KIRSTIN PILLAY (219006273)
ENGL303 ASSESSMENT 2
William Wellington Gqoba was a black intellectual whose writings in the late 19 th century subtlety and skilfully (Opland, 2015, p. 3), reacted to the colonial imposition and epistemic inequity concerning traditional African systems (Kumalo, 2022, pp. 1-7). Gqoba straddled the boundary between African traditional practices and Western modernity, introduced through missionary education. His interstitial experience is manifested in his poems, with characteristics of both perspectives being integrated to create a modern African viewpoint
- de Wet, 2022, p. 528). Therefore, with particular reference to William Wellington Gqoba’s
poems “A Great Debate on Education” and “A debate between a heathen and a Christian”, this essay will illustrate the above and discuss the concerns of both poems, namely the impact of colonial education, the treatment and administration of black people (Gqoba, 2015, p.105); as well as Christianity, traditional leadership and white domination (Gqoba, 2015, p.387). Moreover, the style and structure of his poetry, within the context of writing under the strict, non-political editorial code of missionary newspapers, will be examined.In the poem “A Great Debate on Education”, the group that sees no benefit of colonial imposition initially outlines their critiques of blacks’ education. The character, ‘Cockeye’, highlights the differential system in the education for black and white students. At the outset, missionaries offered all students a non-prejudiced academic curriculum, which included Latin, Greek, geometry, and mathematics. However, when the white authorities realised the implications of creating an educated black elite that could politically mobilise and demand independence and autonomy, they implemented a system wherein blacks were only taught vocational courses (Opland, 2015, pp. 1-2). ‘Cockeye’ illustrates the above, expressing, “All aren’t equal to these people” (Gqoba, 2015, p. 91). He continues, referring to his sons’ education, saying, “He hasn’t been taught any Greek,” nor “Latin”; “Hebrew”; or “any other foreign language” (Gqoba, 2015, p. 93). ‘Cockeye’ concludes by saying that the colonial settlers dispossessed and destroyed the black community, stating, “These people from beyond the seas/ are bent on our destruction” (Gqoba, 2015, p. 93).Moreover, another character, ‘Bargain Hunter’ affirms that even if blacks are successful within the colonial education system, it does not guarantee social and financial mobility. The text states, “After they’d studied, /completed all requirements, /discovered that they earned nothing.” (Gqoba, 2015, p. 131). The sentiment that blacks are treated and paid the same as a person who is not missionary educated is further reiterated by ‘Bargain Hunter’ in the following passages, “blacks are treated alike, whether or not they’re schooled/ and speak a dignified language:” (Gqoba, 2015, p. 133). As well as, “only their colour distinguishes them,
1 1 / 2
KIRSTIN PILLAY (219006273)
ENGL303 ASSESSMENT 2
/but their pay amounts to nothing” (Gqoba, 2015, p. 129);/ “ they all have their wages docked/so they never earn more than whites.” (Gqoba, 2015, p. 131). Moreover, an additional speaker in the poem, ‘Singed by Smoke’, emphasises the concept of sheltered employment for whites despite black employees being more qualified. The text states that the white man is, “the boss/wherever people are employed.” (Gqoba, 2015, p. 163). He persists, “he alone will be rewarded, / earning piles and piles of pay/ and authority and power” (Gqoba, 2015, p.163).Additionally, the character, ‘Chatterbox’, initially believed that missionary education would advance black people, asserting, “it seemed so beneficial, / we succumbed to its temptation.” (Gqoba, 2015, p. 145). Unfortunately, missionary education did not elevate Africans to a position equal to their white counterparts and came at a significant cost. The text states, “We relinquished our station/ and our respectability;/ we cast aside our government” (Gqoba, 2015, p. 147). Here, Gqoba foregrounds how the colonial powers controlled and subjugated black people by forcing them to discard their traditional systems in order to receive Western education (Mkhize, 2021, p. 14). Western knowledge structures and methods of conception were favoured as unanimous understanding whilst suppressing non-Western systems, in this context, African indigenous epistemology (Mkhize, 2021, p. 21).Similar to the criticism of the education system, Gqoba addresses the treatment and administration of Africans in the colonial regime. ‘Singed by Smoke’ expresses, “They maintain discrimination/ is a figment of our fancy, / but it really does affect us/ palpably in every respect.” (Gqoba, 2015, p. 163). The following passages will illustrate how prejudice was a part of the daily black experience. ‘Singed by Smoke’ claims, “blacks are treated like children, /spurred along with sjamboks” (Gqoba, 2015, p. 163) . This passage emphasises how blacks were infantilised through physical abuse, robbing them of their personal autonomy and bodily integrity. He continues and references Africans needing to meet specific colonial standards, such as education and owning land, to qualify to vote. The text states, “It’s no different with the vote, /rooted in discrimination, /all of us who are black /are totally excluded.” (Gqoba, 2015, p. 165). ‘Bargain Hunter’ spotlights how white authorities indirectly forced Africans into the colonial economic structure through the various colonial taxes, further entrenching black subjugation. The speaker asserts, “These creatures keep on demanding/small contributions of cash from us” (Gqoba, 2015, p. 127), and “The tax keeps increasing,/they could even make the present impossible;” (Gqoba, 2015, p. 127).Furthermore, the speaker emphasises the restrictions on black mobility within urban areas
- / 2