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CONTENTS
PAGES
Her Three Days ................................................................................................................................ 3

Mr Nakasa Goaes To Harlem ......................................................................................................... 14

Nostalgia ........................................................................................................................................ 26

The Boy Who Painted Christ Black ................................................................................................. 34

The Darling ..................................................................................................................................... 44

The Late Dud .................................................................................................................................. 56

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1. HER THREE DAYS BY SEMBENE OUSMANE

BACKGROUND OF THE AUTHOR

Sembene Ousmane: (1923-2007)

Sembene Ousmane is a Senegalese writer, film producer and director born in Dakar
Senegal on 1 January 1923 and died on 9 June 2007 at the age of 84. He was born a
french citizen because his father had a french citizenship extended to him as Senegal
was a French colony. When his parents divorced he lived with his uncle who was a
devout Muslim. He was referred to as the father of African film for his indigenised film
making which spanned for over 40 years. The short story Her Three days was taken
from his anthology of short stories The tribal scars.
SUMMARY
In ‘Her Three Days’ Sembene Ousmane introduces to us Noumbe, a woman married to
Mustapha’s as the third wife. According to the muslim tradition of polygamy, there is a
rule that a husband must spend at least three days a month with each wife, but he
doesn’t show up at Noumbe’s house during her three days. The writer captures the
efforts and sacrifices made by Noumbe as she prepares for her husband’s coming to
her house for her three days. She waits in anticipation for her husband who doesn’t
show up until the third day late in the evening when Noumbe is already exhausted with
worry, frustration and anxiety of waiting. She humiliates and mocks her husband in front
of his companions because of the pain she feels about the treatment that Mustapha
subjected her to.

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TITLE
The pronoun ‘her’ in ‘Her Three Days’ shows possession. Noumbe’s entitlement to the
three days with her husband as per custom.
The title of the story can have a literal as well as a figurative meaning. The story ‘Her
Three Days’.
Literally
 Refers to Noumbe’s right to the three days with her husband Mustapha as
dictated by Islamic culture in polygamous marriages.

Figuratively
 Implies her three days of emptiness and loneliness while waiting for her husband/
 The three days of the realization that her husband no longer favoured her just
like he used to, his attention has shifted to the fourth, youngest wife.
 The three days it took for her realisation that there is a need to stand up for
oneself and perhaps break free from the shackles of polygamy.

THEMES
1. Polygamy and its effects on women

Mustapha is married to four wives. Noumbe (the third wife) finds herself
experiencing difficulties in the marriage. She is a victim of the Muslim polygamic
rule that every wife of a muslim is entitled to three days of her husband’s
company. This was no longer the case for Noumbe as her three days were spent
elsewhere. The wives are also pitted against one another as they fight for the
husband’s attention.

2. Patriarchy
In a patriarchal system men and boys assume more power and are held in high
esteem than women and girls. The men in Noumbe’s village go out with friends,
they work and take decisions on behalf of the families, they have more freedom
and opportunities than women do. Women are expected to stay at home and
take care of the children just like Noumbe is doing. We see the extent of suffering
she goes through because of this. When Mustapha doesn’t arrive for her three
days she puts blame on the other wives suggesting that they were keeping him in
their houses deliberately instead of holding him accountable for his actions.

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3. Culture and community

The women in the story are potrayed as very close to one another. They know
about one another’s business; They know that it is Noumbe’s turn for the three
days with her husband according to the culture of polygamous marriages. They
joke and tease her about it while laughing to show acceptance of this norm of
polygamy.

4. Reputation/Image

This is evident through Noumbe worrying more about her image when Mustapha
doesn’t come. She hides the pain of the futile waiting from other women, she
defends her husband while in essence she was defending her own worth. (p69)

5. Jealousy

When Mustapha doesn’t arrive Noumbe thinks he might be with the the young,
fourth wife. She imagines all that this woman must be doing with their husband
which she was supposed to be doing by now because it was her three days. The
more she thought about it, the more pain she felt as she remembered the days
when she was the youngest wife. (p67)

6. Desperation

Noumbe is desperate to impress her husband in such a way that she even
accumulates debts to buy stuff that she would use to prepare food for him. She
puts him above her children, herself and her health – She uses the money meant
for the visit to the clinic for her heart condition to buy groceries to cook for him, so
that he may see her as the best amongst the other wives.
7. Gender inequality

Men in this story are portrayed as people who feel entitled to be respected by
their wives while they do not do so to their women. This is evident when
Mustapha asks Noumbe the reason she doesn’t stand when he enters while he
however kept her waiting for three days and he does not apologise or give a
reason of his coming on the night of the third day. Noumbe’s husband has no
sense of remorse on his part that he has kept his wife waiting let alone feel
sympathy for her when she collapsed in front of him.

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 SETTING
The setting of the story is in an unknown village in Africa, with a society that is
closely knit and at Noumbe’s one roomed shack where she sits waiting for her
husband to come and visit her for three days as per tradition in an Islamic
polygamous marriage. The story takes place over a period of three days.
PLOT
Plot is defined in simpler terms as the series of events that unfolds from
beginning until the end of the story.
In ‘Her Three Days’ the writer uses a linear plot to tell the story- The events in the
story happen in chronological order, that is, it is told in the order it occurrs.

Elements of a plot

Climax: After all the

preparations and sacrifices
for three days Mustapha
doesn’t arrive.

Mustapha doesn’t arrive as

expected on the first day but Falling action: Mustapha arrives
preparations and the waiting with his friends , late on the night of
continues. the third day after she sends for
him.

Exposition: Noumbe makes

Noumbe mocks and humiliates
preparations. She waits for
Mustapha in front of his
Mustapha to arrive for her three
friends.
days.

 Exposition In the story ‘Her Three Days’ we are introduced to the main
character Noumbe, (Mustapha’s wife) and her neighbour Aida. The
narrator also introduces the close knit society where Noumbe lives in her

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 one roomed shack. The exhausting wait for her husband is also exposed
in this section as it is crucial to the development of the story (p63).

 Rising action in this story is characterized by the actual futile

preparation and waiting for a husband who doesn’t arrive. The internal
conflict is expressed through Noumbe’s emotions towards the husband
who doesn’t arrive as expected and her own opinions about polygamy.
(She wondered what got into her to ever think of getting into a polygamous
marriage) as well as feelings and emotions of women towards polygamy.
The external conflict experienced by Noumbe has to do with her feelings
towards other character(especially Mustapha’s other wives)

CLIMAX
 The climax is experienced when after all the sacrifices, efforts and
preparations Mustapha does not arrive to honour Noumbe’s three
days

FALLING ACTION
 Mustapha comes home accompanied by two companions.

DENOUEMENT
 Mustapha finally arrives in the night of the third day.
 Noumbe mocks and humiliates Mustapha in front of his friends.

CHARACTER AND CHARACTERISATION

1. Noumbe (main character/protagonist)
 A round character – her character develops throughout the story
as she questions herself about how come she became one of
Mustapha’s wife.
 She is portrayed as a loyal and respectful wife who would do
anything to please her husband including neglecting her health and
that of her children.
 Desperate: Noumbe would even incur debts so that she buys stuff
to cook delicious dishes in preparation of her husband’s coming for
her three days.
2. Mustapha – Noumbe’s husband.
 He is portrayed as an abusive husband, he abuses Noumbe both
emotionally (When he keeps her waiting and he does not show up

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 as he is supposed to and physically ( Noumbe indicates that if she
says anything that might not please him, he might beat her)
 He is a selfish, inhumane and inconsiderate husband
considering how Noumbe collapsed in front of him yet he leaves
her to be attended to by the women from the compound when he
leaves with his friends..
3. Aida- Noumbe’s neighbour
 She is loving and caring- when she realizes that Mustapha didn’t
come on the second day she offers to go and look for Mustapha
and on the third day in the evening she goes to Noumbe’s house to
keep her company.
 She does that to ease the pain that Noumbe feels because her
husband doesn’t honour her three days.

4. Mastac – Noumbe’s eldest son.

5. Mustapha’s second wife –
 vindictive and hypocritical. She visits Noumbe pretending to be
looking for Mustapha while she knew he was not there.
 She is at Noumbe’s house to make her feel bad that Mustapha is
not there and that it was her turn to feel neglected just a she was
neglected when she (Noumbe) came into the marriage.
 Her visit is meant to emphasise that they are now in the same boat,
she does not see Noumbe as a threat to her.
6. Voulimata
 Mustapha’s new and fourth wife who is showered with love and
attention since she got married recently.(four months ago)

POINT OF VIEW
 ‘Her Three Days’ is written in the third person limited omniscient point of
view. The narrator seems all knowing and can tell Noumbe’s thoughts
and imagination.
 We only see the story through Noumbe’s thoughts.
 The pronouns He/she/they are used in the story.

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STYLE
 The writer uses dialogue and thought throughout the story to provide
descriptive observations and emotions.
 Most of the events that unfold in the plot are actually Noumbe’s thoughts
as she goes through the desperate waiting for her husband to arrive for
her three days.

DICTION
 The influence of french language which is part of the writer’s background
is evident as the writer includes some French words throughout the story.
 Imagery – the writer uses imagery as he introduces Noumbe to the
readers. (P63) “She raised her haggard face, and her faraway
look…galvanized iron”. We imagine Noumbe’s face to be haggard/
wornout, exhausted and muddled like the mixture of different the roofs that
she is looking at.
She already looks exhausted from worry as it is indicated that the husband
has neglected her for the past two weeks.
 Symbolism
o Noumbe’s hut – is a symbol of poverty, the shack is almost bare,
scantily furnished.
o The three plates – a symbol her futile wait for her husband’s arrival
for her Three days.
o Breaking of the plates – symbolizes her own heart break/ perhaps
breaking away from the shackles of polygamy.
 Simile – Noumbe’s eyes are described to be “like two worn buttonholes”

…like frayed thread,... the whites were like the colour of old
ivory.(p63) Noumbe’s eyes are compared to worn buttonholes
because of the way they were protruding from the eye sockets,
lashes were like frayed thread, it’s like the lashes were falling
apart, the whites of her eyes were compared to old ivory, meaning
they were no longer white as they should be ..Signifying an
unhealthy person.
 Hyperbole/exagerration – “You’re looking fine enough to prevent a holy
man from saying his prayers properly”.(p63) The writer uses this figure of
speech to emphasise how beautiful Noumbe looks and indicates the effort
she put in order to impress her husband.
 Personification- “often and very often the thought of her coming disgrace
had assailed her”. Noumbe’s thoughts are personified as someone who
persues and attacks her repeatedly.

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 TONE
 Nostalgic – Noumbe feels happy and sad at the same time when she
thinks about the sweet moments when her husband showered with
attention when she was the youngest of the three wives.
 Sorrowful – The tone becomes sorrowful when Noumbe expresses her
thoughts about polygamy. (p65) She questions why every woman should
not have her own husband. After she thought of the suggestive joke by
one of Mustapha’s friends “if she had been the perfect wife”.
 Anger – Noumbe’s treatment of her husband when he finally comes
shows feelings of anger on her part. She mocks him by pretending as if he
was in the house that morning.

MOOD
 As the story unfolds different moods prevail. At the beginning of the story
the mood is jovial when Noumbe prepares for her husband’s coming, the
women sing teasingly about Noumbe’s three days. The mood changes to
that of frustration and anxiousness as Noumbe continues to wait for the
husband who doesn’t honour her three days as dictated by custom. The
hostile, tense mood is portrayed when Mustapha finally arrives, Noumbe
mocks and humiliates him in front of his friends because of the bitterness
and pain she felt when Mustapha does not honour her customary
right.(p73)

VOCABULARY LIST (CONTEXTUAL MEANING OF WORDS)

1. Haggard: worn, exhausted especially from suffering.
2. Henna: reddish brown dye for hair and skin
3. Passé-partout: a picture mounted between a pice of glass and asheet of card.
4. Galvanized: Zinc coated metal sheets
5. Veudiex: wives within a polygamous marriage.
6. Gorged: over-fed , over-stuffed
7. Francs: Monetary unit of france
8. Boubous: Long flowing garment worn by both men and women.
9. Chagrin: Disappointment
10. Henchmen: a faithful follower especially one prepared to engage in crime by
way of service
11. Hussies: a woman or girl who behaves in a way that is thought to be
disrespectful/ morally wrong. e.g having more than one sexual partner.

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 12. Moorish: made in Spain

TEST YOUR KNOWLEDGE

1. What is the setting of this story? (1)
2. Mention TWO things Noumbe does in preparation for her husband’s arrival for her
three days. (2)
3. Refer to (p63 par 2) of the story.
‘It was a long time since she had felt such an emotion’. To have Mustapha!
3.1 What tone has the narrator used in this line? (1)
3.2 Suggest a reason why the tone is appropriate. (2)
4. What evidence does the writer provide that shows that Noumbe puts her husband’s
needs above everyone and everything else? (2)
5. Refer to (p63 ar 2) .She blinked, “her eyes were like two worn buttonholes”.
6.1 Identify the figure of speech used in this line? (1)
6.2 Explain the figure of speech? (2)
6. Refer to (p69 par 3)
Quote ONE word which suggest the women never blamed the men for breaking the
rules with regard to the three days as per custom in a polygamous marriage. (1)
7. Refer to (p74 par2). What do the three empty plates in the story symbolize? (2)
8. Polygamy is one of the themes explored in this story. Discuss this theme. (2)
9. Refer to (p74 par3) “suddenly a pain stabbed at her hear…she bent double as she
fell to the floor a gave a loud groan…, gabbed Mustapha and went off”.
What does this incident reveal about Mustapha’s character?. (2)
10. Mustapha finally arrives for Noumbe’s three days in the evening of the third day
after she sent her children to call him because she is not feeling well.(P73-74) What
is your view of the way Noumbe treats her husband when he arrives, does he
deserve the treatment? (2)
[20]

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ANSWERS
1. In an unknown village in Africa, during the postcolonial era.
2. She prepares delicious meals.
She makes herself beautiful to impress her husband.
3.
3.1 Tone of anticipation/excitement/hope
3.2 It is appropriate because at this moment she is looking forward to being with
Mustapha alone and she already imagines herself being with Mustapha.

4. In her efforts to please her husband she neglects hers and her child’s health
when she doesn’t visit the clinic on the day she is supposed to, instead she uses
the money to buy groceries to prepare food for her husband whom she thinks will
hold her in high regard because of her cooking.
OR

While in the process of preparation she does not mind incurring debts/borrowing
money regardless of the poverty that she experiences.
OR
She serves only rice and gravy to her children and keeps the meat for Mustapha
5. “Whitewashed”.
6.
6.1 Simile
6.2 Noumbe’s eyes protrude from the eye sockets just like buttons that can no
longer be held steady by the buttonholes which are worn out.
7. They are symbolic of the three days that she waits in vain for her husband to
honour her three days.
8. Polygamy is evident in this story through Mustapha who is married to four wives.
Noumbe (the main character) is the third wife who is neglected since he got
married to the fourth young wife.
9. This action reveals that he is selfish and inconsiderate as he doesn’t care how
his wife feels about him not honouring her three days. He also dismisses her
collapse in front of him as an act influenced by jealousy because he has been
with his other wife.
10. Yes, Mustapha deserves the treatment he receives from his wife because when
he arrives late on the night of the third day he doesn’t apologise or give an
explanation of his whereabouts.
OR

No, he doesn’t deserve the treatment because regardless of what happened he

deserved respect as her husband, as culture dictates.

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References:
1. www.litbug.com

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 2. THE TITLE: “Mr Nakasa Goes to Harlem”

Nat Nakasa

1. BACKGROUND OF THE AUTHOR:

N.B: The author is a person who write the story. The author is also the story teller.
Ndazana Nathaniel Nakasa, affectionately called Nat,
was born on 12 May 1937 in Eastern Cape. (Cape
Province by then). His family, like many black people at
that time, was affected by poverty. He couldn’t complete
his matric and had to leave the school in 1954.

He was employed as a reporter for the Ilanga

newspaper based in Durban. He wrote articles in both
IsiZulu and English. He later moved to Johannesburg
where he worked for Post, later he worked as assistant
editor for Drum magazine. He established the Class
(literacy magazine) and wrote a column for the Rand
Daily Mail. He was also freelancing (an independent
contractor who earns wages on a per-job or per-task basis for short-term) for
publications in Germany, Sweden the USA and Britain. In 1964, he left South Africa to
stay in USA permanently. He died on 14 July 1965.

2. SUMMARY

The story is written from the journalist point of view. Nakasa was a journalist for
magazines and assistant editor for Drum magazine. Nakasa left South Africa to USA
on exit permit. The New York Time offered him an assignment to write about the
racism in the black Americans’ (The Negroes) and record it in the column Mr Nakasa
Goes to Harlem.

He found out that there was racial discrimination between the African Americans and
whites as well as discrimination amongst the Negroes themselves. He also
witnessed the discrimination between the Black Americans and Black South
Africans.

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He found that there is thin line between the apartheid in South Africa and Black
Americans. He also compared and contrast the lifestyle in Johannesburg and
Harlem. The overpopulation of Johannesburg is similar to Harlem. The ghettos of
Johannesburg are the same in Harlem. Poverty, hardships, hostilities, hustling
(suffering), lack of employment, limited resources are rife in both cities.

He observed that there were immense different attitudes of the blacks in

Johannesburg and the Negroes. He also found the common ideology of blacks in
South Africa and the Harlem’s. He too, was the victim of racism in Harlem. He
committed suicide on 14 July 1965.

COMPARISON OF THE TWO CITIES:

JOHANNESBURG(SOPHIATOWN) HARLEM
Blacks lived in the ghettos Negroes lived in the ghettos.
Separate development for blacks. The city is the outside New York city.
Most common transport for blacks is Taxis mostly used.
taxis.
Whites don’t mix with blacks, at the Harlem is exclusively Negroes.
restaurants, café and churches.
High crime at the taxi ranks and on Less crime in Harlem.
streets.
Blacks don’t own any property in the Negroes don’t own any property in
city. Harlem. They lived on rented
apartments.
Blacks are free to talk about their daily Negroes were skeptical to divulge any
challenging to the media. information to media.
Blacks have their own prominent Negroes have influential leaders such
leaders who fought against apartheid. as Malcom X, Du Bois, Martin Luther
King and Ralph Bunche.
Blacks have organized political parties. Negroes have NAACP, Mobilization for
Youth, Har-you-Act and more groups. All
the groups fought for liberation of
blacks.

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 No inter marriages between blacks and Negroes didn’t marry whites nor allowed
whites. whites in their mist.
Only statues of white leaders are The statues of the Negroes leaders are
erected in the city. in Harlem.
Blacks are mostly friendly and kind. Harlemites are very hostile and
indifferent.
3. TITLE:

The title of the story is literal. It reflects the experience of the writer as a journalist in
Harlem. The title is adopted from the column the writer had record in the New York
Time.

4. THEMES:

The story has more themes. A theme would also derive from the extract, but here we
will focus on the overall themes.

4.1 RACISM:

 There are separate residential areas for blacks and whites in South Africa.
 The black residential areas are dirty and filthy as compared to the white
areas.
 Whites are often not welcomed in the black areas.
 Blacks don’t visit the white areas often e.g “A friend from Alabama, a white
journalist...through Harlem (par.6, page 208). This is clear indication that
whites are not treated well by black vise verse.
 There is deep seated hatred between Negroes and whites. (page 208, par 6:
...the few whites who go to …peril).
 In almost political gatherings(nationalists), whites were not welcomed. (page
211, par 4: “But please don’t bring…with you.” Vos had …Harlem’s parties.
‘But Vos and….they may be” page 211 par5).
 Like South Africa, there was no statue of Great men and women in the city.
 The whites were not welcomed in Harlem. ( page 213, par 3: “When Sekou
Toure …to replace the white one.”).
 The Harlemites would not even employed any African black in their
business.(page 213, par 7: “ There was…own business.”)

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4.2 HATRED OF THE POLICE:

 The people in Harlem don’t have any friendship with the police because most
them are white.
 Harlemites are always avoid talking to the police.
 It was a shock to them to see Nakasa talking to the police, who showed
friendliness and kind to him. (page 209, par 5 “…people stare coldly at
them..”/page 210, par 3:”But I soon …suspecting impending trouble”).
 The policeman was friendly to him more than the Harlemites thought.

4.3 RESILENCE:

 The Harlem people, like Black South Africans, have endured lot of hardships
to survive (page 208, par 2:.. A lot of Harlem’s battles…the sun, just like me).
 The apartment that they rented out were filthy, dirty and very old.(…ageing
buildings…)
 Some of the people resorted looting for their survival.
 The majority of the Harlemites, like the Black South Africans, were poor. This
is evident in their daily life. They used taxis while their counter parts, whites
used luxury cars.
 They lived in overcrowded apartments with no one to take care of the
buildings.
 The Negroes were the most resilient people who endure all the challenges.
(..page 211, par 8: ‘..un-apologizing black-man-ship….busts of black men.”)

4.5 MISTRUST BETWEEN HARLEMITES AND AFRICANS:

 Harlemites withheld any of information about their lives, to the writer..(page

211, par 3: “Give me that…to do with white papers”..)
 The churchmen as well didn’t want to give him information about Harlem.
(page 212, par 2 and 3: “There was a churchman I met…..my friend” he said.

4.6 RELIGIOUS VALUES:

 Church was the most unifying place where different people gather and pray
God. (page 2013).

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4.7 RESPECT THE LEADERS:

 The Negroes respected their own leaders.

5. SETTING:

The story, Nakasa Goes to Harlem has two settings e.i Sophiatown, South Africa
and Harlem, USA. The story was written during apartheid and racism error in all
continents. The story is written from a journalist point, which mainly involves
gathering data, information through interviewing the relevant people.

The story was based on the effects of racism on the Black South Africans and the
Negroes.

Nakasa was not having any journalism profession, but he was able to write
impressive article such that the New York Times offered him a job in Harlem. He was
assigned to write about the racism in Harlem and record it in Mr Nakasa Goes to
Harlem column.

6.THE PLOT:

Exposition

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The story line started when Nakasa dropped out of the school due to socio-economic
situation. His family was very poor and couldn’t pay school fees. As a result, Nakasa
couldn’t do matric. The people had to resort to different means to survive, e.g some
opened shebeens to make the ends meet.

Nakasa had made his own survival means, he was good in English. He was able to
get jobs in the journalism. Nakasa got a job as assistant editor for Drum magazine.
His good work saw him getting a job at New York Time, whereby he was assigned to
write about racism in Harlem in the column Mr Nakasa Goes to Harlem.

Conflict:

The conflict in the story is rather flat and subtle. Nakasa decided to expand his
knowledge of writing to Johannesburg, where the apartheid was rife, riot was high.
Mr Nakasa going to unknown city in those years was a high risk of its kind. He was
fortunately employed by number of magazines such Drum. He became the assistant
editor Drum. He got more exposure into the journalism fraternity. He was then
recruited by the New York Times. He assignment was to write a column about
racism in Harlem. He then ventured deeper into the unknown.

Rising Action:

He was influenced by work of Langston Hughes and James Baldwin about Harlem.
He had no further knowledge of Harlem. He had no full background knowledge about
the history of the Harlemites. He only saw a close similarity of Sophiatown and
Harlem from the stories he read.

In 1964 Nakasa left South Africa to USA on exit permit. While in USA, he was
offered a scope by New York Time to write about racism in Harlem and recorded it in
the column Mr Nakasa Goes to Harlem.

Climax

Mr Nakasa arrived in Harlem. He was then on his own. He rented an apartment at

Hotel Theresa. The hotel was known to be the resident of Negros celebrities, but at
the time he lodged there, there were no celebrities.

He hoped to collect the information for his column easy. The situation was worse
than he thought. Harlemites were not cooperating and unwilling to give him the

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information he was looking for. Little did he know that Harlemites do not like too
much interreference with details of their situation. “I really think it is presumptuous for
people to come here a short while and go writing about Harlem”, a young, talented
novelist to me. It means Harlemites would not divulge, offer to interviews about the
important information about racism there. That marked the beginning of his problems
for his column.

He met the Negro actor, whom he called Vos. Vos, unlike the others, was not hostile,
he was kind and friendly. His attitude gave Nakasa hope of collecting information he
needed the most. Once he stated that he was working for New York Times, he said
“Give me that notebook, he said suddenly and firmly. “I don’t want to have anything
to do with white papers”. It was at this time that his woes were mounting. The hope
of completing the assignment was gradually fading away.

He met a churchman at the cafeteria at the basement of the church. He told him
about his work in Harlem and he wished to have some talks with anybody who had
some time. He was hoping that the churchman would organise anyone in the
cafeteria to talk to him. Unfortunately, the churchman gave him coffee, chicken and
buns. His hope for interview was shattered for the second time.

Mr Nakasa met the policeman who was friendly and kind to talk to him. His talk with
the policeman was interrupted by passer-by people who took keen interest in their
conversation. The possibility of having interviews with residents faded every minute.
It was unfortunate for him that people showed interest in Zulu and English he spoke,
but shut down on the matter he wanted from them.

Falling action:

He observed how the Negroes isolated the Africans. He was even told how Sekou
Toure’s interpreter was badly treaded because she was white. He had also observed
the church service. No one wanted to befriend him ever since he arrived in Harlem.
He was just alone together, he would be amongst the people, but they would talk to
themselves not with him.

20 | P a g e
Resolution:

On 14 July 1965 Mr Nakasa died from leaping from the seventh floor of his hotel
room. He did not write anything in his column, Mr Nakasa Goes to Harlem. He
admired the good work of Harlem leaders.

7.Characters and characterisation:

7.1 Mr Nakasa:

Ambitious:

 He was unable to complete his matric, but that didn’t hinder him from
achieving his goals.
 He got number of jobs in the media even though he didn’t have any
qualification.
 He became assistant editor for Drum Magazine without formal training.
 He was offered a job at New York Time.

Brave

 He took a job offered to Harlem despite the fact that he knew no one there.
 He didn’t know the environment there very well.
 He was not familiar with the political and social conditions of Harlem.

Kind and patient:

 He was totally rejected by many Harlem, but he didn’t complain.

 When the churchman betrayed him, he never got angry with him.

7.2 Novelist:

Impatient and rude:

 She told Nakasa in the face that he had no right to write about people of
Harlem.

7.3 The Negro woman:

Straight talker:

 She told Nakasa that he couldn’t just come to Harlem and started writing
about them. He knew nothing about them.

21 | P a g e
7.4 Vos

Friendly

 He kindly welcomed Nakasa into his studio.

 He responded to all Nakasa’s questions.

Very rude

 Upon realizing that Nakasa was a journalist from New York Time, he became
rude.
 He asked Nakasa to destroy the notebook immediately.

7.5 The policeman

Polite

 He was open to talk to Nakasa.

 He was not willing to share information Nakasa wanted.

7.6 The church man

Unfriendly.

 Nakasa told him he wanted to talk to anybody who is free to talk.

 The churchman instead, gave him coffee, chickens and buns.

7.7 The businessman

Sympathetic/kind

 He supported many businesses and organisations financially and in kind.

8 Point of view:

The story is told from the journalist point of view.

The story is written from 1st person point view. The writer took part in the
story.
The story is written from the experience of the writer.
9 Style:

The story is written from first-person through the named character-Mr Nakasa.
There is frequent use of “I” in the story.

22 | P a g e
10. Diction:

The story is written in simple language. There is no figurative language. There

are lot of descriptive words e.g ageing building(page 209). The frequent pronoun
is ‘I’ because the story is written from 1st person.

“He” and “she” is used often, especially where the writer is reporting what the
other character had said.

The direct speech “ “ is used where Nakasa had conversation with the other
character. All unfamiliar words are explained in the glossary page.
11.Tone
The tone the writer uses is friendly.
The writer mostly uses ‘?” for enquiring information from the other character.

12.Mood:
Calm
The writer was never angry with anyone in the story. The writer always
remained clam even when the other characters are not treating him well.

Rude/Rebellious.
The Negro ladies were very rude to the writer when they strongly refused him
from writing anything about Harlem.

Unkind/unfriendly
The churchman showed unkindness to the writer when he gave him coffee,
chickens and buns instead of what he had asked.

Resilience
The Harlem people showed resilience when they lived under old and ageing
buildings. They also showed resilience to racism.

13.Activity

1. Where is the setting of this story? (1)

2. What influenced Nakasa to go to Harlem? (1)

23 | P a g e
3. Who are Langston Huges and James Baldwin? (2)

4.Refer to page 207, paragraph 3 (“I missed….Johannesburg police”)

4.1 How dangerous were taxis at that time? (1)

4.2 Why whites were not using taxis? (2)

5.Why the white journalist from Albama used false registration plate to drive in
Harlem? (1)

6. Refer to page 209, paragraph 1.

6.1 How does the adjective ‘ageing’ tell you about the hotel? (1)

6.2 Why there are no more whites in Harlem? (1)

7. Choose the correct option to complete the following sentence:

The policeman refused to accept the cigarette offered by Nakasa because…

A. He was a black man from South Africa.

B. He was not allowed to accept offers from strangers.

C. He was disciplined officer.

D. The law was against that. (1)

8. Give a reason for the churchman to give Nakasa a coffee, chickens and buns. (1)

9. Describe the attitude of the young, talented novelist towards Nakasa. (1)

10. Describe Vos’s change of tone before and after Nakasa told he was working for
New York Time. (1)

11. What conclusion do you make in this phrase “…many Negroes in Harlem who
looked down on Africans”? (2)

12. Discuss the relevancy of the famous names such as Du Bois, Marting Luther
King and Malcom X in this story. (2)

13. Do you think racism was the real cause for Nakasa’s suicide?
Motivate your answer. (2)

24 | P a g e
 Total(20)

Possible responses:

1.The story took place in Johannesburg (Sophiatown) and Harlem. √ (1)

2.The apartheid was weighing too much on and needed place to escape to. √ (1)

3.Langston Hughes was the famous story writer √ and James Baldwin the
powerful essay writer. √ (2)

4.1 There were a lot of crime, robberies, theft committed in the taxis. √ (1)

4.2 Apartheid prohibited the white from mingling with the blacks. √
The whites had their own cars to drive to the city. √
(2)

5. She would be trouble if she used her original plate that could be identified as
white. √ (1)

6.1The hotel was very old and dilapidating. √ (1)

6.2 The prevalence of racism forced the whites to leave the city for the blacks. √ (1)

7.D√ (1)

8. The people at the cafeteria were not interested in talking to./It was sign that
Harlemites hated the Black Africans. √
(1)

9. She hated/despised/disliked him very much. √ (1)

10. Vos was so kind/friendly towards him,√ but after he realized he was working
for the New York time, he became fed/angry/perturbed/rude.√
(1)

11.There were too much hatred for African Blacks.√/There was unbearable
racism between the Black African and Black Americans.√
(2)

12. Harlem had produced very strong, powerful leaders of the world./ Harlem
was known to be a power house of the world renown leaders.√√ (2)

13. The racism weighed too much on him√ and gave him immense
depression that finally made him committed suicide. √ (2)

25 | P a g e
Total:(20)

26 | P a g e
 3. Nostalgia – C.A. Davids

The author

Photo: Mail & Guadian

Carolann A. Davids (1971- ) is a South African who lives in Cape Town. She is a
writer and editor who was educated at The University of Cape Town, an institution
where she obtained her Master’s degree in creative writing. She writes mainly prose
– novels and short-stories. She is renowned for her novels titled The Blacks of
Cape Town and How to be a revolutionary. Her work has been published in Twist,
a collection of short stories (anthology) written by South African women and in
African Pens: New Writing from Southern Africa.

Summary

The story is about Ella, a lady aged 35. She left her home when she was 25 years-
old and came back ten years later. The reason for the visit is that Ella’s mother never
responded to any of Ella’s correspondences which were done mainly through letters
and telephone to the neighbours. Her visit was not accepted, it was seen as nothing
but an act to see if the old lady was not dead yet and to check if she has left
something for the daughter – this is the view of Ella’s mother to the visit.
The mother and daughter engage in a heated debate about circumstances that led to
the daughter ultimately going away. It is said when she left there was ‘No fight, no
anger. Just left.’ (p199). When told of the circumstance in which she left home, that
she should at least have come home when her father died, she states that she came
in peace, but that too solicited a rebuke from the mother who said those in need of
peace are the ones at war. At this Ella feels the visit had better be cut short and she
leaves and this made the mother to come to her sense and she immediately told her
to stay.

27 | P a g e
It is at the afore-stated stay that the mother and daughter get to talk about what has
been happening in their lives. It is revealed here that all the correspondences were
received, they have just not been replied. The manner in which the father passed
away is also revealed – “A stroke finished him off …” (p 202). It is also here where
Ella blames her late father, who died poor as he was a hawker and thus had no
savings to give him better health care, for misuse of the money her parents had –
and also for what he did to Ella, something not explicitly said. Her mother sharply
rejects the accusation, saying the father sacrificed a lot for her to be better, she says
the father worked “… until his fingers were dirty little stubs that couldn’t even pick up
a fork” (p 202). The mother went further to highlight that Ella, like many young people
of her age, should not and must stop blaming their parents for whatever goes wrong
in their lives. At this they disagree and Ella conclude that as it is said, everyone has
their reasons for doing things, the only thing that could be relied upon is what one
can see and feel. She leaves her mother’s apartment, and heads to the hotel she
was booked in, to a waiting husband.
Title
Nostalgia – a sentimental thinking and longing for the things that happened in the
past. This title is relevant in that the content of the story has a lot of going down the
memory lane by two active characters – Ella and her mother. These nostalgic
moments are triggered and manifested by movements around the place in which the
story is taking place.
Examples:
Ella’s movement across the square: When she visited her mother, Ella went via the
square and this made her realise that “… the square,[was] no longer filled with whiffs
of fruit growing rancid in the hot sun, or fried fish from Lucky Takeaways latching on
to the evening breeze.”
Ella’s mother’s walk into the kitchen and making tea reminds her of the days when
she could still walk flawlessly with her legs, of days when she had shade of dress, a
hat, pair of shoes and bag to match, days when ladies got dressed up to fetch bread
from the shop, days when men came from all directions into brown-stoned built
Mosque – silent and thoughtful on Fridays and days when soft music drifted from
record players behind lace curtains.
Themes
Abuse – this theme is projected in the resentment Ella has for her father, though not
explicitly stated, one can sense that the father had done something unforgivable to
his daughter, something so bad that the daughter could not even come to his burial
though she received a message about his passing away.

28 | P a g e
Oldness – the projection of oldness is prevalent in many areas in the story such as
in fading roses on curtains, fading letters of the word welcome written on the mat,
crease where a mouth had been on Ella’s mother.
Ungratefulness – as a theme, this is projected when Ella’s mother tells her that she
and people of her age should stop blaming their parents for whatever is going wrong
in their lives because they sacrificed a lot for them to be where they are.
Decay – this is projected in the statements “…were it not for the unrecognisable
odour that reached her – somewhere between old age and defeat – unlike the
musky smell she remembered of her mother: part tigress, part Yardley’s of London.”
“…the old woman’s face warped as if she had caught a whiff of decay escaping from
the refrigerator again” (p201).
Anxiousness – this theme is portrait in the hesitant manner in which Ella felt when
she knocked at her mother’s apartment.
Gambling – this theme is portrait when Ella’s father is spoken about. He was said to
have thrown the money he could not spend on alcohol to horses – meaning he
gambled on horse racing.
Parental love – this theme is portrait at the point that Ella’s mother indicated to Ella
that they, together Ella’s mother and father, sacrificed a lot for her to be where she
is.
Dedication – this theme is portrait at the point where Ella’s father worked hard, for
his family, until his hands became dysfunctional.
Setting
Apartment of Ella’s mother and the surrounding area like the square that Ella passed
by as she went to her mother’s home.
Plot
Exposition: The story opens with Ella knocking at her mother’s apartment, an action
done rather hesitantly as she had long seen her. Once in she realises that not many
things have changed – everything is still the same and old except the vase on top of
the old black and white television. It is the only thing that depicts freshness as it
retained its original beauty even after ten years.

29 | P a g e
Rising action and conflict (external): A conversation about the reason for the visits
ensues – Ella states that her visit would not be long, and she visited her because
she could not respond to her letters and telephone messages send through the
neighbours. On the contrary, the mother views the visit as nothing but a check on
her, whether she is dead already and she tells her daughter that she should not be
bothered as she had nothing to leave behind for her. This is quite the opposite of the
visit as Ella states, she came for peace. As the two could not agree and kept on
arguing for their positions on the matter, Ella suggests to leave – and to this, the
mother objects and finally the two sit together.
Climax (achieved through internal conflict): Ella brings the question of her
father’s death, something done abruptly by answering an asked question – and the
answer to the question was that “I won’t apologise,” (p201). She thinks about what
her father did, something she says it was wrong and made her go away. What the
father did is not explicitly said, but it can be noted that it was hurting to the extent
that Ella had even told it to her husband.
Denouement: Ella comes to a conclusion that although there is a maxim which
states “everyone has their reasons” she believes that “…sometimes there is no
higher logic and no complexities” and that “… all we can rely on is what we see and
feel.” It is upon this conclusion that she vehemently expressed to her mother, noting
that the two of them could not reconcile on the wrong that the father did, Ella bids her
mother goodbye and goes to the hotel where she was awaited for by her husband.
Character and characterisation
Ella’s mother – old very short woman who was said to be “barely taller than the
height that she was seated at.”
Frank speaker – in talking to her daughter on the day of her visit, she told her frankly
that she only came to check if she was not yet dead. She went further to tell her that
she should not bother as there was nothing she could leave behind for her.
Unpredictable – when she spoke hard to Ella, probably to a point where a reader
expect her tell Ella to go to hell, she changed tune when Ella suggested to go back
as the visit was obviously fruitless and told her not to go away.
Defensive – she defended her husband when Ella spoke hard about her father.
Compassionate – she told Ella that she should at least have come when her father
died.
Custodian of morality – she blamed the bad dressing of the modern girls whose mini-
skirts could barely cover their underwear.

30 | P a g e
Ella – Resentful, she wholeheartedly resented her father, dead or alive, for what he
did to her.
Caring - she send money, more than enough, for her mother to live comfortably.
Unforgiving – she blamed her father for inexplicit reason, something signalled by the
fact that she got a telegram to inform her of his passing away but she could not go to
his funeral.
Ungrateful – she did not acknowledge the sacrifice her parents, her father in
particular, made for her, this is heard towards the end of the story in a conversation
between Ella and her mother.
Ella’s husband – Loving and lovely, he is said to be a good person that Ella’s
mother would love when she meets him, this is what Ella said to her mother.
Progressive person – he told Ella to move on and not let past things to drag her back
and thus disturb her progress in life.
Ella’s father – Hard-worker, he worked “… until his fingers were dirty little stubs that
couldn’t even pick up a fork”
Gambler – he threw the money he could not spend on booze to the horses, meaning
he bet on horse race.
Segregationist – in his business, the wrapping of the wares for his clients was
classified. For the anaemic Madams who arrived from town in pretty dresses – the
wrapping was a brown paper bags with handles – dignified, for the sun-baked
Miesies who left the house in their slippers, sunshine or rain, had their purchases
placed in thin plastic sacks that split as soon as they walked off; while the ebony-
skinned Mamas in worn housecoats had their leather goods wrapped in newspaper,
and they left carrying it tucked under their arms.
Point of view
The story is told from a third person’s point of view. The narrator tells, independently,
the story of Ella’s family – how she left her home, her coming back, her conversation
with her mother on the day of her visit.
This third person narration is projected in the usage of third person pronouns like she
in “Mother, it’s me,” she said again, …” and “ Here she was in the middle of the
day,…”

31 | P a g e
Style
The author employs a method of simple and direct narration of things that the
narrator is seeing such as projecting the arrival and knocking at the door by Ella, the
moment her mother lets her into the house, their conversation, and the mental
flashbacks which some of them have been alluded to in the title as part of nostalgic
moments. The author also uses direct conversation (dialogue) among the characters
to give first-hand information to the readers about what the characters say to one
another.
Diction
o Corpses as in “… the corpses that her legs had become refusing a seat.”
Corpses has been used figuratively – it is a metaphor. (p198)
o Symbolism – “…curtain’s faded roses,” and “… the mat that read welcome in
faded letters.” (p198) fade symbolise the passage of time/paradigm shift – it
indicates that the time Ella’s mother is nostalgic to, is gradually going away.
o Crease – has been used instead of the mouth to emphasise oldness. “… red
lipstick that crossed the crease where her mouth had once been.” (p198).
o Pushed herself into a standing position (p201) – suggests the difficulty with
which Ella’s mother has in standing up.
o Drone as referring to music that came from the taxis suggests that it was
noisy and unpleasant sound as compared to the soft music that drifted from
record players behind lace curtains.
o Watery-mixture referring to the tea Ella’s mother made for her daughter
suggests that it was not a proper one (p 202).
Tone
Ambivalence (mixed feelings) – throughout the story there is an expression of
compassion for the husband and disgust and blame about the father.
Mood
Tense – the conversation between Ella and her mother is tense.
Disgust – no matter the excuse the mother expresses for her late husband, Ella feels
disgusted by what he did.

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Activity
1. Refer to paragraph 1 in the story.
Quote three consecutive words that indicate Ella was not at the scene portrait
in the first paragraph for the first time. (1)
2. How long had Ella been away from the place she was at in paragraph 1 of the
story? (1)
3. Refer to paragraph 2 in the story.
Say whether the following statement is true or false, substantiate your choice
in this regard.
Ella’s mother moved quickly when she went to open the door for her to come
in. (2)
4. Refer to paragraph 2 in the story.
Ella’s voice thinned and changed pitch when she identified herself to her
mother when she was knocking at the door. Why had this been the case? (2)
5. What does “…the crease where her mouth had once been” suggest about
Ella’s mother. (2)
6. Ella and her mother disagree sharply on the purpose of the visit – they
exchange hard words. What does this heated argument project as an aspect
of structural make up of literary text? (1)
7. “… the block of flats had always been watered by the square’s necklace of
dirt bins and plastic bags that drifted about the place like escaped party
balloons,” which figure of speech is in the bolded part in this quotation? (1)
8. Which two things are being compared in the figure of speech in the bolded
part of question 7 above? (2)

33 | P a g e
Memorandum
1. “Nothing had changed,…”
2. Ten years.
3. False, in the story, Ella “caught snatches of slow, heavy movements through
the slit between the door and frame as the old woman came close,…”
4. She was nervous and anxious as that was her first visit to her mother after a
very long time.
5. It suggests that she was old and probably no longer had teeth, precisely the
front ones as they could have supported her lips to be still at the original
position.
6. Conflict (external)
7. Metaphor.
8. A necklace and the dirt made by bins and plastic bags around the flats.

References:
1. Dlamini L.Z. Fabulous: An Anthology of short stories. Ilima, 2015.
2. Mail and Guardian, 23 August 2013.

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4. THE BOY WHO PAINTED CHRIST BLACK
By John Henrik Clarke (USA)

BACKGROUND OF THE AUTHOR

The author, John Henrik Clarke, was an African-
American historian, professor, prominent
Afrocentric, and pioneer in the creation of the Pan-
African or Africa Studies. He was also a lecturer
during the years of Great Depression, and his
experiences influenced the writing of this story.
Clarke was born on January 1, 1915, at Union
Springs, Alabama, United States. He died of heart
attack on July 16, 1998 in Manhattan in New York,
in the United States at the age of 83. John Clarke
was married to Sybill Williams (1997-1998) and had
three children, Nzingha Marie Clarke, Lillie Clarke
and Sonni Kojo Clarke. Clarke received his education from New York and Columbia
universities.

THE STORY IN CONTEXT

The story, The Boy Who Painted Christ Black, is about a brilliant and talented young
boy Aaron Crawford, who painted a picture of Christ black. Aaron created a beautiful,
but controversial painting. The story is narrated in the first person by an unnamed
narrator who is another student in the class, and the reader realizes after reading that
Clarke may be exploring the theme of race. Clarke uses descriptive observations,
narrative and dialogues in the story. The story ends with the principal George du Val
and Aaron Crawford walking away proudly.

35 | P a g e
TITLE
The title of the story is The Boy Who Painted Christ Black. The story mainly revolves
around the young student named Aaron Crawford who painted Jesus Christ black. In
a society where black people are not associated with great achievements, the painting
causes racial conflicts. The title is relevant because what brings about conflict in the
story is not the painting itself, but the fact that Aaron has painted Christ black.

SETTING
The setting of this short story is at school, with a black principal George Du Val, who
is at the helm of the affairs. It is set in the United States of America (USA) during the
segregation period. It was the time when black people were discriminated against by
the law. In this way, segregation was similar to Apartheid in South Africa. Black and
white children were forced to go to separate schools. The story takes place at
Muskogee County School, which is the school for black students only.
Conceptual vocabulary:
Coloured: In the USA, people used to refer to the African-American people as
“coloured” or “negro”. These words are now considered derogatory, or offensive, and
have been replaced by words like ‘black’ or “African American”. Aaron and the narrator
go to the ‘coloured’ school, Muskogee County School.
Commencement day: it refers to the graduation day or the last day of the school
calendar. It is during this days that Aaron’s painting is often displayed, and he gets
praises from both teachers and his fellow students. Aaron is seen as brilliant artist who
is also brilliant in his school work and his teachers see great potentials in him. “Looks
like you are going to be quite an artist”, his teacher said.
Astonishment: (extreme supprise): Mr Danual is astonished by Aaron’s painting,
because he is a racist, and did not expect Christ to be painted as a black man.
Sacrilegious: is something that goes against the rules of a particular religion. Mr
Danual thinks that Aaron’s picture of Christ as a black man is sacrilegious.

THEMES
The story deals with the themes of racism, courage, pride, arrogance
discrimination, societal perceptions, power, dignity and triumph. These themes
become more evident when Aaron Crawford paints a picture of Christ black, and the
matter becomes controversial. Aaron has painted Christ black because that was the
image of what he thought Christ was. It is this painting that gives people the strength
to stand up and to defend what they believe in and to speak out against racism and
other forms of discrimination in the story.

36 | P a g e
In the story, the conflict is brought about by Aaron’s painting of the image of Christ, a
black version. At first, the picture is seen as an innovative piece of art and everyone
is amazed at it, especially Aaron’s teachers, his fellow learners, and the principal. But
the White Inspector sees it as daring and blasphemous (being insultive, disrespectful
towards a divine being), because it was not permitted by him “Who painted this
sacrilegious nonsense?” he demands. The story has a number of themes, here are
some of them:
 Injustice and discrimination: the theme is brought to light through the action
of the people, the mindset of the people and of the society at large. In this story,
it is normal that a black, no matter how intelligent he is, cannot occupy
prominent positions. Power and high social status belong to the where people.
Aaron’s teacher thinks Aaron cannot achieve great things because he is black,
and Professor Danual says Christ cannot be painted as a black person.
 Courage and bravery: is to have courage and to be brave and show pride of
who you are, and that judging people on the basis of their skin colour can
destroy the society. George continues to be remain dignified even after losing
his job and continues to support Aaron to ensure that he becomes the person
he wants to be. Both the Principal and Aaron walk away victorious when they
leave Muskogee County School.
 Internalized racism: this theme is evident when Aaron’s teacher comments
about the brilliant work that Aaron has done when the story starts. “if he were
white, he might someday become President”. The statement tells us that it is a
clearly a norm that white people to succeed in life and occupy high positions,
and that no black person should ever dream of achieving high status no matter
how brilliant he is.
 Power: it is evident when Professor Danual speaks and the way he addresses
people. The power in his voice, and the language he uses tells us how powerful
he is. “who painted this sacrilegious nonsense?”. His words, just like his
presence, instill fear to those around him. And later on he uses his authority to
fire the principal.
 Gratitude and respect: Aaron is faced with discrimination every day, whether
intentionally or unintentionally, but he still continues to show gratitude and
respect to the people around him. He is a boy of strong mind, and remain
focused on what he can do best and hopes to achieve.

PLOT SUMMARY
The story is about a black boy, Aaron Crawford, who is a student at Muskogee County
School for the coloured children. It begins with an introduction to Aaron Crawford, a
black student who is exceptionally brilliant and talented, and praised by both his
teachers and students alike. The story revolves around Aaron Crawford, an amazing
artist. “If he were white, he might someday become the president’, his teacher said.
For every occasion, Aaron draws matching images on the blackboard, which makes
him the most popular coloured boy in the school. The principal, a black man has high
regards for Aaron Crawford and predicts that he will be a great painter someday.

37 | P a g e
He paints a picture of Jesus Christ as a birthday present for his teacher. Everyone is
surprised that Aaron Crawford has painted Christ as a black man, and this upsets the
White Inspector and marks the turning point of the story. It is not the gift itself that
surprises them, but the fact that Aaron has painted Jesus Christ as a black person,
something that no one could have ever thought of.
On the last day of the school, Professor Danual the Supervisor of schools in the city
comes to visit Muskogee school, and finds that Aaron has painted Christ black. He
becomes very angry when he sees Aaron’s painting. Professor Danual thinks that it is
disrespectful of Aaron to paint Christ as a black man. He questions Aaron about his
painting, but the Principal Du Vaul steps in to protect Aaron Crawford. The principal
explains that it is him who encouraged Aaron to paint Jesus Christ as a black man,
and Mr Danual fires him.
When the story ends, the principal Mr Du Vaul gets a part time job teaching at holiday
art class. He organizes for Aaron to attend his classes. The narrator sees them leaving
the school together. The two have not been broken down by their experiences.
Instead, they are full of pride and dignity because they stood up for their rights and
against Danual’s abuse. The bond between them, rooted is based on mutual
understanding, continues to grow when the story ends. At face value one might think
that the story ends on a sad note, but it quite untrue. The ending is more hopeful than
ever, it ends with dignity and triumph.

Structure of the plot

Climax

Falling action
Rising tension

Complication/
Problem

Exposition: Character Resolution

background; wants and
desires

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Exposition
 Aaron is presented as a brilliant and talented boy. All students and his follow
students admire his talent. He is also the best student in his class, and his
teachers talk good of him. His images are displayed during commencement day
of the school.

Complications/problem
 Aaron brings a present for his teacher’s birthday. Everyone is shocked to find
that Aaron has drawn a picture of Christ black.

Rising tension
 Aaron’s picture of a black Christ brings mixed-feelings amongst students and
teachers.
 The image is put in the display and is seen by Professor Danual, and demands
explanation as to who painted it and why.

Climax
 Aaron explains to Professor Danual why he painted Christ black. The principal,
George defends Aaron and he says he is the one who encouraged him to paint
Christ black, and Professor Danual fires him.

Falling action
 The principal is fired. He and Aaron are seen leaving the school.

Resolution
 The principal gets another job at an art school. He invites Aaron to join him so
that he can continue with talent and painting skills. The two are happy in their
new environment and they are looking forward to a better life.

CHARACTERS AND CHARACTER TRAITS

The following are some of the characters in the story:
1. Aaron Crawford
A very brilliant student at Muskogee school, and later goes to South Georgia

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 He is talented, intelligent, and hard working.
He has a good relationship with his teachers and fellow students
He is brave. He bravely explains why he painted Christ black
He has close relationship with the principal
He has a big nose and big lips, and is very dark.

2. Professor Danual
He is a tall white man, with solid grey hair and clear blue eyes
He is the Inspector of all city schools, and visits Muskogee County
He is a distinguished-looking white man and his presence cause nervousness
He is a racist, and does not understand democracy (painting Christ black)
He gets very angry when Mr Du Vaul supports Aaron Crawford and fires him
He is conservative, arrogant, abusive, selfish and controlling
Danual believes in the supremacy of his own race, and cannot accept the idea
that Jesus could be black.
All the teachers at Muskogee County fear him
He undermines black people and has a conservative view of Christ
He does not learn or change throughout the story

3. Principal George Du Vaul

He is the principal of Muskogee County, responsible and accountable
He is brave, wise, and stand up to support Aaron on painting Christ black
He gets fired, but continues to teach at holiday art school
He teaches his students to feel proud of their heritage as African American
He knows a lot about history, and can stand firm about racism
He is courageous, and continue to support Aaron even after losing his job

STYLE AND REGISTER

The story is narrated in a simple language. The writer uses observations and dialogue
to assist the readers to get clarity on characterization. The dialogue that takes place
between the Principal and Professor Danual assists in revealing the true character
of the professor. The dialogue reveals his discriminatory and racist character.

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DICTION
Symbolism in the story:
 The chair that Danual sits on sticks out from other chairs: it shows his power
and authority.
 Aaron’s painting of Christ black: highlights Aaron’s connection with Christ.
He has painted Christ in his own likeness and identifies with Christ.
 President: symbolizes greatness in the story. The president is the highest
position in the country. Aaron has a potentials to achieve great things in life, but
is only limited by the fact that he is black. “if he were white, …president” (p145).
 White colour: symbolizes purity, innocence and cleanliness. It is ironic that
people are supposed to be clean and kind are the ones that are discriminating
people. The Inspector represents people who discriminate and abuse people.
 Aaron’s picture of black Christ: Aaron’s picture of Christ painted black
challenges the status quo. It represents the thoughts and feelings of many
African-American people in America in the story. It speaks what the majority of
people are afraid to speak.
 Aaron’s skin colour: Aaron is described as pitch black. It represents the
majority of African-American people who are marginalised on the basis of their
skin. Although they are black, they are ‘kind’ and loving, unlike the whites.
 Symbols of bravery: Aaron and the principal are symbols of bravery. They
both put their lives on the line by challenging the Inspector, and leave
Muskogee school proudly when they are fired.

THE WRITER’S POINT OF VIEW

The story is told in the First-person through an unnamed narrator who is another
student in Aaron Crawford’s class, through descriptive observation, narration and
dialogue.
The characters, Aaron Crawford, the principal, and other incidents are provided in an
unbiased point of view.

TONE
The writer presents the characters in the story who have mixed feelings right from
the onset, and sadness within. When Aaron displays his paintings his teachers and
his fellow student show love and appreciation and at the same time show resentment.
They can see and appreciate his talent as a painter and his educational ability, but are
always aware of the fact that it is impossible for him to succeed in life because of his
skin colour. Just like themselves, Aaron is a victim of racial discrimination and they are
constantly aware of this. The statement “if he were white, he might someday become
the President” clearly shows the sadness that is within. Again, when the Principal
stands up to support Aaron, one can see the anger and frustration that black people
are faced with.

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MOOD
Throughout the story, the writer presents an environment that is suppressive, hostile
and unsafe for all the characters in the story. The abuse of power, racial discrimination
and socio-political disparities are the order of the day. Professor Danual’s visit to
Muskogee County School is pressure and fear in itself. His comments and his insults
impose fear and uncertainty to everyone around him. He uses his powers and any
language he wants, and take any decision he sees fit without any mercy.

QUESTIONS FOR PRACTICE

1. Who is the protagonist in this story? (1)

2. Why does the teacher say Aaron’s name with ‘gusto’?(page 145) (2)
3. What contributes to the conflict between characters in the story? (1)

4. “…he looked like something that was awkwardly put together”. (page 145)
Identify the figure of speech used in this statement. (1)

5. Mention TWO features that best describe Aaron in the story. (2)
.
6. What reason does Aaron give for painting Christ black? (1)

7. What is Aaron’s main reason for bringing the painting to school? (1)

8. Who is the narrator of the story? (1)

9. In your own words, describe how the teacher reacts to Aaron’s

Painting. (Page 146) (2)

10. “…who painted this sacrilegious nonsense?” and “you are not being paid to
teach such things in this school, and I am demanding your resignation…” (p
148-9).

What do these statements reveal about Professor Danual’s character trait? (2)

11. Give a reason why the principal supported Aaron’s painting of Christ black. (2)
.

12. Do you think the punishment given to the principal was fair? Support your
answer. (2)

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13. Is the title The Boy who Painted Christ Black suitable for this short story?
Discuss your views. (2)
(20)

ANSWERS

1. Aaron Crawford (1)

2. She is proud of him, and enthusiastic because he is so talented. (2)

3. The painting of Christ black (1)

4. Simile (1)
5. He is very black with a big nose and lips, intelligent and respectful (2)
6. He says Christ was kind, and that he has not seen kind white people. (1)

7. He painted it for the teacher’s birthday, and

He wants to display it at the graduation ceremony (1)
8. The story is narrated by a coloured boy in Aaron’s class. (1)
9. At first she is uncertain, later compliments him and accept it graciously.(2)
10. He is cold and merciless.
He shouts when he sees Aaron’s painting of Christ black, and fires
the principal for defending Aaron. (2)
11. He believes that like whites, black people have the right to paint Christ
black, and he also uses this painting as a weapon to fight against racial
prejudice and discrimination in the country. (2)
12 . Open-ended
Yes: The principal has acted against his work’s ethical codes.
No: Professor Danual showed how powerful he is against a black man.
Accept ANY well supported position (2)

12. Open-ended
Yes: The story revolves around the boy, Aaron Crawford, who painted Christ
black. The picture of a black Jesus that brings about conflict in the story until
the principal George Du Vaul and Aaron Crawford are fired from Muskogee
Country School.
No: The story depicts an African/American situation whose black are exposed
to severe racial and political discrimination. Blacks in America are marginalized
and are not afforded opportunities to achieve great things in life. This should
have been reflected in the topic.
Accept ANY well defended position (2)
(20)

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GLOSARY (CONTEXTUAL MEANING OF WORDS)
YMCA : Young Man Christian association
Gusto : enthusiasm and energy
Wreathe: encircle
Rampant: wild spread
Crest fallen: sad and disappointed
Sacrilegious: gross irreverence towards a hallowed person
Quandary : a state of uncertainty in a difficult situation

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.5. THE DARLING – Anton Checkov (Russia)

1. Background of the Author

Anton Chekhov was born on January 29, 1860, in Taganrog, a Russian town on the
Sea of Azov. His father owned a small grocery store, where Chekhov worked as a
child. When Chekhov was sixteen, his father‘s business collapsed and the family
moved to Moscow to avoid debtor’s prison. After completing his secondary studies, he
began to support his family by writing short humorous sketches for popular journals
He later became a writer of satirical short stories. The Darling by Anton Chekhov is a
humorous story written in December 1898.The Story is also based on Chekhov’s
experiences living in Taganrog, Moscow and Yalta. He died in 1904 at the age of 44.
2. Summary
Olenka the daughter of a retired collegiate assessor resides in a small town in Russia.
She is obsessed with love and does not hesitate to fall in love quickly after losing her
man She falls in love with three different men. Each time she falls in love with a man
she adopts his identity. She changes all her opinions and interests to match those of
her current man. Her first and her second men died. Then she finds love for the third
time with a married man but the man leaves so does her identity and her and her ability
to think for herself.

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Later, when Olenka becomes an old woman, the third man returns with his wife and
son. She looks after the son while his parents are away. One night, she hears a knock
on the door and is filled with fright however, she is at ease when she learns that it is
Smirnov. She goes back to sleep.

3. Title
The darling is an affection form of address to a beloved person. In this story, Olenka
is referred to as a ‘’darling’’ because of her generosity and submissive nature, however
by the end of the story, she is no longer considered to be ‘’darling’’. In fact the little boy
whom she loves is somewhat disgusted by her smothering attentions.

4. Themes

4.1 Identity crisis

Olenka has no identity outside of man she loves. Her opinions, personality, and
actions are entirely dictated by the interests of her current husband. In her first
marriage, Olenka spends all her time at the theatre that her husband owns,
investing everything in helping him with his work. When her first husband dies,
she falls in love with another man and loses all interest in her past passion in
order to adopt her current husband’s interests.
When Olenka is without a husband, she sits aimlessly and is unable to form
any thoughts of her own. Olenka is characterised as a kind of blood sucker who
can only exist through the being of another person. Therefore, she has identity
crisis and can only be defined by her intimate relationship with a man.

4.2 The nature of love

At the beginning of the short story, Chekhov explains that Olenka was ‘’always
fond of someone, and could not exist without loving’’.Olenka is defined by her
love, first for the father, then for her husbands, and finally for a child that she
becomes obsessed with. While this love is strong in the moment, it quickly
transfers. She seems to love her husbands deeply, and embraces every aspect
of them, but as each dies she quickly moves on to the next, sinking herself just
as deeply as before.
Therefore, Olenka’s nature of love is that she enjoys more just being in love
than with any of the man to whom she connects herself.
4.3 Stereotyped gender roles
In this story, men are depicted as assertive individuals with some purpose, be
that as a theatre owner, lumber merchant, a veterinary surgeon trying to make
it on his own, or a young boy working to become a doctor or engineer. Women,
on the other hand, are presented as individuals who are submissive. Olenka
takes part in whatever the man who is the focus of her life at that moment is

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 engaged with, but doesn’t do much of her own. The other women in the story
are stereotyped::the old woman Olenka drinks tea with, Smirnov estranged wife
who is a person of no account, the various women Olenka encounters at the
market, church, or post office. Men are portrayed as hardworking, and women,
generally, are there as background.
4.4 Fate
In this story, there’s a strong sense of fate. It is evident with Kikun,Vasily and
Olenka. Kikun is thrown in prison after jokingly mentioning that he would rather
be thrown in prison than run his theatre. Pustolatov Vasily grows ill after spending
a cold day in the yard that he and Olenka value greatly .Olenka is doomed to
always lose the men she grows obsessed with, and in turn loses her identity. .
4.5 Loss
Theme of loss is evident with Olenka. During the course of the story, Olenka falls
in love with, and then losses three men. The first two, Kikun and Pustovalov Vasily,
whom she marries in sequence, abandon her through death. She cries
dramatically upon the deaths of each of her husbands. However, it becomes clear
that while Olenka certainly suffers the loss of the man in her live, the ease with
which each man can be replaced indicates that it is not so important to her which
man comes next so long as he can fill the void left by the loss of the previous man.

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5. Plot Structure

CLIMAX: Smirnov returns and Olenka is

excited.

RISING ACTION: Olenka is married to FALLING ACTION: Olenka becomes

Vasily. obsessed with Sasha’s studies.

EXPOSITION: Olenka falls in love with RESOLUTION: Olenka is relieved and

Kikun. goes back to sleep.

Exposition: Olenka falls in love with the manager of the theatre, Kukin. Her
father dies and she marries Kukin, They are happy together and she soon takes
over some roles in the box office by keeping accounts and the business end of
some payments in the theatre. She becomes deeply involved in the theatre
business and acts like Kukin. Later, Kukin goes to Moscow and dies, Olenka
mourns for three months.

Rising action: After the death of Kukin, Olenka soon finds another man, Vasily
Pustovalov, a merchant from timber yard and they fall in love and immediately
get married. Olenka then starts to disregard all the responsibilities of the theatre
and concentrates on the opinions and thoughts of her new husband. Vasily
becomes ill and dies after suffering from cold .Olenka mourns for her husband.
After Vasily’s death, Olenka falls in love with Smirnov, a veterinary surgeon who
is lodging in her house. Olenka begins to grow fascinated with Smirnov’s work
and absorbs all manner of his opinions. Smirnov goes away for a long time
leaving Olenka alone.

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 Climax: Smirnov returns with his wife and son. Shasha. Olenka is excited and
welcomes them in her house. After some time, Smirnov’s wife leaves to go and
live with her sister in Kharkov. Smirnov also goes and leaves Shasha there.
Olenka decides to take responsibility for Shasha’s upbringing.

Falling action: Olenka becomes obsessed with Shasha’s studies and she
develops maternal relationship with the boy. Her obsession resembles that of
a doting mother however Shaha starts to feel suffocated by the attention. He
cries out as a protest against Olenka’s closeness and constant attention in his
sleep. He is even embarrassed when Olenka accompanies him to school

Resolution: One day Olenka hears a knock on the door. She thinks it is
Shasha’s mother who has come to fetch him. However, when she opens the
door, she is relived when she learns that Smirnov has come back. She goes
back to sleep.

6. The Setting:

The Darling is set in a small town in Russia in the nineteenth century.

7. Character and Characterisation

7.1 Olenka Plemyanniakova :Protagonist

 She is obsessed with love and does not hesitate to fall in love with some quickly.
When Kukin her first husband dies, she quickly falls in love with Vasily,
Therefore, she cannot live without loving someone.
 She suffers from extreme co-dependency and identity issues and lacks
independence of the minds. When she gets married to Kukin, she adopts his
opinions and interests about the theatre. However when she is with Vasily, she
disregards theatre and becomes interested in the business of selling wood.
When she is married to Smirnov, her opinions and ideas about looking after the
health of animals
 She is unable to form her own opinions. She needs another person in her life
to give her a sense of identity, to tell her what to think and what to make of life.
 She is the representative of female disempowerment
 She has no identity of her own and each time she is in a relationship, she
changes all her opinions and interests to match those of her partner .However,
she does not even earn anything through all these changes, nor does she
develop an identity.

7.2 Plemyanniakov : Olenka’s father

 A retired collegiate assessor – has fallen ill and dies in the beginning of the
story. Olenka’s first male figure.

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 7.3 Ivan Petrovich Kukin
 He is a manager of an open air theatre, the Tivoli.
 Olenka’s neighbour who manages the open air theatre.
 He complains a lot and feels sorry for himself. He worries about money even
when his theatre is successful. He also complains about rain which negatively
affects his business.
 He is so heavily indebted that he cannot pay the rent as well as his actor’s
money. He even thinks of committing suicide.
 He is a snob. He looks down on people and
 He is judgemental. He describes the public as rude and unpleasant because
they show no interest in his shows.
Vasily Andreitch Pustovalov
 He is a lumber merchant (stores and sells wood) and a deeply religious man
who goes to church
 He has a fancy way of dressing that makes him to look richer than he is.
 He comforts Olenka after the death of Kukin and they fall in love.
 He marries Olenka and becomes Olenka’s second husband for six years..
 He is very serious and does not like to go out or have fun.
 He falls ill from a cold and dies a few months later.

7.4 Vladimir Platonych ‘’Smirnov’’

 He is a veterinary surgeon living in Olenka’s lodge..
 He is separated from his wife because of unfaithfulness
 He has a relationship with Olenka but goes away for many years.
 When he comes back he brings his wife and son.
 His wife soon leaves and he is often away because of his work

7.5 Shasha :
 Smirmin’s son from his previous marriage.
 He is brought to live in Oleka’s house when he is ten years old.
 He attends school and is very intelligent.
 His parents abandon him for work and social lives and he is raised by Olenka.

7.6 Vladimir’s wife

 She is described as a ‘thin, pale woman
 She is not faithful.

8. Point of view
The story is written in a third person narrative
9. Style
The ‘’Darling’’ is practical in style partly in its depiction of life in a provincial Russian
village. Chekhov focuses on the ordinary details of daily life as important indicators
of character, giving the story a somewhat static tone, as nothing much ‘’happens’’

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in Olenka’s life, except a series of marriages and deaths. Technique used: a variety
of techniques including pacing and word choices which paint imagery, to create his
characters and reveal their changing mood.
10. Diction.
 ‘’…was roaring and battling with his fate and taking his chief enemy the
indifferent public, by assault ‘’ (page 87) – Metaphor
This metaphor highlights Kikun ‘s strong dislike of the public ‘s taste and his
struggle to keep them engaged with his theatre Just like a man at war, Kikun
will try his best to convince the public to be on his course
 ‘’She likened herself to the hens that are also uneasy and unable to sleep when
their rooster is out of the coop’’ (page 88). – Simile
This simile implies that Olenka remains unsettled when Kikun is away.
 ‘’But there was the same emptiness in her brain as in her yard.’’ (page 92)
Metaphor
Olenka’ s emptiness in her brain and that of her yard suggest Olenka’s own
psychological state./ She lacks independence of the mind.
 ‘’It was as galling and bitter as a taste of wormwood’’ (page 92) Simile
Olenka compares her loneliness to galling and bitter taste of wormwood. She
is overwhelmed by her loneliness./ She is frustrated by her loneliness.

 ‘’You’re always either at home….What does one get out of going to the
theatre.’’ (page 90)
Irony :Olenka disapproves of her friend’s suggestion that she and Pustovalov
should go to the theatre to take a break from Pustovalov ‘s business. However,
when Kikun was still alive, she cared about the theatre.

 ‘’’Let the actors bring suit against me and drag me to court, What’s the court?
Why not Siberia at hard labour, or even the scaffold?’’ (page 87)
Irony: Kikun declares he should be sent to prison. Ironically, he gets just what
he asks for because during his trip to Moscow, he is apprehended and dies
suddenly soon after.

 Paradox: Olenka is displayed as warm hearted kind and very sincere but still
men see in her only an object of physical desire.
 The author has used lots of jargon.
o Theatre jargon: actor, art, musician, amateur player
o Lumber yard jargon: book-keeping, dispatching, orders,
o School jargon: classical education, commercial course, graduated, class
o Veterinarian jargon: foot and mouth disease, municipal slaughter
houses.
 Symbols:
o Weather: symbolises hindrance to whatever the characters of the story
desire. Kikun complains about the rain as it affects attendance at his
theatre. The cold weather kills Olenka’s second husband. When Olenka
sits outside, observing the coming rain clouds makes her feel indifferent.

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 o The Garden: It represents a haven for life for life and even abundance.
When things are good, the garden becomes a joyous place. Olenka
spends good time with Smirnov drinking tea.When Smirnov leaves,

 Imagery:
o Rain: It contributes to an atmosphere of gloom and acts as a forerunner
of something terrible to come. Olenka regards clogs as something
pleasant and the same clouds are appraised.
o The Window: Olenka sit at a window when she is feeling unsettled.
Earlier in the story, she watches Kikun return from work and taps on the
window to gain his attention. Later, when Pushtovalov Vasily dies and
she Smirnov leaves, she stares out of her window, forlorn. Therefore,
the window suggests that Olenka is trapped and lonely at home and the
window separates this lonely woman from the world whenever she
doesn’t have a man to devote her attention to.

11. Tone
Mocking tone
 When Kukin dies Olenka enters her house and throws herself on her bed and
sobbing loudly that she can be heard in the street and in the neighbouring yard
However, after only three months she falls in love with Vasily.

 When Vasily dies, ‘’She dresses in black and sweepers, and she gives up
wearing hats and gloves for good. She hardly goes out of her house except to
go to church and to visit her husband’s grave. She almost leads the life of a nun

 Then, only six months later, she fell in love again. Therefore this pattern is
repeated three times and Olenka looks like a silly fool .We can therefore laugh
at her.
 The writer also criticises the type of person she is because she has no opinions
of her own, and she changes herself completely each time she falls in love.

12. Mood
It is often dramatic and emotional, which colours the narrative throughout the poem
13. Conflict
Olenka’s constant changing in her life from one man to another, from one
thought to another. Therefore, there is no obvious antagonist, but rather
Olenka’s own struggle to overcome the loneliness that she feels when she does
not have a man in her life.

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Glossary:
words/phrases meanings
Collegiate assessor a civil servant in the imperial Russian government.
operetta a short, humorous, opera
pantomime a performance using entirely gestures, lacking any verbal
expression.
Satire a style of writing in which the writer criticises someone by
mocking.
‘Orpheus in Hades’ orpheus in the Underworld, an operetta by Jacques
Offenbach
Bryansk a city in western Russia
Kharkov a city in north eastern Ukraine
Vespers evening prayers
genuflections kneeling during prayer
Akimbo body position with hands on the hips and elbows bowed
outwards
Superfluous excessive, unnecessary
cracknels hard, crisp biscuits
entwine to interlace / twist round
sardonic cynical or sarcastic
a lumber-yard a business that stores and sells wood
Open-air theatre a theatre with no roof. Kukin’s theatre does not have any
roof, so he complains about the falling rain
a gymnasium high school that has a high standard to prepare learners for
university. Olenka accompanies Shasha to the gymnasium
a veterinary surgeon a doctor for animals. Smirnov is a veterinarian surgeon

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1. ACTIVITY: Test yourself

1..1 Choose a description from COLUMN B that matches the name in

COLUMN A .Write only the letter (A-E) next to the question number 1.1 (a) to
1.1 (d) in the ANSWER BOOK.

COLUMN A COLUMN B

(a) Kukin A. He is abandoned by his parents

(b) Vasily B. Veterinary surgeon living in Olenka’s house.

(c) Smirnov C. Olenka’s second husband who is a merchant

from timber yard.
(d) Shasha
D. Retired collegiate assessor

E. Manager of an open-air theatre and Olenka’s

first husband..

(4)

1.2 What happens to Olenka once she has fallen in love with a man (1)

1.3 Refer to line 1 page 87 (‘’Let it do its worst’’)

(a) Identify tone of the speaker in this line . (1)

(b) Explain why this tone is appropriate, (2)

1.4 Refer to line 6 on page 87,( ‘Olenka listened to Kukin seriously in

silence)

Explain why Olenka is silent when Kukin is talking? (2)

1.5 ‘’ She likened herself to the hens that are also uneasy and unable to
sleep when their rooster is out of the coop’’. (page 88)

(a) Identify the figure of speech used in these lines. (1)

(b) Explain the relevancy of this figure of speech. (2)

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1.6 Refer to parag 1 on pag 93 (‘’ She and the veterinary surgeon never
spoke about the change in their relations. They tried, in act, to conceal it,
but unsuccessfully’’)

(a) What is the change in the ‘’relations’’ that happens between Olenka
and the veterinary surgeon? (2)

(b) Explain why the relationship between the Olenka and veterinary
surgeon has to be kept a secret. (2)
1.7 Olenka Plemyanniakova can be admired.
Discuss your view (3)

MARKING GUIDELINES:
1.1. (a) E √ (b) C√ (c) B √ (d) A √ (4)
1.2 Each time she is in a relationship she changes all her opinions and
interests to match those of current man/partner and does not develop an
identity √√
1.3 (a) Sarcastic √
(b) Kikun does not mean what he says and he expresses his
frustrations, anger and hopefulness as the rain affects his business
negatively.( People will not be able to come to his theatre.) √√
1.4 She is being considerate and does not want to interrupt him as he
complains about his problem brought about by rain √√
1.5. (a) Simile √
(b) Olenka is compared to hens .She remains unsettled while Kikun
is away just like hens would if the cock is not around.√√
1.6 (a) Initially, the veterinary surgeon is just a lodger at Olenka’s house
who keeps her company however, they become lovers. √√
(b) The veterinary surgeon is married and he is afraid that their
relationship will lead to a serious conflict between Olenka and his wife.√√
17. Open ended response

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‘The Late Bud’
By Ata Aidoo (Ghana)
1. BACKGROUND OF AUTHOR

Ama Ata Aidoo, born in 1942 and died at the age of 81 in 2023, was a Ghanaian
feminist writer from a privileged African family: she was born to a royal family and was
encouraged by her father to pursue western education( The Conversation). She
supported women’s education and empowerment (Litbug.com).As a writer, she was
pre-occupied with the bringing forth of issues concerning identity; oppression ; and
cultural conflicts through female protagonists.
She traces the growth and shifts in ideologies that are deeply rooted in African cultures.
Her central characters ( usually a woman) , in each narrative become agent of change
who questions the existing set of norms in a clash against her elders.(Encyclopedia of
World Biography on Ama Ata Aidoo)

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2. SUMMARY
THE PEBBLE GAME

Source: FACEBOOK
The story, ‘The Late Bud’,revolvels around the life of a ten-year-old girl, Yaaba, who,
because is unlike other girls of her age (Litbug.com), is misunderstood by her mother
MaamiBenyiwa . She is seen as a rebellious child who does not want to observe
systematic conventions followed in her household. In an attempt to correct the child’s
behaviour, the mother becomes so strict towards her that Yaaba, overtime feels
distanced and eventually starts to question her legitimacy as her mother’s own
daughter. (The Conversation)

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The mother and daughter,after a string misunderstandings and differences – which
seem to be due to generation gap, ultimately unite and restore their relationship . ‘The
Late Bud’, thus, explores this complex journey.
3. TITLE :
‘The Late Bud’: It is a figurative. It refers to the late revelation of the mutual love, which
has always been suppressed, between the mother, Benyiwa , and her daughter , Yaaba
( see page 135: paragraph 1). ‘ Late Bud’ is a metaphor for Yaaba.
4. THEMES
The main theme explored in the short story is the theme of confusion and identity. For
example, page 130, para 3, Maami Benyiwa, Yaaba’s mother does not call Yaaba “my
child” like she does to Adwoa, Yaaba’s sibling. Other themes ,among others, dealt with
in the short story are themes of isolation ; oppression ; freedom ; sibling rivalry; conflict
and love.
A. Theme of isolation: Her mother Maami Benyiwa and her sibling Adwoa no longer
come to call her when she plays out late (page131, paragraph 3). Yaaba does not get a
share of cocoyam porridge and seasoned dish.
B. Theme of 0ppression
When Yaaba challenges the stereotyping in traditional African society, pre-determined
roles of a girl-child,it is her mother, a woman, who oppresses her. For example,
Benyiwa uses the cocoyam porridge as reward for complying with the societal rules. It is
woman on woman oppression.
C. The theme of sibling rivalry
When Yaaba gets punished by her mother Maami (page 132,paragraph 9,10 and 11),
she does not cry. But when she sees the sleeping figure of Adwoa ,” it was then thant
her eyes misted. The tears flowed from her eyes (page 133,paragraph 2).Adowoa may
not be aware of this, but the way she ,Adwoa relates to Maami, their mother is straining
the relationship between the two siblings.

5. SETTING
The short story ‘ The Late Bud’, written in 1969, is set in a rural Ghanaian village. The
use of sayings/ expressions like “ The good child who willingly goes on errands eats the
food of peace..”(page 129, paragraph 1) , the use of ‘ Red earth as polish (page 130,
paragraph 7) , , the COCOYAM porridge (popular Ghanaian dishes) (page 129 para1)
and the pebble game Yaaba and her friends play by the Big Trunk (page 131 ,
paragraph 3) are proof of rural life lived in the village.

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6. PLOT

The story is written in a linear plot: it has a beginning ; middle; and end. It is constructed
chronologically.

A: EXPOSITION ;
The main character, Yaaba, a rebellious 10-year-old girl is introduced.(She does not
want to take part in house chores / she openly disregard house or societal conventions
– a usual or accepted way of behaving). Her mother , Benyiwa, is unhappy with her
conduct/ behaviour and decides to deny some privileges other children , who do house
chores, enjoy. For example, she is refused / denied a share of cocoyama and
seasoned beef traditional dish.
B: RISING ACTION:
Under the RISING ACTION, the main character faces a series of conflicts.
For example, in the story Benyiwa,Yaaba’s mother tries to correct Yaaba’s behavior.
She becomes very strict in dealing with her that over time, this drives a wedge between
them. Yaaba ends –up questioning her paternity: she starts to question whether or not
Benyiwa is her real mother (page 130, paragraph 4: “She always wished in her heart
she could somebody,….am I not Maami’s daughter?”).

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She now realizes that her mother does not affectionately call her “ my child” like she
does with her sibling , Adwoa
C: CLIMAX
Here we see the results of Yaaba”s rebellious behaviour: when she is found sleeping
without having taken a bath, her mother, Maami Benyiwa hits her with a barrage of fists;
pull her by the ears; and also cursed her by calling her a witch.(page 132, last
paragraph)
D: FALLING ACTION
These are events leading to the end of the of the story / conflict(s).In ‘The Late Bud’,
Yaaba over-hears Maami Benyiwa complaining about her not having anyone who can
get her a piece of red earth from the red earth pit (page 130, paragraph 7). She decides
to join Panyin and Kakra on their journey to collecting red earth from the pit so that
Maami, her mother does not become the only woman in the village who does not have
red earth to polish her floor.
E: RESOLUTION
The story ends when, after learning about Yaaba’s plan to get her red earth Maami
lovingly starts to call Yaaba “my child”, which is what Yaaba yearned for for so long, and
thanking her for intending to help her get the red earth .Yaaba is so happy to at last
hear her mother call her “ my child, Yaaba’ like she always does with Adowoa.Their
mutual love for each other, which Maami ,the has been suppressing for too long, has
finally bloomed/ has finally been revealed.

7. CHARACTERS AND CHARACTERISATION

A. Yaaba is presented as the protagonist (a central character in the story).She is a
villain protagonist whose determination to break social rules (page131,paragraph 3)
drives the story forward..Everything she does has impact on the story and everything
happening in the story has some impact on her. She is an agent of change who
questions the existing cultural set of norms or rules: she will play with her children when
she grows up (page 131,paragraph 2). This is a clear expression of her unhappiness
about how parents relate to their children in this community where children are not even
allowed to ask their elders questions (page 130,paragraph 5)
B. Benyiwa,Yaaba’s mother ,who does not understand that children are different and
need to be understood (page 134, paragraph 3), is presented as antagonist. She
becomes very abusive, both physically and emotionally (page 132- 133),in her
relationship with her child Yaaba .All this was in an attempt to correct the perceived
rebellious (page 131, paragraph 3 , lazy (page 132, paragraph 8) and troublesome

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(page 134, paragraph 4) Yaaba. She is short tempered: the way she hits Yaaba with a
barrage of fists, pull her by the ears (page 131, paragraph 9) is an indication of this trait.
8. POINT OF VIEW
The story is narrated in the third person point of view. The pronoun ‘she’ is dominant in
the narration.
9. DICTION; IMAGERY
The writer uses a lot of figurative language throughout the story: Maami consistently
uses metaphor to compare Yaaba to animals (Litbug). She calls her a “moss-bitten
grain”(page 133,paragraph1). when she tries to express anger at her sleeping without
taking a bath. Her eating habits are consistently compared to that of animals – she
gobbles food.(p 130, paragraph 6)
She uses similes to describe Yaaba’s behaviour: phrases like, “she slinks like a cat’
(page 132, paragraph) when she goes to take her food.
10. TONE
When the story begins, Yaaba’s mother, Maami is disappointed by Yaaba’s
rebellious attitude towards family and societal norms. On the hand, Yaaba is
contented with the punishment out to her.Readers get too emotional instead of being
rational- in sympathy with either Yaaba or Maami . When the story ends, a conciliatory
tone is apparent when Maami and her daughter Yaaba, reconciled.
11. MOOD
When the story begins,the mood created is that of anger: a reader is angered by the
inhumane treatment Yaaba, the ten-year-old girl who refuses to abide by household
rules, experiences.
ACTIVITIES: TEST YOUR KNOWLEDGE.
1. Refer to page 129, paragraphs 1 – 5.
1.1. What is the effect of the smell of cooked cocoyam and seasoned beef on Yaaba?
1.2. Explain the irony in her reaction to the smell in Question 1 above.
2. Refer to page 130, paragraph 1.
2.1. Name any two children who received a share of the sweet porridge .
2.2.Do you think it is fair that Yaaba should be denied a share of the sweet porridge
Because she takes part in doing house chores?
3. Refer to page 131, paragraphs 7 and 8.

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3.1 How did Yaaba know that her mother needed red earth?
3.2 What character trait do these paragraphs reveal about Yaaba?
4. Refer to pages 134 and 135.
Discuss the theme of love evident in these paragraphs.
5. Refer to page 134, paragraph5.
5.1 Why was Yaaba found lying cluntching a hoe?

SUGGESTED ANSWERS

1.1. The smell of cooked cocoyam porridge and seasoned beef made her stop playing
and went home. (1)
1.2. Despite her knowing that the porridge is meant for children who do house chores
she still goes home. (1)
2. Nsia ;Anotbam and Adwoa (any two names) (2)
2.2. Yes, the sweet porridge is regarded as a reward for doing house chores and Yaaba
does not participate in house chores. She therefore does not deserve to get a share.
No, this may be seen as discriminatory against Yaaba. Maami should find a way of
making Yaaba contribute in doing house chores not punish her like this. (2)
3.1. She over-heard Maami complaining about the shortage of red earth and the lack of
someone who can get it for her in Adwoa’s absence. (1)
3.2. She cares about other people. She is not a bad person. (2)
4. in these paragraphs we witness “ dual transformation” when both Yaaba and her
mother Maami accommodate a sense of mutual love (Litbug) which forms the core of
any family. Maami affectionately calls Yaaba ‘my child’ and thanking her for planning to
get red earth for her. Yaaba’s plan, on the other hand is also seen as a transformation
being a rebellious child to a child who willingly goes on errands. Something Maami
longed for for a very long time. (3)
5. She was preparing for a trip to the red earth pit. (1)

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