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.

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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

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 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

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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.

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 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
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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)

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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
37
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
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

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 • 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.

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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.

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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

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 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.

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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.

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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.

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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.

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 • 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.

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 • 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.

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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.

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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.

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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

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 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.

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 • 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.

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 • 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.

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 • 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.

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 • 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.

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 • 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.

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 • 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.

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 • 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.

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 • 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.

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 • 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.

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 • 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)

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 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 

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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

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 • 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.

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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
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 nurse.
89
• Sense of isolation / immediate
suggestion of sickness and death.
• Long, drawn out event, lots of time to
think.
Sense that the father is outwith the grief
of the house, hiding his feelings. Death
had been experienced before, although
not in this way.
Cruel (though not done out of spite) pun.
• The baby is innocent, unaware of the
events that are taking place.
• Although Heaney has taken on the
role of an adult, he still has the feelings
of a child.
• Euphemism
• Sense of secrecy
• Heaney attended a boarding school so
he had been absent for the actual event.
• Enjambment / Suggestion that she has
been crying for a while
• Idea of a long day / Ambulances
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)
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.
• No longer a bedroom, now a place of
mourning.
• Transferred epithet
• Sense of guilt / Realisation that things
happen while you are away / Heaney
has a memory of his brother prior to
this.
• Seems unreal, as if it could be
removed / Poppy signifies
Remembrance.
• Euphemism, does not mention a
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

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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

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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

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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
95
 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

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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

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(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.

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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).

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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.

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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…

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 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)

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 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.

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 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.

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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,

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 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.

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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.

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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.

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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.

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· 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.

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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.

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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.

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 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?

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 (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.

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• 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.

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 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

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 (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.

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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).

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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.

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(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)

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 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)

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 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.

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 • 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

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 • 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.

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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.

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 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

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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.

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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.

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  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)

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 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

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 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. √

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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

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