My Children My

Africa Study Guide

Contents
Summary of the Play .............................................................. 2
Act 1 ........................................................................................... 2
Scene 1 ...................................................................................... 2
Scene 2 ...................................................................................... 3
Scene 3 ...................................................................................... 4
Scene 4 ...................................................................................... 5
Scene 5 ...................................................................................... 7
Scene 6 ...................................................................................... 9
Act 2 ......................................................................................... 10
Scene1 ..................................................................................... 10
Scene 2 .................................................................................... 12
Scene 3 .................................................................................... 13
Scene 4 .................................................................................... 16
Scene 5 .................................................................................... 18
Character Analyses .............................................................. 18
Use of Language ................................................................... 20
Themes .................................................................................... 21
Revision Questions .............................................................. 23
Exam Questions .................................................................... 28

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Summary of the Play

Act 1

Scene 1

1. Setting

 The scene takes place in a classroom at Zolile High School.

 Mr. M is moderating an interschool debate between Thami (Zolile High) and Isabel
(Camdeboo Girls High).

2. Debate Highlights

 Isabel and Thami argue about gender roles and education.

 Thami supports traditional African views, arguing that men and women have different roles.

 Isabel argues for gender equality, stating that times have changed and women can do the
same jobs as men.

 Thami’s speech is passionate and dramatic, appealing to African heritage.

 Isabel counters with logical arguments, emphasizing progress and modern realities.

 The audience votes against Thami’s motion, with 24 votes to 17.

3. Post-Debate Discussion

 Mr. M praises both students and commends the audience for thinking critically.

 Thami and Isabel discuss the debate and begin to bond.

 Isabel is impressed by Mr. M, while Thami has mixed feelings about him.

4. Personal Conversations

 Isabel and Thami share details about their families and backgrounds.

 Isabel comes from a middle-class white South African family; her father owns a pharmacy.

 Thami’s parents work in Cape Town, and he stays with his grandmother and sister.
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  Isabel is ambitious and wants to study journalism at Rhodes University.

 Thami is uncertain about his future and has lost enthusiasm for school.

5. Tension Between Thami and Mr. M

 Isabel assumes Mr. M has plans for Thami’s future.

 Thami reacts sharply, saying Mr. M does not understand him and tries to control his life.

 The scene ends with Isabel preparing to write an article about the debate.

Scene 2

1. Setting

 Isabel speaks alone on stage, directly to the audience.

 Reflective mood after her first visit to Brakwater for a school debate.

2. Introduction to Brakwater

 A poor township on the edge of town, known for its bad appearance.

 Locals—including the mayor—see it as an eyesore compared to the pretty white town.

3. Harsh Conditions

 Isabel describes the poverty: tin houses, potholes, no electricity or water.

 Visiting her maid Auntie there made her feel grateful for her privilege.

4. Debate Invitation

 Her school is invited to a debate at the black school.

 Police allow the visit with restrictions due to unrest.

 Isabel and her teammates go in feeling “virtuous.”

5. First Impressions

 The classroom is gloomy and uninviting.

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  Isabel feels out of place, stared at by students who see her as an equal, not someone to
admire.

6. Turning Point

 She starts nervously but gains confidence.

 The debate becomes a powerful moment—she feels seen and heard.

 A new self-awareness begins.

7. Realization

 Brakwater is not just a poor area—it’s a world of its own.

 She realizes her white life is only a small part of the bigger picture.

8. Conclusion

 Quoting Auntie: “Aikona! Not good enough.”

 Isabel wants more than a safe, limited life—she wants truth, challenge, and connection.

Scene 3

1. Mr. M's Unexpected Visit

 Mr. M arrives, apologizing for his sudden appearance, and explains he was searching for
Isabel.

 Isabel warmly greets him, and they exchange pleasantries.

2. Isabel and Mr. M Reconnect

 Isabel addresses Mr. M respectfully as "Mr. M," despite her earlier familiarity with him.

 Mr. M appreciates Isabel’s charm and her impact during her visit to Zolile.

3. Proposal for the English Literature Quiz

 Mr. M suggests Isabel and Thami form a combined team for the Grahamstown Schools
Festival English literature quiz.

 Isabel excitedly agrees to the idea, showing great enthusiasm.

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4. Expectations for Hard Work

 Mr. M warns Isabel that the team will require dedication and effort, as he will be a strict
coach.

 He emphasizes that hard work will be necessary, and Isabel will need to give up some free
time.

5. Isabel’s Reflection on Her Visit to Zolile

 Isabel reflects on her initial discomfort during her first visit to Zolile, explaining how she
thought people would be polite and grateful but was wrong.

 Over time, she grew comfortable and developed a sense of camaraderie with Thami and his
friends.

6. Mr. M’s Motivation and Vision for Thami

 Mr. M shares his frustration with the country’s systemic issues and his desire to offer
opportunities to students like Thami.

 He expresses his belief in Thami’s leadership potential and his aspiration to help him secure
a university scholarship.

7. Enthusiasm for the Team and the Prize

 Isabel and Mr. M express excitement about the upcoming competition and the possibility of
winning the prize money, which will be split between the two schools.

 They are both motivated by the impact the competition could have on Thami’s future.

8. Planning for the Future

 Isabel and Mr. M plan to start preparing for the competition the following week, agreeing to
strategize and work hard for success.

Scene 4

1. Mr. M’s Thoughts on Knowledge and Growing Old

 Mr. M jokes about not being able to forget his problems while seeking knowledge, unlike the
ideal way Confucius describes.

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  He shares a quote from Confucius about learning and knowledge.

 Mr. M considers himself a "black Confucian" and respects Confucius' wisdom.

2. Confucius’ Teachings Are Hard to Follow

 Mr. M talks about Confucius' idea of following one’s heart without doing wrong.

 He says it’s hard to live like that in the real world, where he constantly faces problems.

 He wishes he could have the peaceful heart that Confucius describes but admits his own
heart is filled with struggles.

3. Mr. M’s Struggles Inside

 Mr. M describes his heart as chaotic, full of emotions like hope, anger, and despair.

 He talks about how hard it is to keep hope alive, especially when so many people are
suffering.

 "Hope" feels like a dangerous force inside him that constantly needs to be fed.

4. The Secret of Being a Teacher

 Mr. M admits that teaching is his way of keeping hope alive by helping young students.

 He compares himself to Nero, who used to feed people to lions, saying he "feeds" his hope
with students.

 He warns that when he looks at his students, it’s because he’s trying to keep his hope alive.

5. A Peek Into Mr. M’s Life

 Mr. M talks about his small living space, staying in a tiny room at the Reverend Mbopa’s
house.

 He says his life is mostly spent in two small spaces: the classroom and his room.

 Even though his living situation is small, it meets his basic needs.

6. The Urgency of Time

 Mr. M ends by stressing that time is running out, and history moves quickly.

 He warns that if things don’t change, the country may be remembered as one where
everyone came too late to make a difference.

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Scene 5

1. Isabel’s Late Arrival

 Isabel rushes in, frustrated after losing her hockey game.

 She admits to being a bad loser and asks Mr. M for advice on handling defeat.

2. Mr. M’s Confession

 Mr. M humorously suggests marriage as a way to learn to lose.

 He admits that he also struggles with losing and can be petty when not winning.

3. Isabel’s Thoughts on Thami

 Isabel praises Thami as a good loser who handles defeat with grace.

 She believes Thami is happy despite not showing it much.

4. Mr. M’s Concern for Thami

 Mr. M expresses worry about trouble brewing in the community, asking Isabel if Thami has
confided in her.

 Isabel refuses to share Thami’s private thoughts, valuing trust.

5. Friendly Competition

 Thami joins after his game, staying positive despite the loss.

 The group engages in a playful trivia game, teasing each other while discussing poetry.

6. Isabel Talks About Ozymandias

 Isabel shares the history behind the poem Ozymandias and its real-life inspiration, King
Ramses II.
 Thami asks about the statue's downfall, and Isabel speculates it was toppled by time and
weather.
7. Thami’s Reflection on History

o Thami reminisces about a childhood book showing slaves building the pyramids,
making a connection to power dynamics.

o Isabel jokes about stirring unrest in ancient Egypt.

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8. Thami’s View on Social Change

o Thami speaks passionately about the current state of South Africa, expressing that
the country is full of figures like Ozymandias, waiting to be toppled.

o He emphasizes that change is needed urgently.

9. Mr. M’s Response to Thami

o Mr. M asks who “The People” are and whether he belongs.

o Thami asserts that anyone can be part of the movement for freedom, but Mr. M
questions whether destroying statues is the right approach.

10. Mr. M’s Constructive Suggestion

o Mr. M proposes focusing on building new monuments to represent heroes of the

struggle, rather than destroying existing ones.

o Thami disagrees, seeing such acts as symbolic of old-fashioned ideas that haven’t
brought progress.

11. Thami’s Disillusionment

o Thami criticizes Mr. M for being out of touch with the current struggles and feeling
that the old methods of activism are ineffective.

o Isabel tries to understand Thami’s position and urges him to discuss his frustrations
with Mr. M directly.

12. Invitation to Tea

o Isabel invites Mr. M and Thami to tea with her family, sharing their interest in meeting
Thami.

o Thami’s reluctance to accept the invitation hints at more profound tension.

13. Conflict Between Thami and Mr. M

o Isabel notices growing tension between Thami and Mr. M, especially Thami’s critical
attitude toward his teacher.

o Thami expresses that his struggles with Mr. M are more than personal—they
represent larger political issues.

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 14. Isabel’s Plea for Communication

o Isabel urges Thami to make the first move to resolve the tension with Mr. M.

o Thami rejects her advice, stating he doesn’t need Mr. M or anyone else to
understand him.

15. Isabel’s Disappointment

 Isabel, hurt by Thami’s rejection, expresses the importance of honesty in friendship.

 She leaves, feeling the growing distance between them, but reminds Thami of the value of
open communication.

Scene 6

1. Nostalgia for School Days

 Thami recalls his childhood love for school.

 He proudly sang school songs and was always early at the gates.

 He was described as a “particularly promising pupil.”

2. Early Ambitions

 He once dreamt of becoming a doctor to help his people for free.

 His childhood composition reflected hope, ambition, and pride.

3. Disillusionment with Education

 Thami no longer wants to be a doctor.

 He realizes that the real suffering of black people is not just physical but social and political.

 He believes that freedom (“Inkululeko”) is the true cure his people need.

4. Loss of Trust in the Classroom

 The classroom, once a safe and promising space, now feels dangerous and deceptive.

 He compares himself to an animal sensing danger.

5. Visit from Oom Dawie (Bantu Education Inspector)

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  Oom Dawie gives a motivational speech about the future of South Africa.

 Thami is disturbed by the word “future” because he sees no real hope for black people
under apartheid.

 He finds Oom Dawie’s message hypocritical and out of touch with reality.

6. Reality of Black Lives in South Africa

 Thami observes the poverty, suffering, and unemployment in his community.

 He contrasts it with the luxury and comfort of white South Africans.

 He sees how black parents are humiliated daily despite working hard.

7. Rejection of Bantu Education

 Thami criticizes the curriculum for being irrelevant and controlled.

 He refuses to learn the “approved” history and instead values true events like:

o Kliptown (1955)

o Sharpeville (1960)

o Soweto Uprising (1976)

8. New Sources of Learning

 True education now comes from the streets, homes, and community gatherings.

 People are reclaiming their history and heroes.

9. Call to Action

 Thami declares the time for silence is over.

 Ends the scene with a strong cry for resistance: “AMANDLA!” (Power to the people)

Act 2

Scene1

1. Isabel Shares Research Notes

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  Isabel gives Thami biographical notes on authors for the literature quiz.

 She notices he’s distracted and not listening.

 Isabel confronts him about his disinterest.

2. Thami Reveals He's Quitting

 Thami admits he wants to talk but struggles to begin.

 Eventually, he says he’s pulling out of the quiz competition.

 Isabel is disappointed but not surprised—she has sensed tension lately.

 Isabel asks if she is changing, referencing recent uncomfortable experiences and fights with
her father.

3. Discussion on the School Boycott

 Thami reveals there’s a school boycott starting the next day.

 The boycott was organized by the Comrades.

 Mr. M was not included in the meeting—his ideas are seen as outdated.

 Thami states that students won’t return until Bantu Education is abolished and student
committees are recognized.

4. Isabel Asks About Their Friendship

 Isabel asks if they can still meet as friends.

 Thami hesitates—he is afraid of how it would look to the Comrades.

 He explains that being seen with her could be dangerous; even Isabel’s maid could mention
his visit.

 He says the Comrades are enforcing minimal contact with white people.

 Isabel criticizes the so-called “freedom” that involves controlling personal friendships.

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  Thami insists the discipline is necessary for the struggle.

5. Mr. M Enters

 Mr. M hears the end of their conversation and presses Thami to explain his stance on
freedom.

 Thami defends the Comrades’ decisions as necessary discipline.

 Mr. M challenges Thami, claiming he helped free his mind with education, especially
through language and words.

 Mr. M praises the power of words and urges Thami to use them to lead and educate others.

6. Tension Between Mr. M and Thami

 Mr. M says he’s been instructed to create a list of students participating in the boycott.

 He warns Thami that being on the list could have long-term consequences.

 Thami questions whether Mr. M will make the list.

 Mr. M refuses to answer, and Thami retorts that Mr. M shouldn’t question his choices either.

 Mr. M loses his temper, calling Thami a “silly boy.”

 Thami defends himself and warns Mr. M about what others are saying—calling him a sellout
and a government collaborator.

Scene 2

1. Mr. M’s State of Mind

 Mr. M is alone on stage, overwhelmed with quiet disbelief and emotional shock.

 He feels like he's trapped in a nightmare—unable to reach the school due to chaos in the
township.

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2. Chaos in the Streets

 Every road he takes is blocked—either by armed police and soldiers or by Comrades

building barricades.

 He sees buses overturned, bread vans looted, buildings burning, and children dancing with
matchboxes shouting:
“Tshisa! Qhumisa!” (Burn it! Explode it!)

3. The Slogan That Hurts

 On a street corner, he meets Sipho Fondini, a young learner writing on the wall:
“Liberation First, then Education.”

 Sipho asks if the spelling is correct, showing how serious and sincere the children are.

 Mr. M is deeply hurt—the slogan goes against his core belief in education as the first step to
freedom.

4. Mr. M’s Helplessness

 He sees school children arrested, packed in a police van, calling out:

“Teacher! Help us! Tell our mothers.”

 Mr. M tries to convince himself it’s not real—wishing it was a dream he could wake up from.

5. Reality Hits Hard

 Tear gas explodes. Mr. M starts choking and coughing, clinging to a lamppost—realizing
this is not a dream.

 The scene ends with Mr. M desperately pleading with himself to act:
“Do something Anela. Stop the madness!”

Scene 3

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1. Mr. M Alone in the Classroom

 Mr. M rings the school bell wildly.

 He desperately calls for students to return to school.

 Begins reading the register aloud:

 Asks “Living or dead?” after each name, revealing the danger outside.

 Reflects on the futility of teaching in a violent world.

 Declares his lessons are now “useless” in this chaotic world.

2. Stones Thrown into the Classroom

 The classroom is attacked with stones.

 Mr. M reacts, realizing someone alive must have thrown them.

 He resumes ringing the bell with urgency.

3. Thami Enters

 Thami tells Mr. M to stop ringing the bell, warning that the Comrades are angered by it.

 Mr. M insists the bell is a call to learning, not defiance.

4. Conflict Between Ideals

 Mr. M accuses Thami and the youth of replacing learning with violence.

 He contrasts the dictionary (knowledge) with a stone (violence).

 Offers Thami his beloved dictionary:

o “Twenty-six letters, sixty thousand words...”

5. Thami Warns Mr. M

 Thami says Mr. M is accused of being a police informer.

 A plan is in place to burn the school and kill Mr. M.

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  Thami urges him to join the boycott and deny the accusations.

6. Mr. M's Moral Dilemma

 Mr. M questions Thami's motives:

 Asks if it’s truly for justice or the Struggle.

 Mr. M confesses:

 He did inform the police about outside agitators.

 He refused money.
 He did it partly from loneliness and jealousy, not just duty.

7. Mr. M Reflects on His Life

 Shares a memory from childhood:

 A teacher told him he could see all of Africa through books.

 Education became his dream and escape.

 Speaks of Africa's beauty and the vision that once inspired him.

8. Tragic Symbol of Africa

 Recalls a haunting TV image:

 A starving man dropping a dead child into a grave.

 No names given – a metaphor for all of Africa’s suffering.
 “Every African soul is either carrying that bundle or in it.”

9. Final Pleas and Refusal

 Mr. M calls Thami “my beautiful and proud young Africa.”

 Thami begs him not to go outside.

 Offers to lie and say Mr. M is innocent — for the sake of the Struggle.

 Mr. M refuses to lie.

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  Rejects hiding behind Thami’s protection.

10. Mr. M’s Death

 Mr. M declares he is not afraid to die.

 Breaks away from Thami.

 Rings the school bell defiantly as he walks outside.

 The mob kills him.

Scene 4

1. Thami Calls Isabel for a Final Meeting

 Thami has asked Isabel to meet because he is leaving town for good.

 Isabel is upset and reluctant, still emotionally wounded by Mr. M’s death and recent events.

 She is angry at Thami and the township community, feeling betrayed and confused.

2. Isabel’s Anguish and Outrage

 Isabel confronts Thami about Mr. M’s brutal death.

 She reads a newspaper clipping describing the incident, showing how deeply it haunts her.

 She expresses disbelief that anyone could harm such a kind and dedicated teacher.

 She tried to enter the township after the murder but was stopped by police.

3. Thami Reveals Mr. M Was an Informer

 Thami tells Isabel Mr. M went to the police and gave names of student activists.

 Mr. M believed it was his duty, as he disagreed with the violent protests.

 Thami confirms Mr. M admitted it personally before his death.

 Isabel struggles to accept this, insisting it wasn’t true informing or spying.

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4. Debate on Morality and Justice

 Isabel calls the killing “murder,” but Thami argues it was “self-defense” by the people.

 Thami explains the historical and political context: black people had no legal justice system to rely
on.

 He compares Mr. M’s actions to treason and highlights how apartheid laws pushed people to
desperation.

 He challenges Isabel to understand the anger and betrayal felt by the community.

5. Isabel’s Pain and Need for Answers

 Isabel, desperate and emotional, asks Thami if he was part of the mob.

 Thami understands her pain and doesn’t get angry. He admits he was there and tried to stop it.

 He says Mr. M refused to leave and seemed ready to die.

 Both express regret for not showing Mr. M how much they truly valued and loved him.

6. Thami’s Plan to Leave

 Thami is going into exile to join the liberation movement as a fighter.

 He doesn’t want to become part of the violence or be hunted by police.

 He says goodbye to Isabel with a sense of resolve and purpose.

7. Isabel’s Grief and Search for Closure

 Isabel feels she is losing Mr. M’s memory and has nowhere to go to mourn him.

 She shares how the police told her there wasn’t enough of his body left for a grave.

 Thami tells her about the Wapadsberg Pass, a special place Mr. M loved and where she can go to
feel close to him.

 The scene ends with a heartfelt farewell in both English and Xhosa:

o Thami: Sala Kakuhle

o Isabel: Hamba Kakuhle

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Scene 5

1. Setting & Atmosphere

 Isabel stands alone in silence, reflecting.
 The mood is contemplative, solemn, yet hopeful.

2. Addressing Mr. M (Anela Myalatya)

 She speaks directly to her deceased teacher, Mr. M, as if he were present.
 Mentions Thami’s absence (traveling "north," likely joining the anti-apartheid struggle).

3. Rejecting Traditional Mourning

 Instead of bringing flowers or praying, she offers something more meaningful: a promise.
 Acknowledges that Mr. M would value action over empty gestures.

4. The Promise
 Vows not to waste her life, honoring Mr. M’s teachings.
 Pledges to make her life useful, just as his was.
 Wants him to be proud of her, calling herself "one of your children."

5. Closing Line – A Defiant Hope

 "The future is still ours, Mr. M."
 Suggests resilience and determination to continue the struggle.

Character Analyses

Isabel Dyson

• An 18-year-old white girl who attends Camdeboo Girls High.

• She comes from a privileged and comfortable family; her father owns the local chemist.

• She views herself as a rebel within her family due to her beliefs.

• She aspires to study journalism at university and has a passion for writing.

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• She presents herself as energetic, lively, and vivacious.

• Her debate with Thami opens her eyes to the experiences of Black people. • She tends to talk
excessively.

• For Isabel, personal relationships hold more importance than politics.

Thami Mbikwana

• 18-year-old black learner of Zolile high.

• He is very intelligent.

• He’s a born leader.

• He wanted to be a Doctor when he was young.

• Politics changed his mind.

• His mother is a domestic worker and his father works in the railways.

• He is one of the young people who lost patience and is looking for change.

• He is a political activist.

• Thami is not prepared to follow Mr M’s ideologies.

• He loved Mr M.

Mr M

• Full name is Anela Myalatya.

• 57 old man who is the principal of Zolile High

• He’s an old-fashioned traditionalist.

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• He is a teacher who cannot allow his authority to be threatened.

• He follows the traditional way of teaching where the teacher teaches and the

Learners have to follow instructions.

• He is a dedicated teacher.

• He lives like a Monk (Bachelor who lives in a small room).

• He is a follower of the Chinese philosopher, Confucius, and he envies his heart.

• He is labeled as a sell-out.

Use of Language
1. Simile – A comparison using "like" or "as."
2. Metaphor – A direct comparison without "like" or "as."
3. Hyperbole – Intentional exaggeration for emphasis.
4. Irony – A contrast between expectation and reality (verbal, situational, or dramatic).
5. Imagery – Vivid language appealing to the senses.
6. Personification – Giving human traits to non-human things.
7. Allusion – A reference to a well-known person, event, or work.
8. Rhetorical Question – A question asked for effect, not an answer.
9. Symbolism – An object or idea representing a deeper meaning.
10. Paradox – A seemingly contradictory statement that reveals truth.

Scene Figure of Example Type

Speech
Act 1, Simile "Enthusiasm for your cause is as useless as Comparison using
Scene 1 having a good donkey and a good cart but "as"
no harness."
Act 1, Metaphor "Think of me rather as an oracle, of my Implied comparison
Scene 1 words as those of the great ancestors..."
Act 1, Hyperbole "They come from a culture... that has meant Exaggeration
Scene 1 only misery to Africa and its people."

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Act 1, Irony Thami’s exaggerated traditionalist stance in Situational irony
Scene 1 the debate, which he doesn’t truly believe.
Act 1, Imagery "The miserable little classroom, myself, my Vivid description
Scene 2 voice, what I was saying and them hearing
and understanding me..."
Act 1, Metaphor "The location is quite an eyesore by Implied comparison
Scene 2 comparison."
Act 1, Personification "The clocks are ticking my friends. History Giving human traits
Scene 3 has got a strict timetable." to abstract concepts
Act 1, Allusion "I am a Confucian. A black Confucian!" Reference to a
Scene 4 historical figure
Act 1, Metaphor "I’ve got a whole zoo in here, a mad zoo of Implied comparison
Scene 4 hungry animals... and the keeper is
frightened!"
Act 1, Simile "I felt so stupid. I kept saying to myself... Comparison using
Scene 5 like walking on a tightrope." "like"
Act 1, Metaphor "The classroom is a political reality in my Implied comparison
Scene 6 life—it’s a part of the whole political system
we’re up against."
Act 1, Rhetorical "Do you understand me, good people?" Question not
Scene 6 Question expecting an answer
Act 2, Irony "This fucking country!" (Isabel’s outburst Verbal irony
Scene 1 contrasts with her earlier optimism.)
Act 2, Imagery "Overturned buses, looted bread vans, the Vivid description
Scene 2 government offices... everything burning..."
Act 2, Metaphor "My lessons were meant to help you in this Implied comparison
Scene 3 world... Now? Useless, useless, useless!"
Act 2, Symbolism The school bell represents education and Symbolic object
Scene 3 order, now shattered.
Act 2, Hyperbole "There is nothing in this world... that I want Exaggeration
Scene 4 to see less than anything or anybody from
the location."
Act 2, Paradox "Blind and stupid but still self-defense." Contradictory
Scene 4 statement
Act 2, Metaphor "The future is still ours, Mr. M." Implied comparison
Scene 5

Themes

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1. Education as Both Hope and Oppression
The play explores how education can be a tool for liberation and a weapon of control. Mr. M
passionately believes in education's power to uplift Black South Africans, while Thami sees the
school system as part of apartheid's machinery designed to keep them oppressed.

2. Clash Between Generations

There's a powerful tension between older and younger generations. Mr. M represents the older
view favoring patience, respect for authority and gradual change through education. Thami and the
youth embrace radical action, believing the system can only be changed through protest and
resistance.

3. Inequality and Racial Injustice

The play starkly contrasts the privileged white world with the oppressed Black townships. Isabel's
growing awareness of her white privilege highlights the deep racial divisions in apartheid South
Africa.

4. Words Versus Actions

A central conflict examines whether change comes through debate and ideas (represented by Mr.
M's faith in words) or through direct action and protest (Thami's approach). The play shows both
the power and limitations of each.

5. Loyalty and Betrayal

Characters face difficult choices about where their loyalties lie - to friends, to political causes, or to
their principles. Mr. M's decision to inform on activists is seen as both betrayal and an attempt to
protect.

6. Gender Roles and Equality

The opening debate about women's roles introduces questions about gender equality that echo
throughout the play, particularly in Isabel's character development.

7. Hope in Dark Times

Despite the tragic events, the play maintains a thread of hope - in Isabel's determination to honor
Mr. M's legacy, and in Thami's commitment to continue fighting for justice.

8. Violence as Resistance
The play wrestles with difficult questions about when and if violence can be justified in fighting
oppression, showing both its destructive power and its perceived necessity.
22
9. Identity Under Oppression
Characters struggle with questions of identity - what it means to be Black under apartheid, how to
maintain cultural pride within an oppressive system, and how to reconcile different aspects of
oneself?

10. Sacrifice for Justice

Both Mr. M and Thami make tremendous sacrifices - one through his commitment to education,
the other through joining the resistance - showing the high personal costs of fighting injustice.

Revision Questions

Act 1, Scene 1 (Debate Scene)

1. What is the topic of the debate between Thami and Isabel?

2. How does Mr. M try to control the unruly debaters?
3. What traditional African values does Thami reference in his argument?
4. Why does Isabel accuse Thami of "twisting her words"?
5. How does the audience react to Thami’s speech?
6. What does Mr. M say about the importance of voting at the end?
7. Who wins the debate, and by how many votes?
8. What does Thami admit to Isabel after the debate?
9. How does Isabel describe her family background?
10. What does Thami reveal about his own family situation?

Act 1, Scene 2 (Isabel’s Monologue)

1. How does Isabel describe the location (township)?

2. Why does she say she’s “glad to be born with a white skin”?
3. What was her initial expectation before the debate?
4. How does she feel when facing the Black students?
5. What realization does she have about the township’s significance?
6. Why does she call the debate experience “one of the most real” of her life?
23
 7. How does she contrast her school’s debates with this one?
8. What does she say about her parents’ reaction to her experience?
9. What does she vow to do after this experience?
10. How does she describe Auntie (her family’s maid)?

Act 1, Scene 3 (Mr. M’s Proposal)

1. What idea does Mr. M propose to Isabel?

2. What competition does he want them to enter?
3. Why does he call his idea a way to “fight the lunacy”?
4. What prize does the competition offer?
5. How does Isabel react to the proposal?
6. What does she say about her parents’ curiosity about Thami and Mr. M?
7. Why does Mr. M believe Thami will be a great leader?
8. What does Isabel admit about her initial nervousness in the township?
9. How does Mr. M respond when Isabel calls his idea “silly”?
10. What does he hope to achieve for Thami through this competition?

Act 1, Scene 4 (Mr. M’s Confucius Speech)

1. Who does Mr. M quote at the beginning of his speech?

2. What does he say about his “pursuit of knowledge”?
3. How does he describe the “animals” in his heart?
4. What is his greatest fear about Hope?
5. Why does he call himself a “black Confucian”?
6. What is his classroom motto?
7. How does he describe his living conditions?
8. What metaphor does he use for history’s urgency?
9. Why does he say he is a teacher?
10. What warning does he give about arriving “too late”?

24
Act 1, Scene 5 (Poetry Quiz)

1. What 19th-century poets do they study?

2. How does Thami tease Isabel about losing?
3. What poem does Isabel quote about Ozymandias?
4. How does Thami connect Ozymandias to South Africa?
5. What does Mr. M say about the difference between men and animals?
6. Why does Isabel grab her hockey stick?
7. What does Thami admit about cramming the night before?
8. How does Mr. M try to calm their competitive spirits?
9. What does Isabel suggest they focus on next?
10. How does the quiz reveal Thami’s changing attitude toward school?

Act 1, Scene 6 (Thami’s Monologue)

1. What song does Thami sing at the start?

2. How did he feel about school as a child?
3. What career did he dream of in Standard Two?
4. Why does he no longer want to be a doctor?
5. What does Inspector Grobbelaar (“Oom Davie”) tell the students?
6. How does Thami criticize the Inspector’s view of the “future”?
7. What historical events does Thami mention (Sharpeville, Soweto)?
8. Where does he say real education happens now?
9. What does he mean by “Tomorrow we start shouting”?
10. How does his speech end?

Act 2, Scene 1 (Conflict Between Thami & Isabel)

1. Why does Thami want to withdraw from the competition?

2. What does Isabel accuse him of?
3. How does Thami explain the boycott decision?
4. What does Isabel say about their friendship?
5. Why does Thami say mixing with whites is dangerous?
25
 6. How does Mr. M intervene in their argument?
7. What does Mr. M accuse Thami of not understanding?
8. How does Thami respond to Mr. M’s criticism?
9. What does Isabel shout before leaving?
10. How does this scene set up the coming tragedy?

Act 2, Scene 2 (Mr. M’s Despair)

1. What nightmare does Mr. M describe?

2. How does he portray the police and protesters?
3. What does the child writing on the wall ask him?
4. Why does he say “Do something, Anela!”?
5. How does he describe the arrested children?
6. What metaphor does he use for the armored cars?
7. What realization does he have about his role?
8. Why does he say “Stop the madness”?
9. How does this speech show his internal conflict?
10. What does the scene foreshadow?

Act 2, Scene 3 (Confrontation & Murder)

1. Why does Thami warn Mr. M?

2. What accusation does Thami confront Mr. M about?
3. How does Mr. M justify his actions?
4. What does he give Thami, and why?
5. How does Thami try to protect Mr. M?
6. Why does Mr. M refuse to hide?
7. What are his final words to Thami?
8. How does the mob kill him?
9. What does Thami do afterward?
10. How does this scene change Thami’s path?

26
Act 2, Scene 4 (Isabel & Thami’s Goodbye)

1. How does Isabel react to Mr. M’s death?

2. What newspaper phrase angers her?
3. What does Thami admit about Mr. M?
4. Why does Isabel struggle to believe it?
5. Where is Thami going, and why?
6. How does Isabel criticize the Comrades?
7. What does Thami say about “the People”?
8. What final gift does Isabel offer?
9. How do they say goodbye in Xhosa?
10. What does Isabel vow at the end?

Act 2, Scene 5 (Isabel’s Farewell)

1. Where does Isabel go to remember Mr. M?

2. Why is this place significant?
3. What promise does she make?
4. How does she describe Mr. M’s influence?
5. What does she say about the future?
6. How does the play end emotionally?
7. What does her final line suggest?
8. How does this scene contrast with Scene 1?
9. What theme does her speech emphasize?
10. Why is this a fitting conclusion?

27
Exam Questions
EXTRACT A
1.1

[Isabel invites Mr M and Thami to meet her parents.]

MR M: Good idea. We'll concentrate on novelists. A short list of hot

favourites.
ISABEL: Thomas Hardy … Jane Austen … who else, Thami?
MR M: Put your heads together and make a list. I want twenty names.
Divide it between the two of you and get to work … I must be on 5
my way.
ISABEL: Just before you go, Mr M, I've got an invitation for you and Thami
from my Mom and Dad. Would the two of you like to come to tea
one afternoon?
MR M: What a lovely idea! 10
ISABEL: They've had enough of me going on and on about the all-knowing
Mr M and his brilliant protégé, Thami. They want to meet you for
themselves. Thami? All right with you?
MR M: Of course we accept, Isabel. It will be a pleasure and a privilege for
us to meet Mr and Mrs Dyson. Tell them we accept most gratefully. 15
Next Sunday.
ISABEL: Perfect.
MR M: Thami?
ISABEL: Don't worry about him, Isabel. I'll put it in my diary and remind him
MR M: at school. [Mr M leaves.] 20
[Sensitive to a change of mood in Thami] I think you'll like my folks.
ISABEL: My Mom's a bit on the reserved side but that's just because she's
basically very shy. But you and my Dad should get on well. Start
talking sport with him and he won't let you go.
25
[Act 1, Scene 5]

28
1.1.1 Choose a description from COLUMN B that matches the name in
COLUMN A. Write only the letter (A–E) next to the question
numbers (1.1.1(a) to 1.1.1(d)) in the ANSWER BOOK.

COLUMN A COLUMN B
(a) Isabel Dyson A Zolile High Grade 12 learner

(b) Dawie Grobbelaar B the principal of Zolile High

(c) Anela Myalatya C an inspector of Bantu schools

(d) Sipho Fondini D a learner at Camdeboo High

E Zolile High Grade 8 learner

(4 x 1) (4)

1.1.2 Explain why Isabel refers to Thomas Hardy and Jane Austen in
line 3. (2)

1.1.3 Refer to lines 14–15 ('Of course we … and Mrs Dyson').

(a) What tone would Mr M use in these lines? (1)
(b) Why would Mr M use this tone in these lines? (1)
(c) Choose the correct answer to complete the following
sentence. Write only the letter (A–D) next to the question
number (1.1.3 (c)) in the ANSWER BOOK.
Mr Dyson owns a …
A cinema.
B school.
C chemist.
D butcher. (1)

1.1.4 Why does Thami's mood change in line 22 ('Sensitive to a … mood

in Thami')? (2)

1.1.5 Why is the following statement FALSE?

Thami stays with his parents in Brakwater. (1)

1.1.6 What does this extract reveal about Isabel's character?

Substantiate your answer. (2)

1.1.7 Do you admire Mr M?

Discuss your view. (3)

29
1.2 EXTRACT B

[The climax of the play.]

MR M: I demand to know who is in that bundle! [Pause] Not knowing their

names doesn't matter any more. They are more than just
themselves. That tribesman and dead child do duty for all of us,
Thami. Every African soul is either carrying that bundle or in it.
What is wrong with this world that it wants to waste you all like that 5
… my children … my Africa! [Holding out a hand as if he wanted to
touch Thami's face] My beautiful and proud young Africa! [More
breaking glass and stones and the sound of a crowd outside the
school. Mr M starts to move. Thami stops him.]
THAMI: No! Don't go out there. Let me speak to them first. Listen to me! 10
I will tell them I have confronted you with the charges and that you
have denied them and that I believe you. I will tell them that you are
innocent.
MR M: You will lie for me, Thami?
THAMI: Yes. 15
MR M: [Desperate to hear the truth] Why? [Thami can't speak.]
MR M: Why will you lie for me, Thami?
THAMI: I've told you before.
MR M: The 'Cause'?
THAMI: Yes. 20
MR M: Then I do not need to hide behind your lies.
THAMI: They will kill you.
MR M: Do you think I'm frightened of them? Do you think I'm frightened
of dying?
[Act 2, Scene 3]

1.2.1 Describe the time and place where this extract is set. (2)

1.2.2 Refer to lines 5–6 ('What is wrong … all like that').

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

(b) Explain why this figure of speech is relevant in this extract. (2)

1.2.3 Refer to lines 7–8 ('My beautiful and … glass and stones').

Explain the irony in these lines. (2)

1.2.4 Refer to line 10 ('No! Don't go … Listen to me!').

(a) To whom does 'them' refer? (1)

(b) If you were the director of this play, what would you tell Thami
to do when saying these lines?

State TWO actions. (2)

30
1.2.5 What does this extract reveal about Thami's state of mind?

Substantiate your answer. (2)

1.2.6 One of the themes in My Children! My Africa! is racial injustice.

Discuss this theme. (3)

1.2.7 The title, My Children! My Africa! is suitable for this drama.

Discuss your view. (3)

[35]

TOTAL SECTION B: 35

31
2.1 EXTRACT C

[Isabel invites Mr M and Thami.]

ISABEL: Oh come off it. Thami. Don’t be like that. They're always nervous
when it comes to me. But this time it happens to be genuine
interest. I've told you. I talk about you at home. They know
I have a good time with you … that we're a team … which they
are now very proud of incidentally … and that we're cramming 5
like lunatics so that we can put up a good show at the festival.
Is it so strange that they want to meet you after all that? Honestly,
sometimes dealing with the two of you is like walking on a tight-
rope. I'm always scared I'm going to put a foot wrong and … well,
I just hate being scared like that. [A few seconds of truculent 10
silence between the two of them] What's going on, Thami?
Between you two? There's something very wrong, isn't there?
No more than usual.
THAMI: No you don't. A hell of a lot more than usual and don't deny it
ISABEL: because it's getting to be pretty obvious. I mean, I know he gets 15
on your nerves. I knew that the first day we met. But it's more than
that now. These past couple of meetings I've caught you looking
at him, watching him in a … I don't know … in a sort of hard
way. Very critical. Not just once, many times.
[Act 1 Scene 5]
20

2.1.1 Choose a description from COLUMN B that matches a name in

COLUMN A. Write only the letter (A–E) next to the question
numbers (2.1.1(a) to 2.1.1(d)) in the ANSWER BOOK.

COLUMN A COLUMN B
(a) Miss Dyson A teacher in Number Two classroom

(b) Miss Brockway B wants to be a journalist

(c) Mr Pienaar C rents a room to Mr M

(d) Rev Mbopa D encourages a ground-breaking

debate

E the mayor of Camdeboo

(4 x 1) (4)

32
 2.1.2 Describe the setting of this extract. (2)

2.1.3 Explain the meaning of Isabel's words, 'They know I … at the

festival' (lines 3–6). (2)

2.1.4 Refer to lines 8–9 ('Honestly, sometimes dealing … on a

tight-
rope').

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

(b) Explain why the figure of speech is relevant in this extract. (2)

2.1.5 Why is the following statement FALSE?

In this extract, the atmosphere between Thami and Isabel is

relaxed. (1)

2.1.6 One of the themes in My Children! My Africa! is betrayal.

Discuss this theme. (3)

2.1.7 The expectations Isabel and her teammates have when they go to
Zolile High are valid.

Discuss your view. (3)

2.2 EXTRACT D

[Isabel and Thami talk about the end of the literary quiz.]

ISABEL: Good luck. I don't envy you that little conversation. If I'm finding the
news a bit hard to digest, I don't know what he is going to do with
it. I've just got to accept it. I doubt very much if he will.
THAMI: He's got no choice, Isabel. I've decided and that's the end of it.
ISABEL: So do you think we can at least talk about it? Help me to 5
understand? Because to be absolutely honest with you, Thami,
I don't think I do. You're not the only one with a problem. I've also
got a big one. What Mr M had to say about the team and the whole
idea made a hell of a lot of sense to me. You owe it to me, Thami.
A lot more than just my spare time is involved. 10
THAMI: Talk about what? Don't you know what is going on?
ISABEL: Don't be stupid, Thami! Of course I do! You'd have to be pretty
dumb not to know that the dreaded 'unrest' has finally reached us
as well.
THAMI: We don't call it that. Our word for it is Isiqalo … The Beginning. 15
ISABEL: All right then, The Beginning. I don't care what it's called. All I'm
asking you to do is explain to me how the two of us learning some
poetry, cramming in potted bios … interferes with all of that.
[Act 2 Scene 1]

33
2.2.1 Explain why Thami must have the 'little conversation' with Mr M to
which Isabel refers in line 1. (2)

2.2.2 Refer to line 4 ('He's got no … end of

it').

(a) What tone would Thami use in this line? (1)

(b) Why would Thami use this tone in this line? (1)

(c) Explain the irony in Thami's words when he says, 'I've

decided and … end of it'. (2)

2.2.3 If you were the director of this play, what would you tell Isabel to do
when saying, 'You owe it … time is involved' (lines 9–10)?

State TWO actions. (2)

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

When Thami speaks about 'The Beginning' (line 15), he means the
beginning of the …

A practice for the competition.

B return to the classroom.
C struggle for Freedom.
D debating competition against Zolile. (1)

2.2.5 Refer to lines 16–18 ('All I'm asking … all of

that').

(a) What do these lines tell us about Isabel's state of mind?

Substantiate your answer. (2)

(b) What does Isabel mean when she refers to 'potted bios'
(line 18)? (1)

2.2.6 What does this extract reveal about Thami's character?

Substantiate your answer. (2)

34
2.2.7 Refer to the drama as a whole.

Mr M lived a 'wasted' life.

Discuss your view. (3)

[35]

TOTAL SECTION B: 35

35