SlideShare une entreprise Scribd logo
1  sur  16
The Value of
 Education
By: Alisha Punjwani and Cejay Zhu
Background Information
The Bantu Education Act of 1953 prevented black education from
even coming close to white education. Under this act, African schools
became government funded and regulated, after which apartheid was
taught in the schools. The mission schools that had existed prior to
this act decided to close rather than teach the apartheid required by
the government. In school, black children could only learn what the
government wanted, which was how to be good servants, gardeners,
and factory workers. The white children, on the other hand, were
taught arithmetic, language, science, and history. Each day, black
children went to school for 3 hours, where they sat and studied in
overcrowded classrooms and hallways. Black school facilities were
nothing compared to white school facilities, and because of all this,
many blacks were angered to the point of revolt. By implementing an
unfair education system, the whites of South Africa hoped to keep
the blacks forever down as a lesser, subser vient species.
Education as seen in the Book
  Medium to God’s message
  necessary element for a job
  basic education-passed around with stories
  produces feeling of superiority
  means of manipulation
  alternative for “gang life”
  liberation
  way to escape poverty
  more important for men to achieve
Passage #1
“See how the devil speaks to you,” the cross-eyed evangelist gloated.
“Everybody needs Christ. Our forefathers, who for centuries had lived in
utter darkness in the jungles of Africa, worshipping false gods involving
human sacrifices, needed Christ bad. That’s why God from his sacred
seat in heaven one day looked at Africa and said to Himself, ‘I cannot in
all fairness let those black children of mine continue to follow the evil
path. They’ve already suffered enough for the transgressions of their
cursed father, Ham. I’ve got to save them somehow.’ ‘But how can I save
them,’ the mighty God wondered, ‘for there’s none among them who
knows how to read or write, therefore I cannot send them my Ten
Commandments.’ God worried over the problem for days and nights,
until one day he stumbled across the solution: He would send to Africa
his other children in Europe, who already knew the Word.
Page 58
Passage #2
She told me that going without a job was nerve-
wracking, that she was tired of being turned away
from jobs at the Indian place because she could not
read or write, because she did not have a permit,
because she had a suckling infant and because she
was pregnant.
page 67
Passage #3
As we had no nursery rhymes nor storybooks, and besides, as no one in the house knew how to read, my
mother’s stories served as a kind of library, a golden fountain of knowledge where we children learned about
right and wrong, about good and evil.
I learned that virtues are things to be always striven after, embraced and cultivated, for they are amply
rewarded; and that vices were bad things, to be avoided at all costs, for they bring one nothing but trouble and
punishment
I learned that sagacity and quick wits are necessary in avoiding dangerous situations; and that fatuity and
shortsightedness make one go around in circles, seemingly unaware of the many opportunities for escape.
I learned that good deeds advance one positively in life, and lead to a greater and fuller development of self;
and that bad deeds accomplish the contrary.
I learned that good always invariably triumphs over evil; that having brains is often better than having
brawn; and that underdogs in all situations of life need to have unlimited patience, resiliency, stubbornness
and unshakeable hope in order to triumph in the end.
I learned to prefer peace to war, cleverness to stupidity, love to hate, sensitivity to stoicism, humility to
pomposity, reconciliation to hostility, harmony to strife, patience to rashness, gregariousness to
misanthropy, creation to annihilation.
Page 79-80
Passage #4
Even though I had never been beyond the confines
of Alexandra to know what Johannesburg was
really like, I told them secondhand stories about it.
They believed me completely, and thought me
vastly knowledgeable; I felt superior to the lot of
them.
Page 87
Passage #5
“While we stood in line, my mother, in an attempt to allay her doubts about the
contents of the note, asked a man in front of us to read it to her. The man told us that
the note, contrary to what John had said, merely stated that my mother had a problem;
it didn’t explain the nature of the problem, or state the fact that we had twice been to the
superintendent’s office. All in all, the notes were worthless.
Page 117
I would lie to her that I was late because I had to stay behind for choir rehearsals.
Because my mother could’t read, there seemed no way for her to find out the truth.
page 159
With my knowledge of arithmetic, I became the household accountant. I got my
mother to buy a notebook in which I wrote the names of all our customers, and the
amounts they owed. Because many of our customers could not read, I at times felt
tempted to cheat them by overcharging or making them pay for drinks they never
had.
Page 180
Passage #6
They, like myself, had grown up in an environment where the value
of education was never emphasized, where the first thing a child
learned was not how to read and write and spell, but how to fight and
steal and rebel; where the money to send children to school was
grossly lacking, for survival was first priority.
Page 123
Passage #7
‘Your father didn’t go to school,” she continued, dabbing her puffed eyes to reduce the swelling with a
piece of cloth dipped in warm water, “that’s why he’s doing some of the bad things he’s doing. Things
like drinking, gambling, and neglecting his family. He didn’t learn how to read and write; therefore,
he can’t find a descent job. Lack of any education has narrowly focused his life. He sees nothing
beyond himself. He still thinks in the old, tribal way, and still believes that things should be as easy as
they were back in the old days when he was growing up as a tribal boy in Louis Trichardt. Though he’s
my husband, and your father, he doesn’t see any of that.”
Page 133

If you can read or write, you’ll be better off than those of us who can’t. Take my situation: I can’t find a
job because i don’t have papers, and I can’t get papers because white people mainly want to register people
who can read and write. But I want things to be different for you child. For you and your brothers and
sisters. I want you to go to school, because I believe that an education is the key you need to open up a new
world and a new life for yourself. It is the only key that can do that, and only those who seek it earnestly
and perseveringly will get anywhere in the white man’s world. Education will open doors where none seem
to exist”
Page 133
Passage #8
My mother, on one side, illiterate but determined to
have me drink, for better or for worse, from the well
of knowledge. On the other side, my father, he too
illiterate, yet determined to have me drink from the
well of ignorance.
Page 134
Passage #9
As we went along some of the streets, boys and girls who shared the
same fears about school as I were making their feelings known in a
variety of ways. They were howling their protests and trying to escape.
A few managed to break loose and make a mad dash for freedom, only
to be recaptured in no time, admonished or whipped, or both, and ordered
to march again.
page 126
As my brother and sister clawed each other over the food, she and I went
over the books.
Page 149
“When I grow up, Mama,” I said stoutly, as I took my books to go do
my homework with a friend who lived in the neighborhood, “I’ll fight for
my rights.”
Page 158
Passage #10
“Educating our children is the only way out of
this pit of poverty”
page 176
Passage #11
Teachers began forecasting great things for me:
some said I would make a good teacher, others
maintained that I had the brains to become a
doctor. But all these predictions depended upon
one thing-money.
Passage #12
There was even talk that Aunt Bushy would have
to leave school upon completing Standard Six,
and look for a factory job, so she could help pay for
Uncle Piet’s schooling.
Page 182
Questions!
1. “A man who knows nothing about books but can feed himself and his family, is a million times
better than a man who has read a million books but cannot feed himself and his family”
Johannes’s Dad tells him this. How do you agree or disagree with this?
2. As Johannes gets more educated, what are some differences in his personality, attitude, or behavior?
What are some signs of illiteracy found in the book? Find a quote to prove it.
3. How did exposing education to children hinder or encourage the apartheid?
4. Do you think that Johannes would have been as successful with tribal education? Why or why not?
What would be better or worse if he had a tribal education?
5. “He shunned school, and, instead, grew up to live by the knife. And the same knife he lived by
ended his life”
A strange woman told Johannes her son’s story. Do you think Johannes joined and stayed in school
out of fear or zeal?
6. What are some examples of Johanne’s father’s actions that you think he did because of his
illiteracy? How would it have been different if he was educated? USE QUOTES!

Contenu connexe

Tendances

Philosophy - Lesson 1 - What is Philosophy
Philosophy - Lesson 1 - What is PhilosophyPhilosophy - Lesson 1 - What is Philosophy
Philosophy - Lesson 1 - What is Philosophy
RMPSuccess
 
Wedding dance by amador daguio
Wedding dance by amador daguioWedding dance by amador daguio
Wedding dance by amador daguio
tiphanie claudio
 

Tendances (20)

Cupid and Psyche
Cupid and Psyche Cupid and Psyche
Cupid and Psyche
 
STORY MAPS 10 - unit 1
STORY MAPS 10 - unit 1STORY MAPS 10 - unit 1
STORY MAPS 10 - unit 1
 
Philosophy - Lesson 1 - What is Philosophy
Philosophy - Lesson 1 - What is PhilosophyPhilosophy - Lesson 1 - What is Philosophy
Philosophy - Lesson 1 - What is Philosophy
 
Wedding dance by amador daguio
Wedding dance by amador daguioWedding dance by amador daguio
Wedding dance by amador daguio
 
GREEK MYTHOLOGY cupid and psyche
GREEK MYTHOLOGY cupid and psycheGREEK MYTHOLOGY cupid and psyche
GREEK MYTHOLOGY cupid and psyche
 
Isyung personal at isyung panlipunan
Isyung personal at isyung panlipunanIsyung personal at isyung panlipunan
Isyung personal at isyung panlipunan
 
Ang Munting Prinsipe
Ang Munting PrinsipeAng Munting Prinsipe
Ang Munting Prinsipe
 
FILIPINO Grade 10 Learning Module Unit 3
FILIPINO Grade 10 Learning Module Unit 3FILIPINO Grade 10 Learning Module Unit 3
FILIPINO Grade 10 Learning Module Unit 3
 
Elements of poetry and prose
Elements of poetry and proseElements of poetry and prose
Elements of poetry and prose
 
Orpheus STORY
Orpheus STORYOrpheus STORY
Orpheus STORY
 
Analysis: Rice by Manuel Arguilla
Analysis: Rice by Manuel ArguillaAnalysis: Rice by Manuel Arguilla
Analysis: Rice by Manuel Arguilla
 
Aralin 1.1: Cupid at Psyche
Aralin 1.1: Cupid at PsycheAralin 1.1: Cupid at Psyche
Aralin 1.1: Cupid at Psyche
 
WORLD LITERATURE: A Brief Introduction
WORLD LITERATURE: A Brief IntroductionWORLD LITERATURE: A Brief Introduction
WORLD LITERATURE: A Brief Introduction
 
Metaphysics & ethics
Metaphysics & ethicsMetaphysics & ethics
Metaphysics & ethics
 
TROJAN WAR
TROJAN WARTROJAN WAR
TROJAN WAR
 
Slides of Universal Prayer
Slides of Universal PrayerSlides of Universal Prayer
Slides of Universal Prayer
 
The Soul of the Great Bell
The Soul of the Great BellThe Soul of the Great Bell
The Soul of the Great Bell
 
week 1 21st century.pptx
week 1 21st century.pptxweek 1 21st century.pptx
week 1 21st century.pptx
 
Mga Diyos at Diyosa ng Mitolohiyang Griyego at Romano
Mga Diyos at Diyosa ng Mitolohiyang Griyego at RomanoMga Diyos at Diyosa ng Mitolohiyang Griyego at Romano
Mga Diyos at Diyosa ng Mitolohiyang Griyego at Romano
 
EL FILIBUSTERISMO Kabanata 6 ''Si Basilio''
EL FILIBUSTERISMO Kabanata 6 ''Si Basilio''EL FILIBUSTERISMO Kabanata 6 ''Si Basilio''
EL FILIBUSTERISMO Kabanata 6 ''Si Basilio''
 

En vedette

The girl who silenced the world for 6
The girl who silenced the world for 6The girl who silenced the world for 6
The girl who silenced the world for 6
jjutglar
 
Nervous system
Nervous systemNervous system
Nervous system
smarsh10
 
MALCOLM X (Building Bridges – Getting The DEVIL OFF YOUR BACK)-romanian
MALCOLM X (Building Bridges – Getting The DEVIL OFF YOUR BACK)-romanianMALCOLM X (Building Bridges – Getting The DEVIL OFF YOUR BACK)-romanian
MALCOLM X (Building Bridges – Getting The DEVIL OFF YOUR BACK)-romanian
VogelDenise
 
Ikt lana
Ikt lanaIkt lana
Ikt lana
xuzin
 
Obama read my lips -obama fraudgate (telugu)
Obama   read my lips -obama fraudgate (telugu)Obama   read my lips -obama fraudgate (telugu)
Obama read my lips -obama fraudgate (telugu)
VogelDenise
 
102912 vogel denise slideshare documents (finnish)
102912   vogel denise slideshare documents (finnish)102912   vogel denise slideshare documents (finnish)
102912 vogel denise slideshare documents (finnish)
VogelDenise
 

En vedette (20)

The girl who silenced the world for 6
The girl who silenced the world for 6The girl who silenced the world for 6
The girl who silenced the world for 6
 
Write a letter to your friend or teacher class 310
Write a letter to your friend or teacher class 310Write a letter to your friend or teacher class 310
Write a letter to your friend or teacher class 310
 
"The Last Leaf" -Computer Assisted Literary Criticism
"The Last Leaf" -Computer Assisted Literary Criticism"The Last Leaf" -Computer Assisted Literary Criticism
"The Last Leaf" -Computer Assisted Literary Criticism
 
English grade 10 module
English grade 10 moduleEnglish grade 10 module
English grade 10 module
 
The Last Leaf of O. Henry (Complete Analysis)
The Last Leaf of O. Henry (Complete Analysis)The Last Leaf of O. Henry (Complete Analysis)
The Last Leaf of O. Henry (Complete Analysis)
 
GRADE 10 ENGLISH LEARNER'S MODULE
GRADE 10 ENGLISH LEARNER'S MODULEGRADE 10 ENGLISH LEARNER'S MODULE
GRADE 10 ENGLISH LEARNER'S MODULE
 
Nervous system
Nervous systemNervous system
Nervous system
 
Japanese
JapaneseJapanese
Japanese
 
03/2010 PowerPoint Presentation - NOVEMBER 2010/2012 Elections
03/2010 PowerPoint Presentation - NOVEMBER 2010/2012 Elections03/2010 PowerPoint Presentation - NOVEMBER 2010/2012 Elections
03/2010 PowerPoint Presentation - NOVEMBER 2010/2012 Elections
 
Prova
ProvaProva
Prova
 
5 issues
5 issues5 issues
5 issues
 
David guetta
David guettaDavid guetta
David guetta
 
Sosialisasi beasiswa bppdn-dikti-2013(final)-bw
Sosialisasi beasiswa bppdn-dikti-2013(final)-bwSosialisasi beasiswa bppdn-dikti-2013(final)-bw
Sosialisasi beasiswa bppdn-dikti-2013(final)-bw
 
MALCOLM X (Building Bridges – Getting The DEVIL OFF YOUR BACK)-romanian
MALCOLM X (Building Bridges – Getting The DEVIL OFF YOUR BACK)-romanianMALCOLM X (Building Bridges – Getting The DEVIL OFF YOUR BACK)-romanian
MALCOLM X (Building Bridges – Getting The DEVIL OFF YOUR BACK)-romanian
 
Ikt lana
Ikt lanaIkt lana
Ikt lana
 
Romanian
RomanianRomanian
Romanian
 
Obama read my lips -obama fraudgate (telugu)
Obama   read my lips -obama fraudgate (telugu)Obama   read my lips -obama fraudgate (telugu)
Obama read my lips -obama fraudgate (telugu)
 
CIPR PRide Awards Scotland
CIPR PRide Awards ScotlandCIPR PRide Awards Scotland
CIPR PRide Awards Scotland
 
102912 vogel denise slideshare documents (finnish)
102912   vogel denise slideshare documents (finnish)102912   vogel denise slideshare documents (finnish)
102912 vogel denise slideshare documents (finnish)
 
Michael Atkinson Architecture & Heritage [Feb 2012]
Michael Atkinson   Architecture & Heritage [Feb 2012]Michael Atkinson   Architecture & Heritage [Feb 2012]
Michael Atkinson Architecture & Heritage [Feb 2012]
 

Similaire à Literary discussion kaffir boy education as liberation

1 White People Are Exhausting White people can be exha.docx
1 White People Are Exhausting White people can be exha.docx1 White People Are Exhausting White people can be exha.docx
1 White People Are Exhausting White people can be exha.docx
jeremylockett77
 
1 White People Are Exhausting White people can be exha.docx
1 White People Are Exhausting White people can be exha.docx1 White People Are Exhausting White people can be exha.docx
1 White People Are Exhausting White people can be exha.docx
croftsshanon
 

Similaire à Literary discussion kaffir boy education as liberation (7)

1 White People Are Exhausting White people can be exha.docx
1 White People Are Exhausting White people can be exha.docx1 White People Are Exhausting White people can be exha.docx
1 White People Are Exhausting White people can be exha.docx
 
1 White People Are Exhausting White people can be exha.docx
1 White People Are Exhausting White people can be exha.docx1 White People Are Exhausting White people can be exha.docx
1 White People Are Exhausting White people can be exha.docx
 
Human Rights Essay.pdf
Human Rights Essay.pdfHuman Rights Essay.pdf
Human Rights Essay.pdf
 
Human Rights Essay.pdf
Human Rights Essay.pdfHuman Rights Essay.pdf
Human Rights Essay.pdf
 
C:\Fake Path\Six Weeks
C:\Fake Path\Six WeeksC:\Fake Path\Six Weeks
C:\Fake Path\Six Weeks
 
3.4 What Are The Different Types Of Argument In Writin
3.4 What Are The Different Types Of Argument In Writin3.4 What Are The Different Types Of Argument In Writin
3.4 What Are The Different Types Of Argument In Writin
 
Essay On The Mother
Essay On The MotherEssay On The Mother
Essay On The Mother
 

Dernier

BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
SoniaTolstoy
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
QucHHunhnh
 
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
fonyou31
 
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Krashi Coaching
 

Dernier (20)

General AI for Medical Educators April 2024
General AI for Medical Educators April 2024General AI for Medical Educators April 2024
General AI for Medical Educators April 2024
 
A Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy ReformA Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy Reform
 
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
 
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SDMeasures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
 
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
 
The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13
 
Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communication
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
 
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
 
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...
 
Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
 
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
 
Sanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdfSanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdf
 
9548086042 for call girls in Indira Nagar with room service
9548086042  for call girls in Indira Nagar  with room service9548086042  for call girls in Indira Nagar  with room service
9548086042 for call girls in Indira Nagar with room service
 
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptxINDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
 
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across SectorsAPM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
 
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
 
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
 

Literary discussion kaffir boy education as liberation

  • 1. The Value of Education By: Alisha Punjwani and Cejay Zhu
  • 2. Background Information The Bantu Education Act of 1953 prevented black education from even coming close to white education. Under this act, African schools became government funded and regulated, after which apartheid was taught in the schools. The mission schools that had existed prior to this act decided to close rather than teach the apartheid required by the government. In school, black children could only learn what the government wanted, which was how to be good servants, gardeners, and factory workers. The white children, on the other hand, were taught arithmetic, language, science, and history. Each day, black children went to school for 3 hours, where they sat and studied in overcrowded classrooms and hallways. Black school facilities were nothing compared to white school facilities, and because of all this, many blacks were angered to the point of revolt. By implementing an unfair education system, the whites of South Africa hoped to keep the blacks forever down as a lesser, subser vient species.
  • 3. Education as seen in the Book Medium to God’s message necessary element for a job basic education-passed around with stories produces feeling of superiority means of manipulation alternative for “gang life” liberation way to escape poverty more important for men to achieve
  • 4. Passage #1 “See how the devil speaks to you,” the cross-eyed evangelist gloated. “Everybody needs Christ. Our forefathers, who for centuries had lived in utter darkness in the jungles of Africa, worshipping false gods involving human sacrifices, needed Christ bad. That’s why God from his sacred seat in heaven one day looked at Africa and said to Himself, ‘I cannot in all fairness let those black children of mine continue to follow the evil path. They’ve already suffered enough for the transgressions of their cursed father, Ham. I’ve got to save them somehow.’ ‘But how can I save them,’ the mighty God wondered, ‘for there’s none among them who knows how to read or write, therefore I cannot send them my Ten Commandments.’ God worried over the problem for days and nights, until one day he stumbled across the solution: He would send to Africa his other children in Europe, who already knew the Word. Page 58
  • 5. Passage #2 She told me that going without a job was nerve- wracking, that she was tired of being turned away from jobs at the Indian place because she could not read or write, because she did not have a permit, because she had a suckling infant and because she was pregnant. page 67
  • 6. Passage #3 As we had no nursery rhymes nor storybooks, and besides, as no one in the house knew how to read, my mother’s stories served as a kind of library, a golden fountain of knowledge where we children learned about right and wrong, about good and evil. I learned that virtues are things to be always striven after, embraced and cultivated, for they are amply rewarded; and that vices were bad things, to be avoided at all costs, for they bring one nothing but trouble and punishment I learned that sagacity and quick wits are necessary in avoiding dangerous situations; and that fatuity and shortsightedness make one go around in circles, seemingly unaware of the many opportunities for escape. I learned that good deeds advance one positively in life, and lead to a greater and fuller development of self; and that bad deeds accomplish the contrary. I learned that good always invariably triumphs over evil; that having brains is often better than having brawn; and that underdogs in all situations of life need to have unlimited patience, resiliency, stubbornness and unshakeable hope in order to triumph in the end. I learned to prefer peace to war, cleverness to stupidity, love to hate, sensitivity to stoicism, humility to pomposity, reconciliation to hostility, harmony to strife, patience to rashness, gregariousness to misanthropy, creation to annihilation. Page 79-80
  • 7. Passage #4 Even though I had never been beyond the confines of Alexandra to know what Johannesburg was really like, I told them secondhand stories about it. They believed me completely, and thought me vastly knowledgeable; I felt superior to the lot of them. Page 87
  • 8. Passage #5 “While we stood in line, my mother, in an attempt to allay her doubts about the contents of the note, asked a man in front of us to read it to her. The man told us that the note, contrary to what John had said, merely stated that my mother had a problem; it didn’t explain the nature of the problem, or state the fact that we had twice been to the superintendent’s office. All in all, the notes were worthless. Page 117 I would lie to her that I was late because I had to stay behind for choir rehearsals. Because my mother could’t read, there seemed no way for her to find out the truth. page 159 With my knowledge of arithmetic, I became the household accountant. I got my mother to buy a notebook in which I wrote the names of all our customers, and the amounts they owed. Because many of our customers could not read, I at times felt tempted to cheat them by overcharging or making them pay for drinks they never had. Page 180
  • 9. Passage #6 They, like myself, had grown up in an environment where the value of education was never emphasized, where the first thing a child learned was not how to read and write and spell, but how to fight and steal and rebel; where the money to send children to school was grossly lacking, for survival was first priority. Page 123
  • 10. Passage #7 ‘Your father didn’t go to school,” she continued, dabbing her puffed eyes to reduce the swelling with a piece of cloth dipped in warm water, “that’s why he’s doing some of the bad things he’s doing. Things like drinking, gambling, and neglecting his family. He didn’t learn how to read and write; therefore, he can’t find a descent job. Lack of any education has narrowly focused his life. He sees nothing beyond himself. He still thinks in the old, tribal way, and still believes that things should be as easy as they were back in the old days when he was growing up as a tribal boy in Louis Trichardt. Though he’s my husband, and your father, he doesn’t see any of that.” Page 133 If you can read or write, you’ll be better off than those of us who can’t. Take my situation: I can’t find a job because i don’t have papers, and I can’t get papers because white people mainly want to register people who can read and write. But I want things to be different for you child. For you and your brothers and sisters. I want you to go to school, because I believe that an education is the key you need to open up a new world and a new life for yourself. It is the only key that can do that, and only those who seek it earnestly and perseveringly will get anywhere in the white man’s world. Education will open doors where none seem to exist” Page 133
  • 11. Passage #8 My mother, on one side, illiterate but determined to have me drink, for better or for worse, from the well of knowledge. On the other side, my father, he too illiterate, yet determined to have me drink from the well of ignorance. Page 134
  • 12. Passage #9 As we went along some of the streets, boys and girls who shared the same fears about school as I were making their feelings known in a variety of ways. They were howling their protests and trying to escape. A few managed to break loose and make a mad dash for freedom, only to be recaptured in no time, admonished or whipped, or both, and ordered to march again. page 126 As my brother and sister clawed each other over the food, she and I went over the books. Page 149 “When I grow up, Mama,” I said stoutly, as I took my books to go do my homework with a friend who lived in the neighborhood, “I’ll fight for my rights.” Page 158
  • 13. Passage #10 “Educating our children is the only way out of this pit of poverty” page 176
  • 14. Passage #11 Teachers began forecasting great things for me: some said I would make a good teacher, others maintained that I had the brains to become a doctor. But all these predictions depended upon one thing-money.
  • 15. Passage #12 There was even talk that Aunt Bushy would have to leave school upon completing Standard Six, and look for a factory job, so she could help pay for Uncle Piet’s schooling. Page 182
  • 16. Questions! 1. “A man who knows nothing about books but can feed himself and his family, is a million times better than a man who has read a million books but cannot feed himself and his family” Johannes’s Dad tells him this. How do you agree or disagree with this? 2. As Johannes gets more educated, what are some differences in his personality, attitude, or behavior? What are some signs of illiteracy found in the book? Find a quote to prove it. 3. How did exposing education to children hinder or encourage the apartheid? 4. Do you think that Johannes would have been as successful with tribal education? Why or why not? What would be better or worse if he had a tribal education? 5. “He shunned school, and, instead, grew up to live by the knife. And the same knife he lived by ended his life” A strange woman told Johannes her son’s story. Do you think Johannes joined and stayed in school out of fear or zeal? 6. What are some examples of Johanne’s father’s actions that you think he did because of his illiteracy? How would it have been different if he was educated? USE QUOTES!

Notes de l'éditeur

  1. \n
  2. \n
  3. \n
  4. \n
  5. \n
  6. \n
  7. \n
  8. \n
  9. \n
  10. \n
  11. \n
  12. \n
  13. \n
  14. \n
  15. \n
  16. \n