Nelson Mandela- A Childhood Country Asynchronous Block 6
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THE VILLAGE OF QUNU was situated in a narrow, grassy valley crisscrossed by clear streams, and overlooked by green hills. It consisted of no more than a few hundred people who lived in huts, which were beehive-shaped structures of mud walls, with a wooden pole in the center holding up a peaked, grass roof. The floor was made of crushed ant-heap, the hard dome of excavated earth above an ant colony, and was kept smooth by smearing it regularly with fresh cow dung. The smoke from the hearth escaped through the roof, and the only opening was a low doorway one had to stoop to walk through. The huts were generally grouped together in a residential area that was some distance away from the maize fields. There were no roads, only paths through the grass worn away by barefooted boys and women. The women and children of the village wore blankets dyed in ocher; only the few Christians in the village wore Western-style clothing. Cattle, sheep, goats, and horses grazed together in common pastures. The land around Qunu was mostly treeless except for a cluster of poplars on a hill overlooking the village. The land itself was owned by the state. With very few exceptions, Africans at the time did not enjoy private title to land in South Africa but were tenants paying rent annually to the government. In the area, there were two small primary schools, a general store, and a dipping tank to rid the cattle of ticks and diseases.
Maize (what we called mealies and people in the West call corn), sorghum, beans, and pumpkins formed the largest portion of our diet, not because of any inherent preference for these foods, but because the people could not afford anything richer. The wealthier families in our village supplemented their diets with tea, coffee, and sugar, but for most people in Qunu these were exotic luxuries far beyond their means. The water used for farming, cooking, and washing had to be fetched in buckets from streams and springs. This was women’s work, and indeed, Qunu was a village of women and children: most of the men spent the greater part of the year working on remote farms or in the mines along the Reef, the great ridge of gold-bearing rock and shale that forms the southern boundary of Johannesburg. They returned perhaps twice a year, mainly to plow their fields. The hoeing, weeding, and harvesting were left to the women and children. Few if any of the people in the village knew how to read or write, and the concept of education was still a foreign one to many.
How did the roles of women and men differ in Mandela’s childhood?
The roles of women and man differ in Mandela’s childhood because in Qunu women and men are giving roles for them. Women had to work for farming , cooking and washing . Men remote farms and mines along the Reef and return back twice a year . Mandela couldn’t really see his dad which interfere of the roles their were giving .
In paragraph 2 talks about women work is farming, cooking, and washing. But the men work was to work on remote farms or in the mines along the reef. These were the difference in Mandela childhood.
The roles of women in mandelas childhood is that in other places women are just supposed to stay home and do what “a women should do” and in his childhood women wouldn’t stay home they would help to provide for their families they worked as farmers and cleaners while men were remote farmers.
The roles of women and man were different in Mandela’s childhood because the women and the men made the rules .women had to cook and clean and Men had to work as farmers or in mines along the reef .
My mother presided over three huts at Qunu which, as I remember, were always filled with the babies and children of my relations. In fact, I hardly recall any occasion as a child when I was alone. In African culture, the sons and daughters of one’s aunts or uncles are considered brothers and sisters, not cousins. We do not make the same distinctions among relations practiced by whites. We have no half brothers or half sisters. My mother’s sister is my mother; my uncle’s son is my brother; my brother’s child is my son, my daughter.
Of my mother’s three huts, one was used for cooking, one for sleeping, and one for storage. In the hut in which we slept, there was no furniture in the Western sense. We slept on mats and sat on the ground. I did not discover pillows until I went to Mqhekezweni. My mother cooked food in a three-legged iron pot over an open fire in the center of the hut or outside. Everything we ate we grew and made ourselves. My mother planted and harvested her own mealies. Mealies were harvested from the field when they were hard and dry. They were stored in sacks or pits dug in the ground. When preparing the mealies, the women used different methods. They could grind the kernels between two stones to make bread, or boil the mealies
first, producing umphothulo (mealie flour eaten with sour milk) or umngqusho (samp, sometimes plain or mixed with beans). Unlike mealies, which were sometimes in short supply, milk from our cows and goats was always plentiful.
From an early age, I spent most of my free time in the veld playing and fighting with the other boys of the village. A boy who remained at home tied to his mother’s apron strings was regarded as a sissy. At night, I shared my food and blanket with these same boys. I was no more than five when I became a herd-boy, looking after sheep and calves in the fields. I discovered the almost mystical attachment that the Xhosa have for cattle, not only as a source of food and wealth, but as a blessing from God and a source of happiness. It was in the fields that I learned how to knock birds out of the sky with a slingshot, to gather wild honey and fruits and edible roots, to drink warm, sweet milk straight from the udder of a cow, to swim in the clear, cold streams, and to catch fish with twine and sharpened bits of wire. I learned to stick-fight — essential knowledge to any rural African boy — and became adept at its various techniques, parrying blows, feinting in one direction and striking in another, breaking away from an opponent with quick footwork. From these days I date my love of the veld, of open spaces, the simple beauties of nature, the clean line of the horizon.
What were some of the skills that Mandela learned as a young boy?
Some of the skills that Mandela learned as a young boy is Knock birds out of the sky to gather food . Swim in clear and cold streams to catch food .And to stick – fight to breaking way from an opponent.
Some skills Mandela would play with his friends was play war which was about two sticks used as targets, and both ere 100 feet apart, and had to score one by knocking the stick down for a win.
He learned to stick fight,breaking away from an opponent with quick footwork,swim in the streams,and gather wild honey and fruits
some things the Mandela learned as a young boy was that he learn how to knock birds from the sky and collect food. and he learned how to drink milk straight out of a udder of a cow and also swim in the clear cold water
As boys, we were mostly left to our own devices. We played with toys we made ourselves. We molded animals and birds out of clay. We made ox-drawn sleighs out of tree branches. Nature was our playground. The hills above Qunu were dotted with large smooth rocks which we transformed into our own roller coaster. We sat on flat stones and slid down the face of the large rocks. We did this until our backsides were so sore we could hardly sit down.
I learned to ride by sitting atop weaned calves — after being thrown to the ground several times, one got the hang of it. I learned my lesson one day from an unruly donkey. We had been taking turns climbing up and down its back and when my chance came I jumped on and the donkey bolted into a nearby thornbush. It bent its head, trying to unseat me, which it did, but not before the thorns had pricked and scratched my face, embarrassing me in front of my friends. Like the people of the East, Africans have a highly developed sense of dignity, or what the Chinese call “face.” I had lost face among my friends. Even though it was a donkey that unseated me, I learned that to humiliate another person is to make him suffer an unnecessarily cruel fate. Even as a boy, I defeated my opponents without dishonoring them.
Usually the boys played among themselves, but we sometimes allowed our sisters to join us. Boys and girls would play games like ndize (hideand-seek) and icekwa (touch-and-run). But the game I most enjoyed playing with the girls was what we called khetha, or choose-the-one-you-like. This was not so much an organized game, but a spur-of-the-moment sport that took place when we accosted a group of girls our own age and demanded that each select the boy she loved. Our rules dictated that the girl’s choice be respected and once she had chosen her favorite, she was free to continue on her journey escorted by the lucky boy she loved. But the girls were nimble-witted — far cleverer than we doltish lads — and would often confer among themselves and choose one boy, usually the plainest fellow, and then tease him all the way home.
The most popular game for boys was thinti, and like most boys’ games it was a youthful approximation of war. Two sticks, used as targets, would be driven firmly into the ground in an upright position about one hundred feet apart. The goal of the game was for each team to hurl
sticks at the opposing target and knock it down. We each defended our own target and attempted to prevent the other side from retrieving the sticks that had been thrown over. As we grew older, we organized matches against boys from neighboring villages, and those who distinguished themselves in these fraternal battles were greatly admired, as generals who achieve great victories in war are justly celebrated.
After games such as these, I would return to my mother’s kraal where she was preparing supper. Whereas my father once told stories of historic battles and heroic Xhosa warriors, my mother would enchant us with Xhosa legends and fables that had come down from numberless generations. These tales stimulated my childish imagination, and usually contained some moral lesson. I recall one story my mother told us about a traveler who was approached by an old woman with terrible cataracts on her eyes. The woman asked the traveler for help, and the man averted his eyes. Then another man came along and was approached by the old woman. She asked him to clean her eyes, and even though he found the task unpleasant, he did as she asked. Then, miraculously, the scales fell from the old woman’s eyes and she became young and beautiful. The man married her and became wealthy and prosperous. It is a simple tale, but its message is an enduring one: virtue and generosity will be rewarded in ways that one cannot know.
Like all Xhosa children, I acquired knowledge mainly through observation. We were meant to learn through imitation and emulation, not through questions. When I first visited the homes of whites, I was often dumbfounded by the number and nature of questions that children asked of their parents — and their parents’ unfailing willingness to answer them. In my household, questions were considered a nuisance; adults imparted information as they considered necessary.
How did Xhosa children acquire knowledge? What were the standard methods and how does this differ from Western upbringing?
The Xhosa children acquire knowledge through observation, imitation , and emulation. The standard methods were considered as something they should know and not ask questions . This is differ from Western upbringing because of how they could ask question so it was different from them to not ask questions
The Xhosa children would acquire knowledge only by observation. In the first sentence said they were meant to learn through imitation and emulation is how the children acquire knowledge.
Xhosa acquired knowledge mainly through observations,imitation,and emulation they never acquired knowledge through questions
Xhosa children acquired knowledge by paying attention to everything that happened .The standard methods was just to observed and not asked any questions.This differ from western upbringing which allow them to ask questions .
My life, and that of most Xhosas at the time, was shaped by custom, ritual, and taboo. This was the alpha and omega of our existence, and went unquestioned. Men followed the path laid out for them by their fathers; women led the same lives as their mothers had before them. Without being told, I soon assimilated the elaborate rules that governed the relations between men and women. I discovered that a man may not enter a house where a woman has recently given birth, and that a newly married woman would not enter the kraal of her new home without elaborate ceremony. I also learned that to neglect one’s ancestors would bring ill-fortune and failure in life. If you dishonored your ancestors in some fashion, the only way to atone for that lapse was to consult with a traditional healer or tribal elder, who communicated with the ancestors and conveyed profound apologies. All of these beliefs seemed perfectly natural to me.
I came across few whites as a boy at Qunu. The local magistrate, of course, was white, as was the nearest shopkeeper. Occasionally white travelers or policemen passed through our area. These whites appeared as grand as gods to me, and Iwas aware that they were to be treated with a mixture of fear and respect. But their role in my life was a distant one, and I thought little if at all about the white man in general or relations between my own people and these curious and remote figures.
The only rivalry between different clans or tribes in our small world at Qunu was that between the Xhosas and the amaMfengu, a small number of whom lived in our village. AmaMfengu arrived on the eastern Cape after fleeing from Shaka Zulu’s armies in a period known as the iMfecane, the great wave of battles and migrations between 1820 and 1840 set in motion by the rise of Shaka and the Zulu state, during which the Zulu warrior sought to conquer and then unite all the tribes under military rule. AmaMfengu, who were not originally Xhosa-speakers, were refugees from the iMfecane and were forced to do jobs that no other African would do. They worked on white farms and in white businesses, something that was looked down upon by the more established Xhosa tribes. But amaMfengu were an industrious people, and because of their contact with Europeans, they were often more educated and “Western” than other Africans.
When Iwas a boy, amaMfengu were the most advanced section of the community and furnished our clergymen, policemen, teachers, clerks, and interpreters. They were also amongst the first to become Christians, to build better houses, and to use scientific methods of agriculture, and they were wealthier than their Xhosa compatriots. They confirmed the missionaries’ axiom, that to be Christian was to be civilized, and to be civilized was to be Christian. There still existed some hostility toward amaMfengu, but in retrospect, I would attribute this more to jealousy than tribal animosity. This local form of tribalism that I observed as a boy was relatively harmless. At that stage, I did not witness nor even suspect the violent tribal rivalries that would subsequently be promoted by the white rulers of South Africa.
My father did not subscribe to local prejudice toward amaMfengu and befriended two amaMfengu brothers, George and Ben Mbekela. The brothers were an exception in Qunu: they were educated and Christian. George, the older of the two, was a retired teacher and Ben was a police sergeant. Despite the proselytizing of the Mbekela brothers, my father remained aloof from Christianity and instead reserved his own faith for the great spirit of the Xhosas, Qamata, the God of his fathers. My father was an unofficial priest and presided over ritual slaughtering of goats and calves and officiated at local traditional rites concerning planting, harvest, birth, marriage, initiation ceremonies, and funerals. He did not need to be ordained, for the traditional religion of the Xhosas is characterized by a cosmic wholeness, so that there is little distinction between the sacred and the secular, between the natural and the supernatural.
While the faith of the Mbekela brothers did not rub off on my father, it did inspire my mother, who became a Christian. In fact, Fanny was literally her Christian name, for she had been given it in church. It was due to the influence of the Mbekela brothers that I myself was baptized into the Methodist, or Wesleyan Church as it was then known, and sent to school. The brothers would often see me playing or minding sheep and come over to talk to me. One day, George Mbekela paid a visit to my mother. “Your son is a clever young fellow,” he said. “He should go to school.” My mother remained silent. No one in my family had ever attended school and my mother was unprepared for Mbekela’s suggestion. But she did relay it to my father, who despite — or perhaps because of — his own lack of education immediately decided that his youngest son should go to school.
The schoolhouse consisted of a single room, with a Western-style roof, on the other side of the hill from Qunu. I was seven years old, and on the day before Iwas to begin, my father took me aside and told me that I must be dressed properly for school. Until that time, I, like all the other boys in Qunu, had worn only a blanket, which was wrapped around one shoulder and pinned at the waist. My father took a pair of his trousers and cut them at the knee. He told me to put them on, which I did, and they were roughly the correct length, although the waist was far
too large. My father then took a piece of string and cinched the trousers at the waist. I must have been a comical sight, but I have never owned a suit I was prouder to wear than my father’s cut-off pants.
On the first day of school, my teacher, Miss Mdingane, gave each of us an English name and said that from thenceforth that was the name we would answer to in school. This was the custom among Africans in those days and was undoubtedly due to the British bias of our education. The education I received was a British education, in which British ideas, British culture, British institutions, were automatically assumed to be superior. There was no such thing as African culture.
How did going to school change, or transform Mandela’s identity? What impact did this have on Africans of his generation?
Going to school change Mandela’s identity because they had to change his name due to the British bias . He was given a different education which had anything to do with African culture . The impact this have on African of his generation is not learning more about his African culture and also having to change and respond to a different name
The first day Nelson went to school the teacher miss Mdingane gave everyone a English name,and were taught about everything on British, but never spoke about African culture.
They changed his name to an English name instead of his actual name and they had to answer by that name they also teached him British history because their was no African culture
Going to school changed Mandela’s identity because they changed his name cause of the British bias. The impact that this had in Africans in his generation was their culture.
Africans of my generation — and even today — generally have both an English and an African name. Whites were either unable or unwilling to pronounce an African name, and considered it uncivilized to have one. That day, Miss Mdingane told me that my new name was Nelson. Why she bestowed this particular name upon me I have no idea. Perhaps it had something to do with the great British sea captain Lord Nelson, but that would be only a guess.
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