My Children! My Africa!

TITLE:
• THE USE OF EXCLAMATION MARKS IN THE TITLE ILLUSTRATE
THE AUTHOR'S SENSE OF URGENCY (A 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.
• HIS CHILDREN ARE HIS STUDENTS.
• THE SETTING OF THE PLAY IS IN SOUTH AFRICA
 BACKGROUND

 1984-1990 was a period when freedom fighters such as Nelson Mandela and other leaders were still in
prison. However, there were ongoing negotiations to end apartheid. The resistance to apartheid was
starting to become violent.
 Township schools were at the forefront of violent resistance.
 Apartheid was about to end in South Africa and Fugard attacks the ANC’s decision to boycott schools.
 The story of the friendship of two people - Isabel Dyson, a girl of 18 years from a white school
(Camdeboo Girls High) and Thami Mbikwana, a 19 year old black boy from a black school (Zolile
High).The third main character is Mr M, a teacher from Zolile High school.
 The meeting between Isabel and Thami occurs when Mr M organizes an inter-school debate between
Camdeboo and Zolile high schools. It is through Thami and Isabel’s relation that we come to understand
the cruelty of apartheid and the violence of the struggle against Apartheid.
 The play is also about Mr M’s ideology that education cannot be sacrificed for political gains. He
believes education is the most powerful tool in the struggle for freedom and equality.
 By the end of the play, Mr M is killed, Thami goes into exile and Isabel makes a promise to the spirit of
Mr. M that she will make her life useful.
 Mr M Anela Myalatya

 Mr M is a 57 year- old black teacher at Zolile High School. He is a bachelor and lives in a small backroom of reverend’s
Mbopa’s house. He decided to become a teacher at the age of 10 while in Wapadsberg Pass during a school trip (p 94-95).
Important aspects to his character to be aware of are:
 He loves education: He lives a very simple life that revolves around education; his greatest hope is to keep young people at
their desks. He regularly encourages his students to be critical thinkers (intellectuals). He is a dedicated, determined,
ambitious, respected and passionate teacher and believes that language skills can be used by learners to think
independently. He believes that education and hard work can help Africans to end apartheid.

 Mr M is also a Confucian (one of the few that are black). He adores the words of Confucius, from which he builds his
classroom motto. Confucius was a Chinese Philosopher and teacher who lived from 551-479 BC. The philosophy of
Confucius emphasises humanness, loyalty to one’s nature, morality, justice and virtue. Confucius believed in the power of
words.

 Mr M is authoritative - he refuses to accept and understand different political viewpoints (Thami’s viewpoint p 86-88) which is
ironic because he believes in debates and power of words. He is a dictator and a traditionalist and 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 (he refuses
to run away from the comrades who were coming to kill him, he continues to ring the bell furiously) and he is killed (p 96).
 Isabel Dyson

 Isabel Dyson is an 18 year old white girl from Camdeboo.

 She debates against Thami at Zolile High and realises that there is so much about South Africa that she does not
know. She is welcoming and easily adapts in all situations. She is a non-racist.
 Captain of the debating team, plays hockey, wants to study journalism at Rhodes University, Dad owns Karoo
Pharmacy, one sister Lucille and mom.
Important aspects to her character to be aware of are:
 She is a critical thinker and an intellectual - she is intelligent, brave and strong.
 She is sheltered and naïve. She does not know much about black people and the political realities of apartheid.
Though she hates losing, she is the “outsider that was being asked to prove herself.” Stepping up to the challenge,
Isabel becomes very comfortable as she becomes involved in the school debate in Brakwater.
 A very witty young woman, Isabel comes to face reality of South Africa through her connections to Thami and
Mr. M.
 She is a caring person - she is friendly, sympathetic and warm. She generally treats people with respect and is
not afraid to stand up to her parents who are nervous about her spending time with black people. She is able to
be more open with both of them than they can be with each other. She speaks her mind honestly.
 Thami Mbikwana

 Thami is a 19 year old black boy who attends Zolile High School. He has been a student of
Mr. M for a very long time. His mother, Lillian Mbikwana, is a domestic worker and his father,
Amos Mbikwana, works in a railway environment. His parents live in Cape Town while he lives
in Brakwater location with his grandmother and a married sister. He shows extraordinary
promise and is a very smart student.
Important aspects to his character to be aware of are:
 He has a very strong personality and he speaks his mind. 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
(p 84). He is radical and wants an ‘all out rebellion’ against apartheid and an immediate
change. He stands up for what he thinks is right.
 He is a fearless leader. He is a natural leader. He is naturally respectful of authority, but is also
impatient. He does not want to listen to Mr. M’s ideas about slowly defeating Apartheid
when so many black people are suffering. He does not believe that education can free
black people when it is part of the system of apartheid.
 Affected by the long-standing apartheid in South Africa, Thami contemplates and debates
his future throughout the play.
 Rev Mbopa is a pastor at the Anglican Church of Saint Mark. He owns a house where Mr. M rents a backroom.
 Miss Brockway is the school principal of Camdeboo Girls High School. She allows her students to go compete in
Brakwater Location with Zolile High School learners.
 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 - Isabel’s parents. Mr. Dyson is a chemist/ pharmacist, and Mrs. Dyson works at her husband’s
pharmacy.
 Lucille Dyson - Isabel’s elder sister. She works at her father’s pharmacy (Karoo Pharmacy).
 Samuel works for the Dyson family as a delivery man at the Karoo Pharmacy. He is a Zionist.
 Auntie is the Dyson’s domestic worker. ‘Auntie’ is a term usually used when an employer refers to a family 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 Administration. 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 the Republic of South Africa.
 Mr Pienaar is a mayor of Camdeboo.
 Mrs Magada is a teacher at Zolile High school.
 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.
 Captain Lategan is a police officer who receives the names of the political action committee from Mr M.
 Fugard explores the devastating impact of
apartheid on human potential
• ISABEL • THAMI

• Hugely intelligent • Hugely intelligent

• Lives with her parents • Parents are working in Cape Town. Lives with
• Has a domestic and a gardener. grandmother and sister.

• Dad owns a chemist. Mom works there. • Dad works for the railways
• Mom – domestic worker
• Lives in the centre of town • Brakwater location.

• Clear about her future - writer; journalism; • Not sure

Rhodes
 COMPARISON
BRAKWATER CAMDEBOO
 It is an Afrikaans word which means brackish
water. Leaves a bitter taste in the mouth  Khoena (Khoi)
 It also refers to water that has high-salt word for green
content thus has a bad taste. This water
cannot be used for crops and human
consumption.
hollow.
Figurative meaning:
Pleasant connotation, beautiful place to
 The place is a terrible mess not conducive
for healthy human dwelling. It is not live in with restored house where only
nurturing or giving life to the people. It is the white people live.
an eye-sore, a place with no electricity,
small pondoks to live in.
Mr M compares his emotions and his heart to
a“ZOO OF WILD ANIMALS” He feels intense
emotions. He is the keeper of the Zoo and it
frightens him.
 Thami’s response to the image of the mighty
king’s statue lying forgotten and half-buried
in the sand awakens within him the belief
that it is possible to topple the leaders of the
apartheid regime as well. (the statues can be
toppled)
 Mr M’s response is that they must not
vandalise and must put up statues of their
own.
 Thami says that statues of people like Nelson
Mandela will be broken down very fast.
IRONY
 Ironic because we know that Nelson
Mandela became a hero and statues were
erected in his honour , but during this time
he was still in jail.
“Armoured cars like dung beetles
Looking for sh@t to eat.”
 SARCASM
“Oh, ja, I can just see my Mom and Dad
cracking up at that one. “ Her parents
wouldn’t find it funny or take the issue
about riots lightly if she was really involved
in a township riot because it would be
very dangerous. They come from a very
conservative background. She was just
adding to Thami’s joke about the police
 IRONY
Thami’s parents thought they could
keep him safe from the political turmoil
in the country by sending him to a rural
area, but it isn’t really safe there in the
platteland, because they will also
protest there, (becomes involved with
the ‘troubles’), it is dangerous.
Mr M holds the dictionary in the one hand and the stone in the
other. Thami orders Mr M to stop ringing the bell…
Dictionary vs Stone
The dictionary symbolises words,
logic negotiation, debate and
reason while the stone
symbolises action, violence,
destruction and force.
Symbolism
THE SCHOOL BELL
The bell symbolises authority and order. It symbolises
and this is what Mr M lived for.
“Matchboxes”
 AMANDLA!:
The lessons they want to learn now is about their own
history and heroes. Bold capital letters and exclamation
mark show it is being shouted. They are not going to be
too scared to vent their anger anymore – whispering –
they are prepared to fight for their beliefs. Revolutionary
cry - POWER. The audience realizes Thami is going to join
the school boycott.
Metaphor: compares personal discipline to a
donkey and its cart THAT does not have a harness.
 THEMES
JUSTICE AND INJUSTICE
• This play is about racial injustice and how the characters respond to it.
• Mr M believes that words allow for peaceful negotiations whereas
violence leads to destruction and heartbreak. He says, “Be careful,
Thami…don’t scorn words, they are sacred! Magical!... Man thinks, and
he thinks with words….”.(Act 2: Scene 1).
• As a strong believer in the Confucian ideology he thinks with words,
and believes that justice can be achieved through words. As the events
in the play unfolds we see a contradiction of this theory, that words
by themselves are not enough; and the same goes for the fact that
action that is not backed by words leads to violence and injustice.
• In Mr M’s view, justice is keeping up with the law. The students have a
different view to his and their argument is that the apartheid law is in
itself unjust.
 GENERATIONAL GAP /CONFLICT/ CLASH
• This refers to the differences between generations -
from one generation to the next. The conflict occurs
when the younger people do not see issues the same
way as the older people.
• Thami is frustrated by the fact that Mr M does not
consult with him with regard to his own ideas and
goals. Thami believes that Mr M’s ideas are old
fashioned.
• Mr M believes that dialogue is the solution while
Thami things violence and boycott is the best way to
fight apartheid and Bantu education.
 LIVING A MEANINGFUL LIFE
• Mr M expresses frustration that Apartheid and the Bantu education
system were designed so that black children did not have the same
opportunities that white children had. He calls this ‘wasted
potential’ and ‘wasted lives’. He is passionate about education and
wants Thami to further his studies at a university so that Thami will
have a meaningful life and will be a good, educated leader.
• As a white teenager during Apartheid, Isabel has spent most of her
life in the company of white people. The debate at Zolile high
school is a totally new experience for her as she learns to interact
with people of colour who are not shaken by her presence. On the
other hand she is very excited about the experience and is ready to
learn more. This gives her a sense of meaning and purpose. She is
also the one that promises Mr M that she will stand up and not waste
her life “ the future is ours Mr M”.
 FRIENDSHIP
In the play Thami and Isabel become friends and their friendship grows as
the story progresses. It is an important friendship because Isabel is a
white female and Thami is a black male. In Act 1 Scene 5, Isabel talks
about the importance of being open to each other as friends.
LOYALTY
• Mr M is loyal to Thami-wants him to have a future, his favourite
student
• Thami is not loyal to Mr M, feel that Mr M has old fashioned ideas, but
in the end shows loyalty when he goes to warn Mr M of the mob that
wants to kill him.
• Mr M and Isabel is loyal to each other as they support the idea of the
quiz to help Thami and she makes a promise to Mr M that she will not
waste her life.
• Isabel is loyal to Thami and their friendship and doesn’t want to lose it
but Thami is not loyal and quits the competition.
 TRADITIONS VERSUS CULTURE
African traditions - behaving in accordance with one’s ethnic or
tribal culture. Isabel believes we cannot be chained to the
past. Thami believes that women know their place. Mr. M
argues for traditional values of trust and respecting your elders
the choice to follow western vs traditional African culture or
combining the two sets of values.

GENDER INEQUALITY
Differences between men and women (look at the topic of the
debate) traditional cultures: women seen as subservient
(lower) to men. The debate offers both Thami and Isabel the
opportunity to be equals. Both see that gender differences can
be an asset not a liability.
 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.

Negative effects of bantu Education / Unequal Education

• The youth feels it is necessary to boycott classes in order to bring an
end to apartheid.
• Black people are given inferior, poor education.
• Other races’ education is better than black people’s education. The
bantu education prepares them for a life of servitude in the outside
world. (You can work as a domestic etc , but you can’t go to University)
• White schools, such as Camdeboo, are well-resourced while black
schools, such as Zolile High, have poor infrastructure (bleak, depressing).
 PRIVILEGE VERSUS POVERTY
INEQUALITY/APARTHEID
South Africa has huge difference between wealthy
vs poor. Very visible when looking at education
given to each racial group and the township and the
look of the town. Her breakfast being made by
Auntie shows her privilege.
The difference in living conditions/education/rights
between blacks and whites in South Africa during
Apartheid.
 ORDER VS DISORDER
• Mr M reading the definition of a debate from the
dictionary shows order.
• The bell that Mr M rings to restore calm amongst
the Zolile High learners, shows order.
• The unruly learners and Thami and Isabel
interrupting each other are symbols of disorder.
• The students starting the riot to stand against
bantu education is a symbol to disorder.
 HOW TO ANSWER LEVEL 5
QUESTIONS.

Remember to refer to the TEXT!!

 Consider the play as a whole. Thami is responsible
for Mr M’s death. Do you agree? Discuss.
• Agree.
If Thami had noted Mr M’s advice, Mt M’s attitude would not have been
so reactionary / intolerant towards the school boycotts. Mr M was
treated in an unreasonable way by the comrades in the absence of
sufficient evidence. Thami shares the same views as the comrades and
does not speak openly about it to Mr M. Thami knew what the plans
were but he does not warn Mr M until it is too late.
• Disagree. The system of Apartheid was responsible for the tragedy of
the killing of Mr M. Mr M had a dogmatic attitude and so brought about
his own downfall. He had given the names of certain members
belonging to the action committee, to the police. These members
were arrested and detained, because of Mr M’s treacherous action. The
comrades, with their mob mentality, were responsible.
Do you agree with Mr M that pulling down statues is not the
solution to freedom in THIS drama?
YES He believes the Comrades should be orderly and think rationally – to destroy
statues is irrational and will not bring them freedom.
* Mr M rejects violence because it leads to suffering and pain (children in the police
vehicle later).
* He feels debating and discussing can bring about change without people dying (Later
he reads the register and doesn’t know how many have died).
* He believes education is the key to success (Later he goes to school even during the
boycotts).
OR NO
* Words alone are not enough, drastic action is sometimes needed ( like the school
boycotts.)
* People run out of patience and feel violence is the only way (riots in Brakwater).
* The political system is unfair and people take the law into their own hands (they
destroy Zolile High School).
Do you think Mr. M is fair when he later asks Thami to convince the
‘comrades’ to come back to school? Discuss your view.
Yes. Mr. M is being unfair and unreasonable. He knows that Thami is
engaged in a political struggle and is respected by the people as a leader
and comrade, but deliberately asks him to act against his own comrades
by asking them to come back to school. School was regarded as a terrain
of political struggle, and school boycotts advanced the struggle effort;
asking learners to come back to school will be counter-productive.

No. Mr. M is fair in his request. Thami, as an influential activist and leader,
can convince learners to come back to school. He is as intelligent student
and commands a lot of respect from his peers and could make them see
the value of engaging in a non-violent political struggle while pursuing
their academic goals.