movement. Isabel expresses her inability to grieve for the respected teacher. Before he leaves, Thami tells Isabel of a place where Mr. M felt at peace. Isabel goes to that location, pays her final respects to Mr. M and vows not to waste her life.

Characters and character traits:

Characters develop the plot in a play. They reveal themselves in their words and in their behaviour.

(It is important that you understand you need to be able to give a character trait and explain why you choose the character trait for a character in an examination.)

Main Characters:

Anela Myalatya (Mr. M)

Anela Myalatya (Mr. M) is 57 years old. He is a teacher and a Principal of Zolile High School. He is a bachelor and rents a backroom at Rev Mbopa’s home. He decided to become a teacher at the age of 10 while in Wapadsberg Pass during a school trip. Mr. M is a dedicated, determined, ambitious, respected and passionate teacher. He organises debates for his learners and also enters Isabel and Thami in a literature competition. He is passionate about teaching English language and the value of Education in general. Mr. M wants to get Thami a full university scholarship. He believes that language skills can be used by learners to think independently. He believed in the power of words. He is working towards racial integration by inviting a white school for debates. He wants Blacks and Whites to work together. He is a symbol of unity. He believes that education and hard work can help Africans to end apartheid. He is anti-apartheid and hates Bantu Education although he is forced to teach it. He is full of enthusiasm and energy. He refuses to accept and understand different political viewpoints (Thami’s viewpoint) which is ironic because he believes in debates and power of words. He is authoritative, a dictator and a traditionalist. He believes in respect for authority. He says respect for authority is deeply ingrained in the African soul. During the boycotts he is at school, ringing the bell and calling out names of his learners from the attendance register in an empty classroom. He is stubborn e.g. he refuses to run away from the comrades who were coming to kill him. He also continues to ring the bell furiously and he is killed. He is branded an “impimpi” (informer / sell out) for giving Captain Lategan names and addresses of the pupils who were involved in the boycotts and he is killed by the mob. Thami Mbikwana: Thami Mbikwana is 19 years old and is in matric at Zolile High School. His mother, Lillian Mbikwana, is a domestic worker and his father, Amos Mbikwana works for the railway. His parents live in Cape Town while he lives in Brakwater location with his grandmother and a married sister. Thami is a traditionalist and respects African culture. Thami calls Women Liberation a foreign idea which came with Western Civilisation. He respects Mr. M and avoids conflict with him. He regards Mr. M as a parent and loves him although he never tells him [e.g. Thami tries unsuccessfully to protect Mr. M from the mob that wanted to kill him]. He has a very strong personality and he speaks his mind. For example, he tells Isabel that what he does with his life has got nothing to do with Mr. M. He is eloquent, e.g. leading the debating team and chosen by Mr. M to take part in the literature competition. When he was young he wanted to become a doctor so he could serve his people. He despises Bantu education and attends Comrades’ meetings. Later in the play he becomes a revolutionary (freedom fighter). As the story progresses he is defiant. For example, he tells Isabel that Mr. M has old-fashioned ideas and has no authority over him. He is radical and wants an ‘all out rebellion’ against apartheid and an immediate change. Thami says there are quite a few Ozymandiases in South Africa waiting to be toppled. In the end he

decides to leave RSA in order to avoid jail and commit himself to the anti- apartheid struggle in exile. For more information refer to page 36. Isabel Dyson: She is 18 years old, doing matric at Cambedoo Girls High School and lives in Cambedoo. She is a privileged young white English- speaking girl and her favorite sport is hockey. Her father is a chemist who owns Main Street Karoo Pharmacy. Her mother and sister work at her father’s pharmacy. Isabel is an extrovert. She is outspoken and direct. She is intelligent, vivacious and is an excellent debater. She is very opinionated and is regarded as the rebel in her family. She has a strong personality. Isabel is a feminist, she believes in Women Liberation. She is welcoming and easily adapts in all situations. She is a non-racist. For example, she agrees to go to a township school and ends up being friends with Thami. Isabel is loyal to both Thami and Mr. M. and does not share whatever information she discusses with each one of them. She admits that she is a bad loser (she despises losing and doesn’t know how to handle losing). She doesn’t understand Black people’s misery and suffering under apartheid until she visits Zolile High School and become friends with Thami. She even invites Thami to her home for tea. She is ambitious, loves English and wants to study journalism at Rhodes University. She is the voice of hope. After Mr. M’s death, she goes to Wapadsberg Pass to say farewell to Mr. M and promises that she will not waste her future. Minor Characters: Rev. Mbopa is a pastor at the Anglican Church of Saint Mark. He owns a house where Mr. M rents a backroom (Matchbox). Miss Brockway is the school principal of Camdeboo Girls High School. She allows her students to go compete in Brakwater Township with a Black school. Renee Vermas and Cathy Bullard are learners at Camdeboo Girls High School. They are also in the debating team that goes with Isabel to Zolile High School. Mr. and Mrs. Dyson are Isabel’s parents. Mr. Dyson is a chemist/ pharmacist, and Mrs. Dyson works at her husband’s pharmacy. Lucille Dyson is Isabel’s elder sister. She works at her father’s Karoo Pharmacy. Samuel works for the Dyson family as a delivery man at the Karoo Pharmacy. He is a Zionist. Auntie is a Dyson’s maid. ‘Auntie’ is a term used when referring to a helper or a domestic worker. She lives in the township in a two-roomed house without running water and electricity. She normally gossips with Isabel in the kitchen.

Mr. David Grobbelaar is a school inspector of Bantu Education. He wants learners to call him “Oom Davie”. He is a “motivational speaker” as he gives pep-talks. He says the standard ten learners are shareholders in the exciting enterprise called RSA.

Mr. Pienaar is a mayor of Camdeboo. Mrs. Magada is a teacher at Zolile High school. Stephen Gaika is a learner at Zolile High School and is Thami’s classmate. Sipho Fondini is a standard 6 learner at Zolile High School. During the boycott he writes “Liberation first, education later” and asks Mr. M if the spelling is correct. Mrs Makhathini sells vetkoeks on the street to people waiting for the bus. Captain Lategan is a police officer who receives the names of students who incite violence from Mr. M.

Themes:(you must be able to identify/discuss, sometimes, from the extract or the entire drama)

The following are some of the themes evident in My Children! My Africa! Negative effects of Bantu Education / Unequal Education The youth deems it necessary to boycott classes in order to bring an end to apartheid. Black people are given inferior, poor and sub-standard education. Other races’ education is better than black people’s education as it prepares them for a life of servitude in the outside world. White schools, such as Camdeboo, are well-resourced while black schools, such as Zolile, have poor infrastructure. Generational clashes / conflict Young people and adults differ on how to fight apartheid. For example, Mr. M thinks dialogue is the only solution while Thami thinks violence and boycott is the best way to end apartheid. Inequality during the apartheid era /justice and injustice The difference in living conditions between blacks and whites in South Africa during Apartheid. Racial Segregation. You can refer to Isabel and Thami’s living conditions. Gender Inequality Differences between men and women. The debate between the girls from Camdeboo and learners from Zolile High.

Race relations There is a relationship that is developing between Isabel and Thami as well as the relationship that Mr. M has built between Cambedoo High School and Zolile High School.

Friendship In the play, both Isabel and Thami refer to the importance of their friendship, which develops over several weeks. Blossoming friendship between a black male and a white female despite all barriers. (Act 1 Scene 5 – Isabel talks about the importance of being open). The importance of Education “Education is the most powerful weapon which we can use to change the world” (Dr. Nelson Mandela). Words and dialogue are more powerful than throwing stones or resorting to violence. Debate opens people’s minds. Wasted Opportunities / Living a meaningful lifeMr. M sees boycotts as a waste of time and a waste of human potential. For him children should remain in class. He does not wish to see school children being victims of what he calls the “country’s lunacy”.

BetrayalIsabel feels betrayed when Thami pulls out of the Literature quiz. Mr M feels betrayed when Thami decides to leave school and join the boycotts. Mr M betrays his students by giving their names to the police.

Symbols: (these are important for figurative interpretation)

The following are some of the symbols evident in My Children! My Africa! Brakwater Literal meaning It is an Afrikaans word which means brackish water. It also refers to water that has high-salt content thus has a bad taste. This water cannot be used for crops and human consumption. Figurative meaning: The place is a terrible mess not conducive for healthy human dwelling. It is not nurturing or giving life to the people.

Cambedoo The word is derived from a Khoi word meaning “green hollow” symbolizing a space in the environment which is beautiful and green. It is nurturing and gives hope. The school bell The bell symbolises authority and order. Mr M rings the school bell even when the comrades are at school to kill him. It also shows his defiance to the boycotts. ‘Matchboxes’

Literal Meaning “Matchboxes” refers to the size of the classroom at Zolile High Scholl as well as the size of the room Mr M is renting at Rev Mbopa’s yard. These rooms are small. Figurative Meaning “Matchboxes” symbolises the suffering and the misery black people are subjected to. It symbolises poverty, oppression, racial segregation and limited opportunities for Black People. Dictionary vs Stone (dialogue vs violence) Mr. M says the dictionary contains 60 000 words but the stone is just ONE word. (P 91). The dictionary symbolises words, logic negotiation, debate and reason while the stone symbolises action, violence, destruction and force. Literary Devices and Figures of Speech(You must be able to identify and explain the use of literary devices.)Some examples: Dramatic IronyDramatic irony is where the audience knows something that the character/s do not know. Mr. M believes he still has a grip on Thami he has no doubt that Thami should study further, on the other hand Thami tells Isabel that he neither listens nor do what Mr. M says. Irony During the boycott Sipho Fondini writes, “Liberation first, then education” on the walls and asks Mr. M if his spelling is correct. This is ironic because one would not expect a child who believes in Liberation before education to concern himself about spelling. It would seem unlikely that Mr. M’s opinion would matter under the circumstances, but to Sipho, Mr. M’s opinion seems to matter. This also shows that despite what is happening, he still values education. Examples of Similes “Now I sit at my desk like an animal that has smelt danger and that has heard something moving in the bushes….”

Explanation: Thami compares his feelings of being in the classroom to an animal that has smelt danger, heard something moving in the bushes and knows it must be careful or do something to protect itself. He no longer feels safe in the classroom. This shows how Thami mistrusts Bantu Education.

“Enthusiasm for your cause is most commendable but without personal discipline it is as useless as having a good donkey and a good cart but no harness.” Explanation: Enthusiasm without discipline is compared to a good donkey and a good cart but without a harness. A harness is important to control or give

direction to the donkey. Mr. M is disciplining the learners who are shouting at the opposition during the debate. Examples of Metaphors “I’ve got a zoo in here, a mad zoo of hungry animals…and the keeper is frightened!”. Explanation:Mr. M compares his heart to a mad zoo of hungry animals. This shows how he feels in his heart about losing grip on his learners who want to join the boycotts. He is frightened of what is going to happen to the children in the streets. “I don’t need to go to university to learn what my people really …….traditional old Xhosa remedy called ‘Inkululeko’ Freedom”. Explanation:Thami compares Freedom/ Inkululeko to medicine that black people need to get in order to be healed. He says black people do not need the pills and bottles of medicine to be relived of pain and suffering but the healing is in getting freedom.

NOW FOR SOME REVISION EXERCISES!!!

QUESTION 4: MY CHILDREN! MY AFRICA!

Read the following extracts from the play and answer the questions set on each. The number of marks allocated to each question serves as a guide to the expected length of your answer.

NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 4.1 AND QUESTION 4.2.

4.1 [The drama opens with a debate.]

Mr M: Order please!

Isabel: I never said anything of the kind.

Thami: Yes you did. You said that women were more …

Mr M: I call you both to order!

Isabel: What I said was that women … 5

Thami: … were more emotional than men …

Isabel: Correction! That women were more intuitive than men …

4.1.1 Complete the following sentences by using the words in the list

below. Write only the answer next to the question number

(4.1.1(a) - 4.1.1(d)) in the ANSWER BOOK.

Mr M’s real name is (a) … He is a (b) … at Xolile High, while Isabel attends

(c) … The learners are involved in a (d) …

(4)

4.1.2 Refer to lines 3 -11. Mr M calls for order thrice.

Mr M: Order please!

Isabel: I never said anything of the kind.

Thami: Yes you did. You said that women were more …

Mr M: I call you both to order!

Isabel: What I said was that women … 5

Thami: … were more emotional than men …

Isabel: Correction! That women were more intuitive than men …

Camdeboo High, Xolile High, student, Thami Mbekwana, debate, teacher, discussion, Anela Myalatya

Write down ONE word to describe his feelings at this point. (1)

4.1.3 The play begins with a debate. Briefly explain how this came about. (2)

4.1.4 It is revealing that the play begins with a debate and that “Order please!”

are Mr M’s first words.

(a) Comment on how these words reveal an important aspect of Mr M’s character. (2)

(b) Briefly describe how this part of Mr M’s character contrasts

with Thami’s character later in the drama. (3)

4.1.5 Isabel accuses Thami of “twisting” her words in line 9.

In your own words, explain what she means by this. (2

4.1.6 According to the stage direction, the bell is rung violently and then there is

silence.

Do you think this stage direction is necessary at this point? Give a reason for

your answer. (2)

4.1.7 Refer to lines 20 - 22 (the final paragraph of the extract).

Discuss the effectiveness of the metaphor used in these lines. (2)

AND

4.2 [Mr M visits Isabel with an idea.]

Isabel: … I realise why she was like that. Being with black people on an equal

footing, you know … as equals, because that is how I ended up feeling

with Thami and his friends … that was something that had never

happened to her. She didn’t know what I was talking about. And because she knows nothing about it, she’s frightened of it. 5

Mr M: You are not.

Isabel: No. Not any more.

Mr M: So you were.

Isabel: Well, not so much frightened as sort of uncertain. You see, I thought I

knew what to expect, but after a few minutes in Number One 10

Classroom I realised I was wrong by a mile.

Mr M: What had you expected, Isabel?

Isabel: You know, that everybody would be nice and polite and very, very

4.2.1 From lines 1 to 5, Isabel makes reference to “she” and “her”.

(a) To whom is Isabel referring when she speaks of “she” and “her” in these

lines? (1)

(b) In your own words, provide TWO possible reasons for “her” not knowing what Isabel was talking about (refer to line 4). (2)

4.2.2 Choose the correct answer to complete the following sentence. Write only the letter (A - D) next to the question number 4.2.3 in the answer book.

“I was wrong by a mile” in line 11 means that Isabel feels she was

A. almost right.B. completely wrong.C. pretending to be wrong.D. far away. (1)

4.2.3 Refer to lines 10 - 11: “after a few minutes in Number One Classroom I realised I was wrong”

Isabel: … I realise why she was like that. Being with black people on an equal

footing, you know … as equals, because that is how I ended up feeling

with Thami and his friends … that was something that had never

happened to her. She didn’t know what I was talking about. And because she knows nothing about it, she’s frightened of it. 5

Mr M: You are not.

Isabel: No. Not any more.

Mr M: So you were.

Isabel: Well, not so much frightened as sort of uncertain. You see, I thought I

knew what to expect, but after a few minutes in Number One 10

Classroom I realised I was wrong by a mile.

Mr M: What had you expected, Isabel?

Isabel: You know, that everybody would be nice and polite and very, very

(a) Describe what occurred to cause Isabel to change her mind and realise she had been “wrong”. (2)

(b) Explain what your answer in 4.2.4 (a) reveals about her character? (2)

4.2.4 Refer to line 13 - 14: “You know, that everybody would be nice and polite and very, very grateful”

In your opinion, why would Isabel have the above viewpoint. Give TWO

reasons. (2)

4.2.5 Quote a sentence from the extract to prove that the following sentence is TRUE.

(a) Isabel was initially frightened of Xolile High’s debating team. (1)

4.2.6 Identify and discuss a theme of the drama which is evident in this extract. (3)

4.2.5 Refer to line 24: “I knew you were a kindred spirit.”

Do you think that Mr M makes an accurate assessment of both their characters when he says this? Discuss your view. (3)

TOTAL SECTION B: 35

EXTRACT G

[Thami and Isabel are having a conversation.]

THAMI: I used to like it. Junior school? You should have seen me. I wanted them to have school on Saturdays and Sundays as well. Yes, I did. Other boys wanted to kill me. I hated the holidays.

QUESTION 4: MY CHILDREN, MY AFRICA

Read the following extracts from the play and answer the questions set on each. The number of marks allocated to each question serves as a guide to the expected length of your answer.

NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 4.1 AND QUESTION 4.2.

ISABEL: So what has changed?THAMI: I changed. 5ISABEL: Ja, I’m listening.THAMI: [A shrug] That’s all. I changed. Things changed. Everything changed.ISABEL: [Realising she is not going to get more out of him] Only five months to go.THAMI: I’m counting.ISABEL: What then? 10THAMI: After school? [Another shrug] I don’t know yet. Do you?ISABEL: Ja, Rhodes University. I want to study journalism.THAMI: Newspaper reporter.ISABEL: And radio, TV. It’s a very wide field now. You can specialise in all sorts of things.

[Perplexed] Don’t you want to study further, Thami? 15THAMI: I told you, I’m not sure about anything yet.ISABEL: What does Mr M say?THAMI: It’s got nothing to do with him.ISABEL: But you’re his favourite, aren’t you? [Non-committal shrug from Thami] I bet you are.

And I also bet you anything you like that he’s got a career planned out for you. 20

THAMI: [Sharply] What I do with my life has got nothing to do with him.ISABEL: Sorry.THAMI: I don’t listen to what he says and I don’t do what he says.ISABEL: I said I’m sorry. I didn’t mean to interfere. 25

[Act 1, Scene 1]

4.1.1 Complete the following sentence by choosing the correct answers from the words given.

Isabel tells Thami that her father owns a (a) ___________ and that she writes for her school (b) _________ because she wants to become a (c) ___________ after school.

(3)

4.1.2 Why is the following statement true?

Thami no longer enjoys school. (1)

4.1.3 If you were the stage director of this play, what would you tell Isabel to do in the stage direction given in line 8 (‘Realising she is … out of him’)? Give a reason for your answer. (2)

4.1.4 Refer to line 22 (‘What I do … do with him’).

(a) Identify Thami’s tone used in this line.

(b) Give a reason for your answer in (a).

(1

(1)

4.1.5 In this extract, Isabel and Thami have different views about school and education. Briefly explain it. (2)

4.1.6 With reference to this extract and what happens later in the play, discuss the conflict

newspaper, debate, butcher, chemist, doctor, journalist, rural town, writer.

that will arise between Mr M and Thami. (4)

4.1.7 Are Thami’s actions justified when he joins the protests at school? Discuss your views. (3)

AND

4.2 EXTRACT H

[Mr M and Isabel are talking at Camdeboo High School]

ISABEL: Tell me more about the competition.MR M: First prize is five thousand rand which the bank has stipulated must be spent on the

books for the school library. We will obviously divide it equally between Camdeboo and Zolile when you and Thami win.

ISABEL: Yes, what about my team-mate? What does he say? Have you asked him yet? 5MR M: No, I haven’t asked him Isabel, and I won’t. I will tell him, and when I do I trust he will

express as much enthusiasm for the idea as you have. I am an old-fashioned traditionalist in most things, young lady, and my classroom is certainly no exception. I teach, Thami learns. He understands and accepts that that is the way it should be. You don’t like the sound of that, do you? 10

ISABEL: Does sound a bit dictatorial, you know.MR M: It might sound that way but I assure you it isn’t. We do not blur the difference between

the generations in the way that you white people do. Respect for authority, right authority, is deeply ingrained in the African soul. It’s all I’ve got when I stand there in Number One. Respect for my authority is my only teaching aid. If I ever lost it those young people will abandon their desks and take to the streets. I expect Thami to trust my judgement of what is best for him, and he does. Trust is the most sacred responsibility in my life.

15

ISABEL He’s your favourite, isn’t he?

[Act 1 Scene 3]

4.2.1

4.2.2

What competition is Isabel referring to in line 1?

Who is Isabel referring to in line 5?

(1)

(1)

4.2.3 Quote a statement from the above extract which gives us the impression that Mr M is dictatorial. (1)

4.2.4 Choose the correct answer to complete the following sentence. Write only the letter (A-D) next to the question number (4.2.4) in the ANSWER BOOK.

Mr M considers himself a traditionalist, which makes him a …

A sangoma.B strict person.C conservative person.D bad teacher. (1)

4.2.5 Explain why the following statement is TRUE.

The beliefs of Mr M cause the climax in the drama. (2)

4.2.6 Discuss the irony contained in lines 12 - 13 (‘We do not … white people do’). (2)

4.2.7 Explain the relationship between Mr M and Isabel at this point in the drama. (2)

4.2.8 Describe the relationship between Mr M and Thami at this point in thedrama. (2)

4.2.9 Identify and discuss ONE theme that is evident in this extract. (3)

4.2.10 Refer to the drama as a whole. Isabel picks up that Thami is Mr M’s favourite student. However, Thami does not care what Mr M thinks and wants for him. Do you think that Thami is being ungrateful? Discuss your views.

(3)

TOTAL SECTION B: 35

QUESTION 4: MY CHILDREN, MY AFRICA

Read the following extracts from the play and answer the questions set on each. The number of marks allocated to each question serves as a guide to the expected length of your answer.

NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 4.1 AND QUESTION 4.2.

4.1 EXTRACT G

[Thami and Isabel get to know each other]

THAMI: Yes, that’s the one. For nearly two years I’ve sat there ... being educated!ISABEL: [Reading names carved into the wood of the desk.] John,

Bobby, Zola, Bo ... Boni ... THAMI: Bonisile 5 ISABEL: Where’s your name?

THAMI: You won’t find it there. I don’t want to leave any part of me in this classroom.ISABEL: That sounds heavy.THAMI: It’s been heavy. You got no problems with it, hey? 10ISABEL: With school! No. Not really. Couple of teachers have tried their

best to spoil it for me, but they haven’t succeeded. I’ve had a pretty good time, in fact. I think I might even end up with the old cliché ... you know, school years, best years, happiest years ... Whatever it is they say. 15

THAMI: No. I won’t be saying that.ISABEL: That surprises me.THAMI: Why?ISABEL: Ja, come on, so would you be if I said it. You’re obviously clever.

I bet you sail through your exams. 20THAMI: It’s not as simple as just passing exams, Isabel. School doesn’t mean the same to us that it does to you.

[Act 1 Scene 1]

4.1.1 Complete the following sentences by using the words in the box below. Write only the word next to the question number (4.1.1 (a) to 4.1.1 d) in the ANSWER BOOK.

drama; grateful; Brakwater; TransvaalZolile debating; afraid; Camdeboo

Isabel and her (a)… team go to (b)… High School for the first time. They expect the learners from the location to be (c)… that they came to their school. The high school is situated in (d)… . (4)

4.1.2 Refer to lines 1 – 2. (‘Yes, that’s the one ... being educated.’)

(a) Identify the tone Thami uses in these lines. (1) (b) Why does Thami use this tone? (1)

4.1.3 Explain the meaning of lines 7 – 9 (‘You won’t find…that sounds heavy.’) (2)

4.1.4 Refer to line 20. (‘I bet you sail through your exams.)

(a) Identify the figure of speech in this line. (1)

(a) Explain the appropriateness of this figure of speech in the context of the drama thus far. (2)

4.1.5 Using your OWN words, explain what Thami means by ‘School doesn’t

mean the same to us that it does to you.’ (lines 21 – 22) (2)

4.1.6 Choose the correct answer to complete the following sentence. Write only the letter (A - D) next to the question number (4.1.6) in the ANSWER BOOK. The Grahamstown Schools’ Festival quiz that Isabel and Thami are supposed to enter will be based on

A spelling. B debating. C literature. D writing. (1) 4.1.7 In this drama, My Children! My Africa!, Thami’s decision to join the boycott is based on his desire to free himself from Mr M. Do you agree?

Discuss your view. (3)

AND

4.2 EXTRACT H

(Mr M pays Isabel a visit.)

MR M: You are not.ISABEL:No. Not any more.MR M: So you were.ISABEL: Well, not so much frightened as sort of uncertain. You see, I thought I knew what to expect, but after a few minutes in 5 Number One Classroom I realised I was wrong by a mile.MR M: What had you expected, Isabel?ISABEL: You know, that everybody would be nice and polite and very, very grateful.MR M: And we weren’t? 10 ISABEL: You were, but not them. Thami and his friends. [She laughs at the memory.]Ja, to be honest Mr M, that family of yours was a bit scary at first. But not any more! I feel I’ve made friends

Thami and the others, so now it’s different.MR M: Simple as that. 15ISABEL: Simple as that.MR M: Knowledge has banished fear! Bravo. Bravo. And yet again Bravo! If you knew what it meant to me to hear you speak like that. I wasn’t wrong. From the moment I first shook hands with you I knew you were a kindred spirit. 20ISABEL: Tell me more about the competition.MR M: First prize is five thousand rand which the bank has stipulated to be spent on books for the school library. We will obviously divide it equally between Camdeboo and Zolile when you and Thami win. 25ISABEL: Yes, what about my team-mate? What does he say? Have you asked him yet?MR M: No, I haven’t asked him Isabel, and I won’t. I will tell him, ...

[Act 1 Scene 3]

4.2.1 What is the purpose of Mr M’s visit to Isabel? (1)

4.2.2 What does Mr M hope that winning the Grahamstown School’s Festival quiz will achieve? State TWO points. (2)

4.2.3 Why is Isabel ‘sort of uncertain’ (line 4) on her visit to Thami’s school? State TWO points. (2)

4.2.4 Mr M regards his learners as ‘family’. Explain the irony of Isabel’s words in line 12. (‘Mr M, that family of yours’) (2)

4.2.5 Refer to lines 17 – 20. (‘Knowledge has banished… a kindred spirit’) If you were the director of the play, what would you tell Mr M to do when saying these lines? State TWO points. (2)

4.2.6 Explain why the following statement is FALSE. Thami and Isabel win the competition at the Grahamstown Schools Festival(1)

4.2.7 What does this extract reveal about Mr M’s character? (2)

4.2.8 One of the themes in the drama, My Children! My Africa!, is the meaning of a useful life. Discuss this theme. (3)

4.2.9 Isabel and Thami’s friendship is doomed from the start of the drama. Do you agree? Discuss your view. (3)

TOTAL SECTION B: 35

MARKING GUIDELINES:

QUESTION 4: MY CHILDREN! MY AFRICA!

4.1.1 Complete the following sentences by using the words in the list below. Write only the answer next to the question number(4.1.1(a) - 4.1.1(d)) in the ANSWER BOOK.

Mr M’s real name is (a) … He is a (b) … at Xolile High, while Isabel attends (c) … The learners are involved in a (d) …

(a) Anela Myalatya, (b) Zolile High School, (c) Camdeboo, (d) debate. (4)

4.1.2 Refer to lines 3 -11. Mr M calls for order thrice. Write down ONE word to describe his feelings at this point. (1)

exasperation/frustration (not anger)

4.1.3 The play begins with a debate. Briefly explain how this came about.(2)

Mr M arranged an inter-schools debate √ with Camdeboo Girls High School√.

4.1.4 It is revealing that the play begins with a debate and that “Order please!” are Mr M’s first words.

(a) Comment on how these words reveal an important aspect of Mr M’s character. (2)

Mr M is highly disciplined√. He does not authority being threatened. He rigidly follows the rules and expects the same of others. He demands the best from his learners, especially Thami.

[ANY TWO] (b) Briefly describe how this part of Mr M’s character contrasts with Thami later in the drama. (3)

Camdeboo High, Xolile High, student, Thami Mbekwana, debate, teacher, discussion, Anela Myalatya

Mr M’s strict, controlling manner is in conflict with Thami, who wants to make decisions for himself.√ Thami feels he wants to live his own life without Mr M’s influence and does so by becoming part of the Struggle/boycotts.√ Thami’s defiance when he chooses not to be a part of the competition (quiz) is another way of exerting independence of Mr M’s paternalistic control.√

4.1.5 Isabel accuses Thami of “twisting” her words in line 9. In your own words, explain what she means by this. (2) It means that she believes Thami has taken what she has said and given it a different meaning√. He has misrepresented what she meant. √

4.1.6 According to the stage direction, “the bell is rung violently and then there is Silence”. Do you think this stage direction is necessary at this point? Give a reason for your answer. (2)

Yes. The debate has erupted into chaos. Mr M’s attempt to silence them have not been successful therefore the harsh, loud bell would drown their shouting √and bring them to silence which it did. Therefore, the bell was necessary at this stage to create order.√

OR No. The loud bell is overly dramatic and unnecessary. Mr M could have easily restored order by reminding them of the rules. √√ They would have eventually kept quiet.√

4.1.7 Refer to lines 20 - 22 (the final paragraph of the extract). Discuss the effectiveness of the metaphor used in these lines. (2)

Mr M simply states that personal discipline is important when one is enthusiastic/passionate about a cause. One should not resort to a lawless lack of self-control. He compares this to having a good cart and donkey with no harness – suggesting that individually the items and animal are useless. The comparison is therefore effective as the harness symbolizes the control which should be exercised to steer the donkey in a direction. √ Gives the donkey and cart a focus and purpose in the same way self-discipline and enthusiasm for a cause, together, allows an individual to be focused.√

Enthusiasm for your cause is most commendable but without

personal discipline it is as useless as having a good donkey an a

AND

4.2.1 From lines 1 to 5, Isabel makes reference to “she” and “her”.

(a) To whom is Isabel referring when she speaks of “she” and “her” in these lines? (1) Her mother

(b) In your own words, provide TWO possible reasons for “her” not knowing what I Isabel was talking about (refer to line 4). (2)

As an older white woman, growing up under an apartheid government, she would have had no contact with blacks on that level.

Whites were schooled separately from blacks. Apartheid legislation kept blacks and whites apart – made it

impossible for her to have had any social/academic contact with blacks.

4.2.2 Choose the correct answer to complete the following sentence. Write only the letter (A - D) next to the question number 4.2.3 in the answer book.

“I was wrong by a mile” in line 11 means that Isabel feels she was

B. completely wrong. (1)

4.2.3 Refer to lines 10 - 11: “after a few minutes in Number One Classroom I realised I was wrong”

(a) Describe what occurred to cause Isabel to change her mind and realise she had been “wrong”. (2)

After a few minutes into the debate it was clear that Thami was a worthy opponent√ and even though they were at Xolile High, his friends were paying close attention to the debate and were not prejudiced towards her√.

(b) Explain what your answer in 4.2.4 (a) reveals about her character?(2)

She can acknowledge when she has made a mistake. She is open-minded/objective/fair.

She can make fair/rational decisions based on her current circumstances.

4.2.4 Refer to line 13 - 14: “You know, that everybody would be nice and polite

and very, very grateful” In your opinion, why would Isabel have the above viewpoint. Give TWO reasons. (2)

The reality for whites during apartheid dictated that they were superior (politically/economically/socially/academically) to blacks.

As a young white girl, Isabel believed that blacks would see their presence at the school as doing them a favour for which they (the black students) would be grateful.

The disparities in various arenas, created by the apartheid government allowed whites to live in a ‘world’ far removed from the realities of the atrocities of apartheid.

Isabel’s (and her friends’) superior attitude stems directly from their sheltered upbringing.

Their contact with blacks was restricted to the workers employed by her parents.

Her parents prejudiced opinions were her reality.

4.2.5 Quote a sentence from the extract to prove that the following sentence is TRUE.

(a) Isabel was initially frightened of Xolile High’s debating team. (1)

Ja, to be honest Mr M, that family of yours was a bit scary at first.

4.2.6 Identify and discuss a theme of the drama which is evident in this extract. (3)

Friendship Knowledge is power/Power of words Overcoming fear

Isabel talks about the developing friendship with Thami

Isabel’s mother’s ignorance was based on a lack of knowledge.

Fear prevented Isabel’s mother from interacting with blacks on a level other than employer.

The debate created an opportunity of her to make new friends.Isabel alludes to the blossoming friendship between the two.

Isabel ventured into a new/unknown/’forbidden’ environment and became enriched.If she had not gone to debate that day, she might still have the same prejudices her

Isabel proved that when fear is conquered, something valuable can be attained – friendship, understanding, tolerance

mother had.

4.2.5 Refer to line 24: “I knew you were a kindred spirit.”

Do you think that Mr M makes an accurate assessment of both their characters when he says this? Discuss your view. (3)

Yes. They are very similar in character. Both believe in the power of knowledge and are committed to this end. Isabel wishes to continue her studies when she has completed her final school year and Mr M believes in the power of words – can change hearts and lives? Could bring about political changeOr No. They come from different worlds (politically) and even though they may share a love of and desire for knowledge, they are by no means in any ‘kindred spirits’. Their realities are too far removed from each other : one is a middle-aged, black school teacher who grew up in a disadvantaged community/struggling to make a change in SA while the other lives a life of privilege/never wanting or needing anything because of she was born white.

TOTAL SECTION B: 35SECTION B

QUESTION 4: MY CHILDREN, MY AFRICA

4.14.1.1 (a) chemist

(b) newspaper r(c) journalist (3)

4.1.2 Now that Thami is older and in high school, he wants nothing to do with school./ Thami rebels against the unequal apartheid education which blacks were subjected to. (1)

4.1.3 Isabel should get up and walk around/ stare at Thami/ place her hands on her hips. She realises that she is not going to get a reason from Thami/he is not going to discuss the matter with her. (2)

4.1.4 (a) anger/assertive/forceful/self-assured/cocky (b) Thami is trying to prove to Isabel that Mr M is not in control of his life/cannot tell him what to do.

(1)

(1)

4.1.5 Isabel knows what she wants to do after school because of her advantaged situation. Thami is uncertain of his future due to his disadvantaged situation/ the current boycotts. (2)

4.1.6 The conflict between Mr M, who expects Thami to do what he says, and Thami, who has his own opinion about how to live his life. Thami feels that he is no longer a child and feels that he can do what he wants to do. However, Mr M is unaware of how Thami feels. He still believes that Thami respects his authority and that is not the case. The main conflict happens when Thami decides to join the boycott and not go to school.

Note: Candidates may use examples to discuss the conflict. (4)

4.1.7 Open-ended.

Accept a relevant response that shows knowledge and understanding of, among others:Yes.Thami despises Bantu education and feels that he should take part in the protest so that he and others can also receive equal/better education. Thami feels that it is important to stand up against an inferior education system for blacks.

No.Thami wants to support his peers and he is just rebelling against Mr M and his old-fashioned ideals who believes that problems can be solved peacefully through negotiations.

NOTE: For full marks, the response must be well-substantiated. A candidate can score 1 or 2 marks for a response which is not well-substantiated. The interpretation must be grounded in the text of the drama. (3)

4.24.2.1 An English literature quiz (at the Grahamstown Schools’ Festival). (1)

4.2.2 Thami (1)4.2.3 ‘No, I haven’t asked him Isabel, and I won’t.’

‘I will tell him, and when I do I trust he will express as much enthusiasm for the idea as you have.’

‘I teach, Thami learns.’

NOTE: Accept any ONE of the above. (1)

4.2.4 C/ conservative person (1)

4.2.5 Mr M is killed because he does not believe violence is the answer. He believes education is key to changing South Africa. (2)

4.2.6 Mr M does not realise that Thami no longer respects his authority./Thami thinks differently, he does not listen to or does what Mr M tells him to do yet Mr M

thinks Thami does. (2)4.2.7 Mr M and Isabel share similar ideals./They respect each other./ They

communicate well.

Note: Accept any TWO of the above. (2)

4.2.8 Mr M expects Thami to obey him without asking questions./ He cares about Thami/ he considers Thami to be his favourite student. /He believes that Thami has a lot of potential. Thami no longer respects Mr m’s opinion or listens to him and Mr M is unaware of this. (2)

4.2.9 The generation gapMr M thinks because he is an elder he can order Thami to do things and that Thami will do it. Mr M is unaware that he has lost that control over Thami. Thami now makes his own decisions and no longer listens to Mr M. (3)

4.2.10 Open-ended.Accept a relevant response which shows an understanding of the following aspects among others:

Yes.Thami is being ungrateful, he has a teacher that wants the best for him. A teacher who wants him to study after school. However, Thami does not want to do what Mr M tells him to do. He is unsure about his future and is rebelling against Mr M and the plans that he has for him.

No.

Thami is not being ungrateful, Thami feels that he needs to express his feelings and protest against an unfair education system. However, Mr M does not understand this and is against it. Thami feels that by doing this he could better his chances at a better/equal education for him and his peers.

NOTE: For full marks, the response must be well-substantiated. A candidate can score 1 or 2 marks for a response which is not well-substantiated. The interpretation must be grounded in the drama. (3)

TOTAL SECTION B: 35

QUESTION 4: MY CHILDREN! MY AFRICA!

Candidates are required to answer BOTH questions, QUESTIONS 4.1. AND 4.2.

4.1.1 Isabel and her (a) team went to (b) high school for the first time. They expected the learners from the location to be (c) that they came to their school. The high school is situated in (d). (4)

a) debating√ 1b) Zolile√ 1c) thankful√ 1d) Brakwater√ 1

4.1.2 Refer to lines 1-2. (‘Yes, that’s the one ... being educated.’) (a) Identify the tone Thami uses in these lines. (1)

defiant/angry/determined√ (b) Why does Thami use this tone? (2)

He does not agree√ with the Bantu education system and feels that that is his way of showing his opposition to it. √

4.1.3 Explain the meaning of lines 7 – 9 (‘You won’t find…that sounds heavy.’) (2)

4.1.4 Refer to line 20. (‘I bet you sail through your exams.) (a) Identify the figure of speech in this line. (1)

metaphor (b) Explain the meaning of this figure of speech in this line. (2)

She thinks he is clever and passes his exams well without putting in any effort .

4.1.5 Using your own words, explain what Thami means by, “School doesn’t mean the same to us that it does to you.’ (lines 20-21) (2)

Black learners receive an inferior education that prepares them to remain subservient and oppressed by the white oppressors but for Isabel, education is the means for a good future.

4.1.6 The Grahamstown Schools’ Festival quiz that Isabel and Thami are supposed

Thami states emphatically that he does not want any part of him left in the class – not even his name carved into a desk. This shows how desperately he does not want to be a part of that education system.

To enter will be based on

A SpellingB DebatingC LiteratureD Writing

competition at the Grahamstown School Festival. (1)

C - literature

4.1.7 In this drama, My Children! My Africa! Thami’s decision to join the boycott is based on his desire to free himself from Mr M. (3)

Open-ended.

Accept a relevant response which shows an understanding of the following viewpoints, among others:

Yes.Mr M regards Thami as his protégé and strives to instil his traditional thoughts into him. Thami is resistant and wants independence of the thought and deed.Thami asserts his independence by joining the boycotts and deliberately and wilfully going against what Mr M wants for him.He does not want Mr M making decisions for him nor planning his future.

ORNo.Thami’s decision to join the boycotts is based on his desire to bring about change to the education system in South Africa.He is an intelligent young man and clearly has his own thoughts and ideas with regard to important issues.Even though Mr M plays a dominant role in his life, he is not swayed by what Mr M says but rather by what he believes.

NOTE: Do NOT award a mark for YES or NO. Credit responses where a combination is given. For full marks, the response must be well-substantiated. A candidate can score 1 – 2 marks for a response which is not well-substantiated. The candidate’s interpretation must be grounded in the drama.

AND

4.2.1 What is the purpose of Mr M’s visit to Isabel? (1)

He wants Thami and Isabel to form a team √ for the Literature√ quiz at the Grahamstown Schools’ Festival.

4.2.2 What does Mr M hope that winning the Grahamstown Schools’ Festival quiz will achieve? State TWO points. (2)

He wants to show that it is possible for black and white people to work together to achieve a common goal√He wants to secure a scholarship for Thami to study at a University√

4.2.3 Why is Isabel ‘sort of uncertain’ (line 4) on her visit to Thami’s school. State TWO points. (2)

She probably thought that they would be attacked / she was uncertain in terms of the safety aspectShe had never had an opportunity to socialise on any level with black learners – not knowing what they would be like made her feel uncertain.

4.2.4 Explain the irony of Isabel’s words in line 12. (‘Mr M, that family of yours’) (2)

Mr M considers the learners –past and present- to be his family (close bond – family care for each other/protect each other) but they were possibly part of the mob that killed him(2 or 0)

4.2.5 Refer to lines 17 – 20. (‘Knowledge has banished...a kindred spirit.’) If you were the director of the play, what would you tell Mr M to do when saying these lines? State TWO points. (2)

He should clap his hands to show his happiness√He should smile.√He should applaud her to show his approval√ACTIONS REQUIRED – indicating his happiness

4.2.6 Explain why the following statement is FALSE. Thami and Isabel won the Literature Competition at the Grahamstown School’s Festival. (1)

It is false because Thami left school to join the armed struggle against apartheid so they did not participate in the competition.

4.2.7 What does this extract reveal about Mr Ms character? (2)

He is a traditionalist √who believes that children should accept the decisions made for them by their elders.√ he has very rigid ways of thinking. Any TWO points which reflect Mr M’s character based on the extract.

4.2.8 One of the themes in the drama, My Children! My Africa!, is ‘The meaning of a useful life.’ Discuss this theme. (3)

4.2.9 Isabel and Thami’s friendship is doomed from the start of the drama. Do you agree? Discuss your view. (3)

The discussion of the theme, ‘The meaning of a useful life’, should include the following points, among others:

Thami feels that his life will be useful if he can take action to bring about positive change in the education system by being part of the protests.

Isabel feels that her life will be useful when she uses communication and education to bring an end to apartheid.

Mr M’s sole purpose is to ensure that Thami is able to have a useful purpose. This is his motivation for wanting to compel Thami to enter the quiz.

NOTE: For full marks, the response must be well-substantiated. A candidate can score 1 – 2 marks for a response which is not well-substantiated. The candidate’s interpretation must be grounded in the drama.

Open-ended.

Accept a relevant response which shows an understanding of the following viewpoints, among others:

Yes.

The two come from different/opposing backgrounds – one sheltered the other worldly (conscientised – aware of what is happening in the country)

She will never understand Thami’s struggles as she lives a privileged life. Even though a good friendship starts at the debating competition; their realities are too different

for the friendship to survive. Thami’s inferior Bantu Education cannot be compared to Isabel’s private girls’ school education.

OR

No.

The friendship between the two was never doomed – it develops, transforms over time like all friendships do.

Their different backgrounds challenge the friendship greatly but these challenges come later – with Thami’s withdrawal from the quiz and Mr M’s death.

Thami and Isabel have a strong friendship which is built on mutual respect. They learn to know each other – including what makes them different.

TOTAL SECTION B: 35

Open-ended.

Accept a relevant response which shows an understanding of the following viewpoints, among others:

Yes.

The two come from different/opposing backgrounds – one sheltered the other worldly (conscientised – aware of what is happening in the country)

She will never understand Thami’s struggles as she lives a privileged life. Even though a good friendship starts at the debating competition; their realities are too different

for the friendship to survive. Thami’s inferior Bantu Education cannot be compared to Isabel’s private girls’ school education.

OR

No.

The friendship between the two was never doomed – it develops, transforms over time like all friendships do.

Their different backgrounds challenge the friendship greatly but these challenges come later – with Thami’s withdrawal from the quiz and Mr M’s death.

Thami and Isabel have a strong friendship which is built on mutual respect. They learn to know each other – including what makes them different.