LITERATURE ANALYSIS

FOR
ORDINARY LEVEL

Seleman M. Kajana
First Edition
Copyright© 2017 Seleman M. Kajana
All rights reserved
Published in 2017 by Sam Elly Press
In
Dodoma-Tanzania
No part of this book will be reproduced or copied in any means
Without a prior permission from the author
CONTACT 0766495166
O654006809
Email:seremankajana@gmail.com
 TABLE OF CONTENT
TABLE OF CONTENT ...................................................................................... 1
PREFACE ......................................................................................................... 2
AKNOWLEDGEMENT ...................................................................................... 3
INTRODUCTION TO LITERATURE ................................................................. 4
A WREATH FOR FR MAYER ........................................................................ 17
PASSED LIKE A SHADOW ............................................................................ 21
UNANSWERED CRIES .................................................................................. 26
WEEP NOT CHILD ........................................................................................ 30
THE BLACK HERMIT ..................................................................................... 40
THIS TIME TOMORROW ............................................................................... 46
THE LION AND THE JEWEL.......................................................................... 52
THREE SUITORS: ONE HUSBAND .............................................................. 56
POETRY ANALYSIS ....................................................................................... 65
SUMMONS ..................................................................................................... 68
SONG OF LAWINO AND OCOL .................................................................... 89
BIBLIOGRAPHY ............................................................................................. 99

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 PREFACE
This book is written for secondary school English Teachers and students in
Tanzania. It contains literary works and its analysis to increase students‘
functional competences. Currently, many teachers and students inclusively
have been lacking relevant materials about English Literature, something that
poses challenges in the whole processes of learning and teaching. It is from
that pressure I have come up with this idea of writing this work. It is my hope
that this book of LITERATURE ANALYSIS FOR ORDINARY LEVEL is now
coming to cater all English related demands which were hindrances among
learners and teachers in this field of Linguistics.
The topics covered have been shown clearly within the table of content.
May God lead you all when reading this book so that you can be enriched as
much as you demand. Thank you very much.

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 AKNOWLEDGEMENT
First and foremost, I would like to thank God for the life and health that has
continued to bless me enough to present this work in writings before the
public and to all readers regardless of their area of specialization. May God‘s
name the almighty be praised amen!!!!.

May I take this opportunity to express my sincere appreciation to the parents

of mine for their care and support that they are continuing to give me. Their
assistance and encouragement have boasted me to strive in my studies as
the result I have fulfilled my dream of knocking to the university doors.

Once again, I extend my special thanks to the teachers who taught me

English subject in different levels from primary school to the university level.
Their encouragement and knowledge they imparted made me diligent and
competent in this field of Linguistics

Lastly I would like to extend my special gratitude to my fellow students and

friends from different universities UDOM in particular. Their heart giving and
encouragement have made this work complete on time. May you be ALL
blessed.

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 INTRODUCTION TO LITERATURE
AND
ANALYSIS OF LITERARY WORKS
The term literature has many definitions depending on the intention of the
person defining it. Literature can be defined as a work of art which uses
words or language creatively to express and reflect human realities.
Literature can be defined as a mirror to social reality.
ORIGIN OF LITERATURE
Literature cannot be isolated with the origin of man through labour process
associated with the making and using tools.
Human beings had to use language to communicate different issues related
to labour differentiation. Primarily, literature was in oral forms such as songs
(labour songs) myths, fork tales aimed at warning, encouraging hardworking,
criticising evil, and maintaining social value or ethics.
Relationship between language and literature:
 Literature and language are indistinguishable /inseparable because:
 Literature is created through language. It is called so when language is
used creatively to reflect human realities. Language is the medium or tool of
communication in literature, no language, no literature .It can also be argued
that language develops through the four language skills which are listening,
speaking, writing and reading.
 Therefore, literature as a work of art is different from other works of art
such as pottery, sculpture, painting, carving, weaving, because it uses
language creatively to describe or express human experiences and realities.
Generally, there are two types /genres of literature, namely:
1. Oral/old literature
2. Written/ modern literature
Oral/Old Literature
This is the type of literature which is presented through word of mouth from
one generation to another. It is a primary source of literature because it
started before written literature. It was practiced through verbal expressions
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from one generation to another. Oral literature originated with human being
as human started to use it in a form of verbal songs, myths, folk tales, epics,
etc. Therefore, oral literature is a foundation of literature even which we use
today i.e. Written literature.
Written /modern literature
This is the type/genre of literature which is expressed in a form of writings. It
started with the invention of writings. It is also called a Secondary source of
literature because it started after oral literature and is a property of literate
and semi-literates.
Written literature has three genres, these are:
1. Novels and short stories
2. Poetry
3. Drama/play
Novel
This is a long narrative prose in which characters and actions represents real
life and are portrayed in a complex plot. Examples of novel books are such as
―Passed Like a Shadow‖ written by B. Mapalala, ―Spared‖ written by S.N
Ndunguru, Weep Not Child written by Ngugi Wa Thiong‘o, ―House boy‖
written by Ferdinand Oyono, ―A Wreath for Father Mayer‖ written by S.N.
Ndunguru.
Short Stories
This is a fiction prose narrative which is shorter than a normal novel and
restricted in characterization and situation. It normally deals with a single
major event. Examples of short stories are from the book titled ―Encounters
from Africa‖ by Macmillan Ltd. The book contains two stories, which are; ‗The
Voter‟ and „The Smile of Fortune‟.
Drama/Plays
Drama is a literary work written to be performed /acted by actors on a stage
before an audience. The word ―drama‖ means ‗to do‘ or ‗to act‘. It is a story
which involves characters who acts before the audience which gets the
message intended by the playwright. In order to be complete and effective

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drama needs actors or players, audience, language (diction), plot, setting,
scenes, actions, etc.
Normally, plays belong to a different genre because they are border than
other genre due to the economical use of words by the playwright. Examples
of play;‗ This Time Tomorrow‘ written by Ngugi wa Thiong‘o ‗An Enemy of the
People written by Henrik Ibsen ―The Black Hermit,‖ Kivuli Kinaishi and ‗The
Lion and The Jewel‘ by Wole Soyinka
Elements of Literature
Literature has two important elements which includes form and content.
FORM: This refers to how a work or art is structured (how something is
arranged or said). Form includes PLOT, STYLE/TECHNIQUES, SETTING,
CHARACTERISATION, and LANGUAGE USE (DICTION)
 Plot: This refers to how events are arranged in a novel /play. It shows
how events are arranged in an artistic way through conflict which can be
moral or personal or physical conflict.
 Style/ technique: This refers to the way the work of art is
made/composed. Style can be narrative where by an author accounts a story.
It can also be part of the oral tradition which story is told in traditional styles
such as a long a time ago……….., for many years ago……….. Style can also
be straight forward where by events are narrated from what happened or
takes place at the beginning to an end of the novel. We also have flashback
techniques whereby an author may narrate events by moving back then
forward through time. . Example of a book in which the author employed a
flashback technique is ‗Betrayal in the City ‗by Frances Imbuga. Under
technique style we also have a point of view, this refer to how events are
observed. Depending on who sees the action and who tells the story. A story
can be told from an omniscient point of view whereby the narrator is not
known and has access to characters' thoughts feelings and all events. Third
person point of view is used when the author describes his/her characters
depending on what he sees, hears or thinks and the first person point of view
uses 'I" and the author describes only what can be seen, heard or thought by
a single character.
 SETTING: This refers to environment or the immediate world in which
the events in a story takes place. It includes time, culture and place where
events take place. Setting can be physical real or imagery setting.
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For example setting of this play ‗‘ This Time Tomorrow‘‘ is Kenya after
independence and the setting of a book 'Betrayal in the City' is the Kafira
state in Africa hence imagery since we have no such state in Africa.
 Characterization: Is the description of characters in a story.
Characterization refers to the creation of an imaginary person to exist as a
lifelike human for the readers. A good writer always strives to create
believable characters. We know a character by examining what she/he
thinks, says/does and what other character say about him or her life in
general. Character can be main/major /central character; that appears mostly
in every page of the book or narrative and plays a big role to the portrayal of
the intended message by the author. Character can also be minor. These
appear few times or very scarcely in a work of art. They assist the main
character in accomplishing some message to the reader(s).
 Language, diction: Refers to the choice and arrangement of words in
a literary work .We examine whether the language used is simple , complex,
mixed, grammatical, or ungrammatical , normal ,or figurative language.

A figure of speech is a word or phrase that has a meaning other than the
literal meaning.

A figure of speech is a rhetorical device that achieves a special effect by

using words in a distinctive way. Figures can help our readers understand
and stay interested in what we have to say.

There are many different types of figures of speech in the English language.
These are some of the most commonly used.

Personification

Personification is a figure of speech in which a thing – an idea or an animal –

is given human attributes. The non-human objects are portrayed in such a
way that we feel they have the ability to act like human beings. For example,
when we say, ―The sky weeps,‖ we are giving the sky the ability to cry, which
is a human quality. Thus, we can say that the sky has been personified in the
given sentence.

Common Examples

The wind whispered through dry grass.

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 The flowers danced in the gentle breeze.
The fire swallowed the entire forest.
The shadow of the moon danced on the lake.
The flowers were blooming, and the bees kissed them every now and
then.
The skyscraper was so tall that it seemed to kiss the sky.
The ship danced over the undulating waves of the ocean.
When he sat the test, the words and the ideas fled from his mind.

Alliteration

Alliteration is derived from Latin‘s ―Latira‖. It means ―letters of alphabet‖. It is a

stylistic device in which a number of words, having the same first consonant
sound, occur close together in a series.

Consider the following examples:

But a better butter makes a batter better.

A big bully beats a baby boy.

Both sentences are alliterative because the same first letter of words (B)
occurs close together and produces alliteration in the sentence.

An important point to remember here is that alliteration does not depend

on letters but on sounds. So the phrase not knotty is alliterative, but cigarette
chase is not.

―The fair breeze blew, the white foam flew,

The furrow followed free;
We were the first that ever burst
Into that silent sea.‖

In the above lines we see alliteration (―b‖, ―f‖ and ―s‖) in the phrases ―breeze
blew‖, ―foam flew‖, ―furrow followed‖, and ―silent sea‖.

Archaism

Archaism is the derivative of a Greek word, archaïkós, which means

beginning or ancient. It is a figure of speech in which a used phrase or word

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is considered very old fashioned and outdated.. It is the use of older versions
of language and art. Such as in these lines, ―To thine own self be true‖
(Hamlet by William Shakespeare). Sentences that may be considered as
examples of archaism will most probably contain the words ―thine‖ and ―thou‖.

Evolution of Archaism

The English language which Shakespeare has written and spoken is very
different from the English which is used today. The use of archaic language
were found in the literary works of ancient medieval ages, as well as in the
Victorian, Edwardian, 19th and 20th centuries.

Examples of Archaism from Literature

Archaism examples are found in the masterpieces of Shakespeare, S.T.

Coleridge, Hemingway, and Keats.

It is an ancient Mariner,
And he stoppeth one of three.
‗By thy long grey beard and glittering eye,
Now wherefore stopp‘st thou me?

He holds him with his skinny hand,

‗There was a ship,‘ quoth he.
‗Hold off! unhand me, grey-beard loon!‘
Eftsoons his hand dropthe
‗I fear thy skinny hand!….

I fear thee and thy glittering eye,

And thy skinny hand, so brown.‘—
Fear not, fear not, thou Wedding-Guest!
This body dropt not down…

Assonance

Assonance takes place when two or more words, close to one another repeat
the same vowel sound, but start with different consonant sounds.

For instance, in the following sentence:

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―Men sell the wedding bells.‖

The same vowel sound of the short vowel ―-e-‖ repeats itself in almost all the
words, excluding the definite article.

Common Assonance Examples

We light fire on the mountain.

I feel depressed and wrestle
Go and mow the lawn.
Johnny went here and there and everywhere
The engineer held the steering to steer the vehicle.

Consonance

Consonance refers to repetitive sounds produced by consonants within a

sentence or phrase.

For instance, the words chuckle, fickle, and kick are consonant with the
same consonant „ck „

Hyperbole

Hyperbole, derived from a Greek word meaning ―over-casting,‖ is a figure of

speech that involves an exaggeration of ideas for the sake of emphasis.

Therefore, a hyperbole is an unreal exaggeration to emphasize the real

situation.

Common Examples of Hyperbole

My grandmother is as old as the hills.

She is as heavy as an elephant!
I am trying to solve a million issues these days.
I will love you dear until China and Africa meet.
The blacksmith‘s hand was harder than the rock.
His classmates laughed at him, saying he had a pea-sized brain.

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Metaphor
Metaphor is a figure of speech that makes comparison between two things
that are unrelated, but which share some common characteristics without
using conjunctions e.g. like, as etc
Examples of Metaphors

My brother was boiling mad. (This implies he was too angry.)

The assignment was a breeze. (This implies that the assignment
was not difficult.)
Her voice is music to his ears. (This implies that her voice makes
him feel happy)
Maria is an angel of Mwanza.
Melina‘s face is a map of Africa.

Simile
A simile is a figure of speech that makes comparison between two things that
are unrelated, but which share some common characteristics by using
conjunctions e.g. like, as etc
Common Examples of Simile

Our soldiers are as brave as lions.

He is as funny as a monkey.
The water well was as dry as a bone.
At exam time, the high school student was as busy as a bee.
The beggar on the road looked as blind as a bat.
The diplomat said the friendship of the two countries was as deep as
an ocean.
The audience listened to his spellbinding speech as quietly as mice.
The history paper was as tricky as a labyrinth.
The boys in the playing field were feeling as happy as dogs with two
tails.

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Euphemism

The term euphemism refers to polite, indirect expressions which replace

words and phrases considered harsh and impolite or which suggest
something unpleasant.

For example, ―kick the bucket‖ is a euphemism that describes the death of a
person.

Examples in Everyday Life

You are becoming a little thin on top (bald).

Our teacher is in the family way (pregnant).
He is always economical in truth (liar).
We do not hire mentally challenged (stupid) people.
He is a special child (disabled or retarded).

Sarcasm

Sarcasm is derived from French word sarcasmor and also from a Greek
word sarkazein that means ―tear flesh‖ or ―grind the teeth‖. Somehow, in
simple words it means to speak bitterly.

Sarcasm is a literary and rhetorical device that is meant to mock with often
satirical or ironic remarks with a purpose to amuse and hurt someone. It gives
the meaning which is different from what the speaker intends to say.

For instance:

―I didn‘t attend the funeral, but I sent a nice letter saying I approved of
it.‖ (Mark Twain)
―Friends, countrymen, lend me your ears.‖
(Julius Caesar by Shakespeare)

Satire

Satire is a technique employed by writers to expose and criticize foolishness

and corruption of an individual or a society by
using humor, irony, exaggeration or ridicule. It intends to improve their
characters by overcoming their weaknesses.
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Examples of Satire in Everyday Life

Most political cartoons which we witness every day in newspapers and

magazines are examples of satire. These cartoons criticize some recent
actions of political figures in a comical way.

Some shows on television are satire examples like The Daily Show, The
Colbert Report, and The Larry Sanders Show. These shows claim to target
what they think are stupid political and social viewpoints.

Let us see a sample of Stephen Colbert‘s social satire:

―If this is going to be a Christian nation that doesn‘t help the poor, either we
have to pretend that Jesus was just as selfish as we are, or we‘ve got to
acknowledge that He commanded us to love the poor and serve the needy
without condition and then admit that we just don‘t want to do it.‖

Irony

Irony is a figure of speech in which words are used in such a way that their
intended meaning is different from the actual meaning of the words.. In
simple words, it is a difference between appearance and reality.

Types of Irony

On the grounds of the above definition, we distinguish two basic types of

irony: (1) verbal irony, and (2) situational irony.

Verbal irony involves what one does not mean. For example, when in
response to a foolish idea, we say, ―What a great idea!‖ This is verbal irony.

Situational irony occurs when, for instance, a man is chuckling at the

misfortune of another, even when the same misfortune is, unbeknownst to
him, befalling him.

Common Examples of Irony

Let us analyze some interesting examples of irony from our daily life:

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 You laugh at a person who slipped stepping on a banana peel, and the
next thing you know, you‘ve slipped too.
―Oh great! Now you have broken my new camera.‖

Short Examples of Verbal Irony

The doctor is as kind hearted as a wolf.

His friend‘s hand was as soft as a rock.
The student was given ‗excellent‘ on getting zero in the exam.
He enjoyed his job about as much as a root canal.
A vehicle was parked right in front of the no-parking sign.
The CEO of a big tobacco company said he did not smoke.

Synecdoche
Synecdoche is when a part represents the whole or the whole is represented
by a part. Examples are:
Wheels - a car
The police - one policeman
Coke - any cola drink
Army - a soldier

Content: Refers to the main subject of a literary work presented in a written

or spoken form. It also refers to what is being conveyed in a speech, an
article or a certain program. Content includes the following elements:
Themes, message, conflicts, climax, crisis and philosophy.
 Theme: This refers to the major idea or subject contained in a work of
art. It is represented through persons, actions, or concepts in a literary work.
It may also refer to the major topic obscured and reflected or describe in the
book. In Africa literature the main themes are such as corruption, position and
role of women, irresponsibility, betrayal and African traditional, belief, poverty.
Other minor themes can be alienation, protest, oppression, and humiliation,
sacrifice, class struggle.
 Message: This refers to the lesson we get after reading a work of art. .
Example; is the play ‗This Time Tomorrow‘ we learn that, unity and solidarity
is important for the liberation of the oppressed and humiliated society.
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 Conflict: This refers to the clash or opposition between one idea,
thought or feeling and another, one person and another or conflict within an
individual person. Conflict can be because of economic conflict, social
conflict, political, personal or philosophical conflict between one idea and
feelings and another.
 Climax: This is a stage in which conflict reaches the higher point where
resolution is inevitable or necessary.
 Crisis: This is a point where conflict rises and causes some problems
to the person or people involved and therefore, resolution is necessary. There
may be different crisis each proceed the climax.
 Philosophy: Refers to the belief or outlook of the author which he/she
expresses in the book/story.
General Themes of Literature
Literature is not written in a vacuum, it emanates from a society to reflect its
social, political, economic, as well as cultural aspects. Therefore, literature
has a direct connection to human life and thus, it cannot be separated from
human beings. The following are some of the important roles and functions of
literature:
 Literature criticizes societies. Authors of a literary work criticize society
by revealing corruption, oppression, and humiliation, and inequality.
 Literature expresses people‘s culture. This includes norms, values,
traditional, and, practices so that people can follow them. It can also makes
people abandon some bad cultural practiced such as female genital
mutilation (FGM) for positive changes.
 Literature educates people: it educates people about day to day
happenings or events in their society. It widens their mind and thinking
capacity.
 Literature entertains people; people enjoy by watching and reading
different works which appeal to their state of mind.
 Literature is a tool of liberation. It makes people know the presence of
exploitation, irresponsibility, it direct people to struggle for mental and
physical liberation against these problems.
 Literature develops language because language is a tool or medium of
communication in literature.
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POETRY: is a genre of literature which expresses the feelings, ideas, and
emotions of the reader(s) or hearer(s). The language used in poetry is
characterized by imagery and rhythmical sounds.
Terms related to poetry
 Poem: This is a piece of writing in a verse form which expresses the
deep feelings using artistic language.
 Persona: This refers to a character in a poem.
 Poet/poetess: This refers to a man or woman who composes an oral
or written poem.
 Verse: This is a simple line in a poem.
 Stanza: Is a combination or collection of verses to make a complete
idea of a poem.
How poetry differs from other genres of literature?
The genre of poetry differs from other genres of literature like prose in the
following aspects:
1. Poetry uses much imagery which appeals to the sense of touch,
hearing, small and taste in a more concentrated way than prose.
2. Poetry is arranged in verse which forms stanzas to make a poem
as whole while prose is written in sentences and paragraphs.
3. Poetry employs the use of much musical features such as rhyme
and rhythm unlike to novels and Short stories which words are intended
to be read silently not loud or sung or recited.
4. Poetry employs language economy. Few words convey such
information. This is because even single word in poetry may hear a
number of messages.
5. Poetry uses many figures of speech such as simile metaphor
personification etc. than other Prose.
6. The character in a poem is called persona but in novel and play a
character does not possess a name.

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 A wreath for Fr Mayer
AUTHOR: SN. NDUNGURU
SETTING: SONGEA, TANZANIA
PUBLISHER: HEINEMANN
YEAR: 1997

CHARACTERS AND CHARACTERIZATION

 FR.DENIS MOYO: A parishioner at Mkongo parish and a main
character in the novel. He is caring, committed and good hearted. He cares
about the health of other people. For example, he deals effectively with the
problem of cholera outbreak at Mkongo. He is well informed about the
causes of cholera and measures which can be taken to alleviate the
problem. He helps people to get rid of cholera. He does it by educating
people the importance of boiling drinking water. He is an outstanding
character due to his critical thinking and humanity.
 BWANAPIMA: A witchdoctor at Mkongo village. He is a swindler and
cheats people at Mkongo that he can cure cholera using traditional
medicine. He is superstitious since he believes in magic power. He uses his
magic power to earn income from illiterate villagers. He gets hens, cows
and money from people to cure them. He is a very exploiting as he uses
peoples‘ problems and ignorance to get money from them. He tells people
that he knows much traditional medicine. He likes money more than
anything. He uses any possible way to get money. For example, he assists
Miteo to accomplish the mission of stealing cartons of medicine from
Mkongo parish.
 CHRISTOPHER MITEO:Bwanapima‘s brother-in-law. Works at
Mkongo parish on behalf of the late Kalistus. He is portrayed as a thief. He
is charged of Kalistus murder and theft. He admits that he is daring in
crimes, plundering and robbing. He apologizes for committing murder and
stealing. He is a dishonest character. He is a person not to be trusted. He
caused the death of Kalistus due to his mission of stealing medicine at the
parish.
 PATRICK MILLINGA: A Ruvuma regional PoliceCommander(RPC).
Portrayed as a cooperative, keen and diligent man. He cooperates with the
Mkongo parishioners under Fr.Kafupi on the pending case of the murder of

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 Kalistus when Insp.Mpangala fails to handle the matter. He is very attentive
when listening to peoples‘ problems.
 YOMBAYOMBA: A chairman of Mkongo village. He is superstitious as
he believes that magic power can assist him in his leadership. He consults
the witchdoctor in whatever he wants to do. He is hypocritical since he
pretends to be good and helpful when he sees that there is something to
gain from the matter. He is an envious person. He wishes that some
privileges that other people have should be his. For example, he is envy of
Kalistus‘ work at the mission.

THEMES
There are several themes found in this novel. Some of these themes are:
Poverty, superstition, social crimes, immorality, irresponsibility, role and
position of religious institutions in the society etc.
 THE ROLE AND POSITION OF RELIGIOUS INSTITUTIONS IN THE
SOCIETY: The role of religious institutions is to promote spiritual growth of
people. The churches and Mosques established have that primary role.
Apart from spiritual growth of people, religious institutions also provide
social services to people. The church provides health, safe and clean water
services. This can be seen at Mkongo parish where the church has built a
dispensary which treats all residents of Mkongo. The church also fights
against evils prevailing in the society that hinder spiritual harmonization of
people. The church also educates the society on the causes of diseases
like cholera. People are advised to go to hospital whenever they fall sick
rather than going to witchdoctors.
 CHOLERA (WATERBORNE DISEASE): The writer focuses on the
eruption of cholera at Mkongo village. The church and the government took
initiatives to help people. Cholera is caused by poor hygiene, ignorance,
poverty and superstition. The dirty environment with lack of latrines
contributes a lot to the spread of the disease. Poverty can be another major
cause of the disease since people cannot afford to buy utensils for boiling
drinking water and buying soaps to wash their hands as part of cleanliness.
The persistence of cholera is accelerated by the level of ignorance of the
people. Lack of good social services especially clean and safe water for
drinking forced people to drink contaminated water from river Mbuchi.
Cholera causes death. The disease kills many people especially those who
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 go to the witchdoctor instead of going to the hospital. People at Mkongo
village are ignorant and think that they are bewitched.
 SUPERSTITION: A deep rooted belief in the community. The belief is
based on magic power, witchcraft and invisible evil spirits. Witchdoctors use
that loop hole to collect money from ignorant people. For example, Adolfo
believed that his grandmother bewitched his child. Superstition is seen as a
source of all conflicts in the society. Adolfo severely beats his grandmother
suspecting her of bewitching his child while the child suffers from cholera.
Superstition is typically based on deceit and trickery. Superstition is a
source of mistreatment of people in the society. People with beliefs on
superstition suspect others for bewitching them. For example, Adolfo
suspected his grandmother for bewitching his child.
 SOCIAL CRIMES AND IMMORALITY: The author reveals various
social crimes and immorality facing his society. Some of these crimes
include murder, drug trafficking and theft. Drug trafficking face many
countries in the World. Drugs are transported and distributed in various
parts of the country through secret and illegal means. For example,
Fr.Moyo is implicated in transporting hashish. He carries these illegal drugs
without knowing since they were planted in his bag by Michael. Drug
traffickers are detected using dogs and technology at Airports and other
transport centers. People involved in drug trafficking use skilled people and
technology. Kidnapping is another social crime shown by the author. Drug
traffickers tend to kidnap whoever gets to know their network. Fr.Moyo was
kidnapped in Birmingham since he revealed the secrets of the network.
Theft and murder are social crimes that threaten harmony of the society.
 IRRESPONSIBILITY: Bad leadership is revealed by the author. The
police force is accused of failing to apprehend the culprits. Insp.Mpangala
and sub Insp.Kapela failed to capture the killers of Kalistus. Instead of
apprehending the culprits, the police oppressed Mzee Mussa and forced
him to name the culprits he did not see. Yombayomba also proved to be an
irresponsible leader. It took him hours to gather the villagers when Kalistus
was killed. Superstition beliefs can also encourage irresponsibility among
leaders as they believe that whatever they want to do, they have to see the
witchdoctors first. This reduces confidence of the leader and spoils their
decisions.

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RELEVANCE OF THE NOVEL TO OUR SOCIETY: The novel ―A wreath for
Fr. Mayer‖ has the following relevance to our society. Outbreak of Cholera is
common in many villages and towns in Tanzania. This has largely been
contributed by the habit of people living in dirty environment. The issue of
drug trafficking is reported in different parts of the country. Drug traffickers
use people they pay or use them without knowing to make their mission
possible. Many drug pushers have been caught in different Airports in
Tanzania in the process of trying to cheat and fly with illegal drugs.
SAMPLE QUESTIONS
1. Ignorance and betrayal have aided the process of African enslavement
within the African continent. Discuss using the novel you have read.
2. The source of conflicts in most of the African societies is due to lack of
education. Referring to the novel you have read, verify the truth of this
statement.
3. Apart from spiritual liberation, religion can also play part to physical and
mental liberation. Discuss the role of religious institutions to social
prosperity and development by referring to the novel you have read.
4. Drug abuse is a threat to development of the nation. Referring to the
novel you have read, show how drug trafficking is done by drug pushers.
5. ―Cholera outbreak is the product of society life style‖ Referring to the
novel you have read, verify the statement above.

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 PASSED LIKE A SHADOW
AUTHOR: BERNARD MAPALALA
SETTING: WESTERN PART OF UGANDA
PUBLISHER: DAR-ES-SALAAM UNIVERSITY PRESS (DUP)
YEAR: 2006
This is a symbolic title which reflects the catastrophe that attacked the
member of the two families, Adyeri‘s family and David‘s family. They all
passed away like a vanishing shadow, except only one member of Adyeri‘s
family (Abooki) who survived the pandemic.
 SETTING: The setting of novel ―PASSED LIKE A SHADOW‖ is
Western part of Uganda. The book was written during the end of Tanzania
and Uganda war (1979).
 PLOT: A chronological arrangement of events in the story. E.g. in
―Passed like a shadow‖ the first chapter of the novel introduces Atwoki and
Abooki. In chapter six and seven we are introduced to Atwoki as a famous
footballer. Adyeri is brought back home serious sick, after few days he
passes away. Atwoki becomes a victim; he wishes to die in Kitagwenda.
The plot of this book is straight - forward narration.
CHARACTERS AND CHARACTERIZATION
 Adyeri: He is the father of Atwoki and Abooki. He is a hot-tempered
man and an irresponsible parent. He is a reputable womanizer. Due to his
prostitution he is trapped by Birungi and at the end of the day he finds
himself a victim. He passes away having passed through great suffering.
His family isolates him and finds himself alone.
 Amoti: A short woman and very talkative. She is Atwoki and Abooki‘s
mother. She has a bad heart and cannot forgive other people. A very
responsible mother who fulfills her duty as the mother of the family. She is
not faithful in her marriage.
 Atwoki: He is a talented footballer with expectations of becoming a
superstar. He is a good lad and does not know the ways of the world. When
he goes to Kampala he is disfigured or persuaded by David to start
engaging in sexual affairs with girls. He is a kind boy and forgives easily

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 unlike his mother. He becomes a victim of HIV /AIDS as a result of
engaging with prostitutes or harlots e.g Edda
 Abooki: She is kind and an introvert. She takes care of her mother
when she is seriously sick on bed. She is raped by John and loses her
virginity. When she tests for HIV /AIDS and pregnancy, she has negative
results. She is optimistic and a good adviser.
 Vicky:She is an orphan whose parents passed away long time ago.
She tolerates mistreatment from her uncle and aunt but later on she runs
away and got married to Aliganyira. She becomes a reputable prostitute as
the result of peer pressure She is infected with HIV/AIDS and passes away.
 Uncle Araali: He is a kind man who encourages Atwoki to be a great
footballer in future. He welcomes Abooki and Atwoki to live with them.
 Aliganyira: He is Vicky‗s husband. He is a famous business man. He
is famous and he is a womanizer. He is very superstitious. At the end, due
to his prostitution he infects his wife (Vicky) with HIV.
 Tusiime and Kunihira: They are Vicky‘s friends. They are secondary
school rejects. They are prostitutes who earn their daily bread through
selling their bodies. They convince Vicky to sell her body since she is poor
and receives unfair treatment from her uncle and aunt.
 David: Atwoki‘s friend in kampala. He is the only son from a rich family.
He is a University reject. He is a reputable prostitute and when Atwoki visits
him in kampala, he teaches him how to hunt for women. He infects girls
expressively knowing that he is infected with HIV/AIDS. At the end, David‘s
family perishes completely with HIV/AIDS.
 Edda: She is a reputable harlot in kampala. She succeeds to corner
Atwoki and infects him with HIV/AIDS.
 John: He is a boy from a rich family. He uses the loop hole of helping
Abooki to trap her. He rapes her when the girl pays a visit to his room.
 Birungi: She is Adyeri‘s secretary at St. Leo‘s High School. She traps
Adyeri and corners him. When he notices that Adyeri is bankrupt, she
chases him away. At the end Birungi finds a victim of HIV/AIDS.
 Jonathan: He is a counselor who uses his knowledge of counseling to
encourage Abooki. In the end, they fell in love.

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STLYLE
Style is the technique used by the writer in writing his or her work. Style has
to do with the ability of language by the writer,e.g. the use of figures of
speech. Simple or complex language used by writer.
 Hyperbole: E.g. -Abooki is in a nightmare. Dad gives him a classic slap.
Amoti‘s eye‘s nearly popped out
 Simile. Comparison of two objects which are unlike using ―as‖ or ―like‖.
e.g she walked towards him as a lioness (pg 3).He was as humble as a
dove (pg 8)
 Sayings e.g. life is not easy (pg 9)I have hit the jackpot Men are like
buses (pg 6)
 Personification. Eg. Amoti‘s eye‘s nearly popped out (pg 8)
 Idioms. E.g. Amoti don‘t have a hard heart (pg 28)
 Imagination or imagery language is an art of author to create an image:
E.g. His eye‗s popped out of his face.
 Symbols: Eg I regret to have married a pig Slim- HIV/AIDS
THEMES
 HIV/AIDS PANDEMIC. ‗Passed like a shadow‘‘ is a symbolic
representation of how the disease kills many people suddenly. The
following events and situations reveal the existence, causes and impact of
the disease in the society. For example in the novel, Tusiime, Kunihira, and
University students like David and grownups like Adyeri and David and
Adyeri‘s family perish as they contract HIV/AIDS.That shows that all youths
are sexually responsible. They stand a high chance of being infected by
AIDS.
 POVERTY: In the novel of ―Passed like a shadow‖ poverty is a general
situation of inability to get basic needs. It acts as another catalyst in the
spread of AIDS. Due to this situation, some people especially girls look for
men who are well off economically so that they may survive. Example
Kunihira, tusiime and some University girls use this way as an alternative to
get money. For example Kunihira tells Vicky that ―look how poor your dress
is, you must be the most poorly dressed girl in fort portal….”this shows the
level of poverty affects the individuals so that lead people to get HIV/AIDS.
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  FAMILY INSTABILITY: The stability of a family brings peace, love,
prospect and success but when there is uncertainty the family loses
direction and stands at risk of breaking up. For example conflicts between
parents or children and parent, parent irresponsibility, drunkenness,
marriage unfaithfulness, job mishandling and HIV/AIDS. Family conflict:
example Adyeri‘s family breaks up due to this. He has poor relationship with
his children and wife due to his harsh behavior and drunkenness. He ends
up dying with HIV/AIDS and his family fell apart.
 IRRESPONSIBILITY: This shows the habit of not caring or thinking
carefully about something. In this novel there are many events as we can
see Adyeri is a drunkard and unfaithful to his wife. This leads him to have
no time to care his family as the result children receive poor parental care.
 MARRIAGE SYSTEM: Most couples are not faithful to each other as in
‗‘Passed like a shadow ‗‘Adyeri had many concubines, one of them being
Birungi. Since he is unfaithful in marriage, he ended up bringing HIV/AIDS
to his wife,Amoti. Aliganyira is not faithful and hence acquires the disease
(HIV/AIDS) and infects his wife (Vicky).
 CONFLICT: There is a conflict in Adyeri‘s family between Adyeri and
his wife Amoti. Adyeri being a cruel and irresponsible father is hated by his
children Atwoki and Abooki. Amoti is not in good terms with Vicky and she
causes her to run away from home. Adyeri ends up in stiff conflict with his
ex-concubine,Birungi.
 SUPERSTITION: Amoti believes that her husband has been bewitched
by Birungi, his concubine. The drunkard men who use to drink together with
Adyeri believe that Adyeri‘s death is due to slim. They have very little
knowledge about the disease; hence there is a belief among people that the
disease is based on witchcraft. It is abominable for a woman to ride a
bicycle in this community as this is termed to be the sign of prostitution.

 POSITION AND ROLE OF A WOMAN:This refers to the place in which

woman is put in relation to men in a given society. In this novel, a woman is
regarded as a tool for sexual pleasure by men. This is shown through
Adyeri, David, David‘s father, and Atwoki who have many sexual partners
for pleasure. For example, David told Atwoki―these were not created for
nothing ….if you can’t enjoy girls, then I wonder what else you can enjoy in
this world ”They have careless behavior that they all perish of HIV/ AIDS.
Women are treated as source of money. For example: Adyeri demands big

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 bride price from Akena in order to marry her daughter.Tusiime and Kunihira
use their bodies to run commercial sex to men. Men buy them as
commodities. Tusiime tells Vicky ―as for me I will sleep with any man to
make money, life is not easy. Beauty can make your life different. Put your
love for sale….”
MESSAGE
 HIV/AIDS is dangerous.
 Don‘t trust anyone.
 People are ignorant of HIV/AIDS or don‘t know much about HIV/AIDS
hence majority practices infidelity and prostitution.

SAMPLE QUESTIONS
1. Discuss the essence of conflicts in the novel ―Passed like a Shadow‖
and show the remedy the novelist suggests. How those conflicts help the
novelist to reveal the society problems?
2. By using the novel ―Passed like a shadow‖, discuss the functions of
literature in our society.
3. How have the writer of ―Passed like a Shadow‖ used symbolism to
present the intended message to the readers.
4. ―Spread of HIV/AIDS is the product of society life style‖. Referring to
the novel ―Passed like a Shadow‖, verify the statement above.
5. Marriage is considered to be an important social obligation in African
societies; however, it sometimes leads the concerned parties into
frustration. Show how true is the statement by referring to the reading you
have read.

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 UNANSWERED CRIES
AUTHOR: OSMAN CONTEH
SETTING: FREETOWN, SIERRA LEONE
PUBLISHER: MACMILLAN
YEAR: 2002
CHARACTERS AND CHARACTERIZATION
The Novel ―Unanswered cries‖ has the following characters:
 OLABISI:The main character in the novel. She fights in opposition of
circumcision. At the end she wins the case and is not circumcised.
 MAKALAY:Olabisi‘s mother, she is educated yet she remains to be
superstitious. She believes in women‘s circumcision. To her, a clean and
real woman is the one who is circumcised. The gorka (uncircumcised girl) is
despised and isolated by the society.
 ADE JONES: Olabisi‘s father. He lives in Freetown with other women
[OYAH]. He is fond of chasing skirts. He opposes her daughter to be
circumcised and let the issue be settled in the court of law.
 OYAH: Ade‘s girlfriend in town. She is a lawyer by profession .She is a
good woman since she loves Olabisi like her daughter. She wins the case
as Ade‘s lawyer though on the other hand they are in a love relation.
 DAUDA: Makalay‘s second husband. He is wise since he does not
support his wife on the issue of circumcising Olabisi.
 EDDY: he is Olabisi‘s boyfriend. He lets the rat out of the sack about
his relationship with Olabisi, hence betrays his girlfriend.
 RUGIATU AND SALAY: these are Daughters of Yah Posseh. They
are badly beaten by Olabilisi at the well and later at the forest. They, like
their mother, believe that a clean and real woman is the one who is
circumcised.
 AMADU: The hunter who collides with Olabisi in the forest. He believes
in superstitions since he ties a big amulet on his hand. He betrays Makalay
since he lets the girl go after being given money enough to buy two goats
by Olabisi.
 SALAAM SESAY: Makalay‘s lawyer. He pleads the case on the side of
Makalay but at the end they loses the case. Regardless of his knowledge in
law, he supports the bondo secret group on women‘s circumcision.
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  YAH POSSEH: The leader of bondo secret group .She is superstitious
and believes in spirits .She is believed to possess magic power and she is
highly feared in the community.
 DR.ASIATU: A gynecologist who explained the disadvantages of
women circumcision in the court.
THEMATIC ANALYSIS OF THE NOVEL
The novel ‗Unanswered cries‖ written by Osman Conteh has the following
themes:
 CONFLICT: This misunderstanding occurrs between the following:
OLABILISI VERSUS RUGIATU AND SALAY - The conflict occurs at the
forest when Olabisi asks them if they are circumcised or not, so they start
fighting when Olabisi calls them gorka .They also feels jealous as Olabisi
comes from town; ADES JONES VERSUS MAKALAY: The conflicts
between them occurr as the result of lack of faithfulness in marriage. Ades
Jones likes chasing skirts. Their marriage breaks down due to jealous and
lack of understanding between them. The act of Ade Jones prohibiting her
daughter to be circumcised increases the conflict between them; MAKALAY
VERSUS OYAH: Oyah takes the husband of Makalay. This causes conflict
between them as everyone considers that she has right to be wife of Ade
Jones. Love and jealous played part to their misunderstanding; MAKALAY
VERSUS HER DAUGHTER: The conflict is due to Makalay‘s demand of
circumcising Olabisi without her will. Olabisi does not support her as she
realizes the effects of women circumcision.
 BETRAYAL: Makalay betrays her only daughter (Olabisi) when she
conspires with bondo secret group to circumcise her. Makalay says‖
whatever the spirit says I will do‖.The betrayal of Olabisi‘s father when he
decides to marry a lawyer and leave her wife suffering in the
village.Makalay betrayed her husband when she got a man to live with
(Dauda)
 JEALOUS: Makalay feels jealous since her ex-husband falls in love
with another woman .Rugiatu and Salay feels jealous since Olabisi is from
the city and shows that she has confidence and self awareness.
 SELF AWARENESS: Olabisi is aware that women circumcision is
dangerous to women during child birth .Doctor Asiatu was aware of the
problems caused by genital mutilation. Ade Jones is aware that
circumcision of women does more harm good.
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  PROSTITUTION:This issue of prostitution is portrayed by the writer of
this novel. The writer reveals through the main character Olabisi who starts
engaging in love at the age of fourteen years old .Makalay gets pregnancy
and hence this proves the failure of circumcision to reduce sexual desire.
Also Ade Jones is notable skirt chaser. He does not control his sexual
desire and ends up making love with other women who come close to him.
 PHYSICAL FITNESS: Olabisi is trained by her boyfriend eddy to
defend herself. She uses her body to defend Rugiatu and Salay and other
people. So this shows how people can use their bodies to defend
themselves.
 AFRICAN CULTURE: The writer portrays the customs and traditions of
Temne people, the tribe is found in Sierra Leone. According to Temne
tradition and beliefs, all women have to be circumcised to reduce sexual
desire and become faithful to their husbands. So in their tribe, a woman
who is not circumcised is called gborka. People believe in magic and
outdated customs and traditions.
 POSITION OF WOMEN IN THE SOCIETY: The writer portrays a
woman as weak creature .Women are circumcised without their will in order
to reduce their sexual desire. Also women are portrayed as refreshment
tools to men as in the novel; Ade Jones made love with different types of
women before he gets married to Oyah.
 THE ROLE OF COERSIVE ORGANS IN DECISION MAKING:The
court can be used by people to get their rights. The dispute between Ade
Jones and Makalay is settled in court. Judge Lansana Kanuru leads the
judgment that Olabilisi cannot be forced to be circumcised without her own
consent since she is grown up. The bondo secret group is defeated before
the court.
LANGUAGE USED IN THE NOVEL
The author uses simple English easy to understand since it is straight
forward.
MESSAGE FROM THE NOVEL
The author shows good message to the society that women circumcision is
not good since it brings a big effect to our health such as getting problems
during birth, and lead transmission of disease such as HIV/AIDS, and most of
women loose much blood and that lead to their death. So people need
education about circumcision and stop ignorance.

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RELEVANCE OF THE NOVEL TO THE SOCIETY
There are many people who practice circumcision. Most of Africans believe in
superstition. As in the novel, theTemne people in Sierra Leone engage in
women circumcision. Other societies who still practice women circumcision in
East Africa are such as the Masai, Kikuyu,Luo and Kurya.
Exercise 3SAMPLEQUESTIONS
1. Female genital mutilation is a common practice in some African
societies. It is carried out for a particular reason according to customs and
traditions. In reference to any novel you have read, do you think the
reasons given in support of the practice fair? Why?
2. Choose any TWO characters from the readings you have read and
show the messages conveyed by the character. How relevant are the
messages in our daily experience?
3. Betrayal seems to be a common issue in the society. Those who
practice it seem to enjoy but its effects are far reaching. Discuss the truth of
this phrase in reference to two readings you have read.
4. Unfaithfulness in marriage and in relationship tends to cause family or
relationship breaks up. Discuss how this issue is portrayed in two readings
you have read.
5. ―Our parents are very important agents of shaping our personalities‖
Verify this claim by using two novels of your choice.

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 TITLE OF THE BOOK: WEEP NOT CHILD
AUTHOR: NGUGI WA THIONG‟O.
STTING: GIKUYU VILLAGE- KENYA.
YEAR: PUBLISHED BY HEINMANN IN 1987

Weep Not, Child Summary

Part I - "The Waning Light"
Weep Not, Child is set in a Gikuyu village in Kenya during the 1952-1960
Emergency, a tumultuous and violent period which would eventually lead to
Kenya's independence from Britain.
One day, the beautiful Nyokabi offers her youngest son, Njoroge, an
opportunity to go to school. He enthusiastically accepts, even though he
knows it will be a financial stretch for the family. His prospects are contrasted
with those of his half-brother Kamau. Although Kamau is only slightly older
than Njoroge, he has already been apprenticed to a carpenter, and will
pursue that instead of going to school. Both boys hope that their training will
lead them to a happy and successful future.
The village is located near Kipanga, a larger town where many of the villagers
work. Kipanga is home to many colorful characters, including a funny barber
who tells colorful stories about his experiences fighting in World War II. On
this day, Njoroge and Kamau‘s father, Ngotho, is spending time in Kipanga.
He soon returns home, proud that his son will be the first in the family to
attend school. Ngotho works as a farmer for a British land-owner, Mr.
Howlands, on land that Ngotho's family once owned.
Njoroge initially has a hard time adjusting to life at school, but his old
friend Mwihaki helps him. Mwihaki is the daughter of Jacobo, a rich Gikuyu
pyrethrum farmer who owns the land that Ngotho and his family live on. One
evening, Ngotho tells his wives and children – Kori, Boro, Kamau, and
Njoroge – stories about how the British stole the Gikuyu land. These events
particularly upset Boro, who believes his father complicit in the injustice by
working for Mr. Howlands. Boro has been troubled ever since he lost his
brother when they were fighting together in World War II.
Njoroge enjoys learning how to read - and eventually, how to speak English.
He continues to bond with Mwihaki, and also dedicates himself to studying
the Bible. He sees parallels between the Gikuyu struggle and the oppression
30 | P a g e
of the Israelites. Meanwhile, Kamau is frustrated by the slow pace at which
his boss, Nganga, teaches him.
Word spreads through the community about a strike to advocate for more
rights for Africans. Ngotho wants to participate, but is worried that Mr.
Howlands will fire him. He decides to walk out anyway, and attends a rally
where Boro and his friend Kiarie are scheduled to speak. The police bring in
Jacobo, who urges the strikers to return to work. Ngotho is so enraged by
Jacobo that he rushes the stage and attacks him, which starts a riot. The riot
is put down immediately, and has dire consequences for Ngotho‘s family – he
is fired from his job and evicted from Jacobo‘s land. Fortunately, Nganga
allows the family to move onto his land.
Interlude
Two and a half years pass. Njoroge‘s hero, the revolutionary JomoKenyatta,
is arrested. Meanwhile, there are many incidents of violence by the Mau Mau,
one of the revolutionary groups. The whole culture is in a state of flux and
worry.
Part II - "Darkness Falls"
Njoroge‘s older brothers Kori and Boro both have run-ins with the police. An
atmosphere of fear permeates the village; people are afraid not just of the
police, but also of the Mau Mau, which slits the throats of suspected traitors.
Mr. Howlands and Jacobo plot ways to arrest Ngotho, whom they both resent
for his insubordination and his attack on Jacobo. They arrange for Kori
and Njeri (Ngotho‘s first wife) to be arrested, although Mr. Howlands is
reluctant to harm Ngotho because he remembers how much his old
employee loved the land. Meanwhile, Njoroge‘s school is threatened by the
Mau Mau, but he continues to attend at Kamau's advice.
One day, Mwihaki returns to the villages after several years away at boarding
school. She and Njoroge are happy to see each other, and she invites him
into her home, where he is surprised that Jacobo is so kind to him. They
promise to be together after she graduates. Not much later, Njoroge and
some friends go on a church retreat. However, the retreat is stopped by the
police, who murder their group leader for his attitude of independence.
Meanwhile, Boro plots ways to murder Jacobo.
Njoroge is promoted to high school, and Mwihaki, whose grades are not as
strong, attends a teaching college. The differences between them become
more apparent – Mwihaki is frustrated and hopeless about the state of the
31 | P a g e
country, whereas Njoroge believes that educated young people have the
power to change the future. At high school, Njoroge flourishes. One day, he
meets Stephen Howlands, the son of Mr. Howlands. The two boys realize
that they have much in common, and discuss the reasons that they were
afraid to talk to each other as children.
At nineteen, Njoroge is pulled out of school to be interrogated by the police.
Jacobo has been murdered, and they believe that Ngotho is involved.
Njoroge is tortured mercilessly, but he refuses to give up any information. The
police reveal that Ngotho has already confessed to the murder and that they
have castrated him. During the torture, Njoroge passes out, and Mr.
Howlands, who has been present at the interrogation, arranges for Njoroge to
be released.
As it turns out, Ngotho did not commit the murder; he only confessed to help
Kamau, who was being detained as a suspect. In fact, Boro killed Jacobo; he
believed that it was the only way to avenge his brother's death in the war. Mr.
Howlands eventually realized that Ngotho‘s confession was false, but allowed
him to be tortured anyway. However, he could not bring himself to execute
Ngotho. Several days later, Ngotho dies. Njoroge and Boro visit him before
he dies, and after Boro sees his father‘s condition, he murders Mr. Howlands
in the white man's home.
After Ngotho‘s death, Njoroge is obliged to give up his education and to work
in a dress shop. These events emotionally destroy Njoroge, and he goes to
the one source of comfort he has left: Mwihaki. They admit that they love
each other, but that they cannot be together because they are obliged to
support their families, both of which are now missing a father. Njoroge tries to
kill himself, but Nyokabi stops him and brings him home.

Weep Not, Child Character List

Nyokabi
She is the second wife of Ngotho, a plantation hand and the patriarch of the
novel's main family. Nyokabi cares deeply for her children, and strives to
maintain peace in the family.

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Njoroge
Njoroge is the novel's primary protagonist, and Ngotho's youngest son. He is
the first in his family to attend school, and he aspires to use his education to
make Kenya a better place. Ngugi describes him as ―a dreamer, a visionary
who consoled himself faced by the difficulties of the moment by a look at a
better day to come‖ (130). The challenges to his optimism in large part
constitute the novel's primary arc.
Kamau

Njoroge‘s slightly older half -brother and the son of Njeri. He is apprenticed as
a carpenter, and thus cannot join Njoroge at school. Because he goes directly
into a career, he is forced to mature more quickly than Njoroge does. As his
father ages and his brothers join the Mau Mau, Kamau becomes his family's
main support.
Jacobo

A wealthy chief and pyrethrum farmer – indeed, he is the first African to be

allowed to grow the crop. He owns the land that Ngotho and his family live
on, and he works against the Mau Mau uprising as it starts to intensify. He is
also Mwihaki's father.
Mr. Howlands

He is a British tea farmer who moved to Kenya to escape a troubled past. He

owns the land that once belonged to Ngotho's father, a source of tension
between the men despite the fact that Mr. Howlands is Ngotho's employer. As
time passes, he is appointed district officer, and viciously fights the rebellion.
John
Jacobo‘s son, who at the beginning of the novel is planning to study abroad in
England,.
The barber

He is a humorous African who works in Kipanga. He likes to tell raunchy

stories about his exploits fighting in World War II.

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Ngotho
He is the patriarch of Njoroge's family, and a World War I veteran. He is
married to Njeri and Nyokabi, and is the father of Boro, Kori, Kamau, and
Njoroge, as well as another son, Mwangi, who died in World War II. He works
on Mr. Howlands's plantation, and longs for the white people to leave Kenya
so he can have his family's land back.
Njeri
She is Ngotho's brave and intelligent first wife and the mother of Kamau.
Boro

He is One of Ngotho‘s elder sons, who fought in World War II. He drinks
frequently and seems to suffer from post-traumatic stress disorder. He is
particularly troubled by the death of his brother Mwangi in the war. He
eventually finds a sense of purpose through fighting in the Mau Mau rebellion,
where he becomes the leader of a guerrilla group.
Mwihaki
She is Jacobo's daughter and one of the wealthiest girls in the village. She is
close friends with Njoroge, and eventually becomes his love interest. Their
shifting attitudes on the country‘s prospects in large part constitute the novel's
primary arc.
Lucia
She is Jacobo's temperamental adult daughter, who teaches at the
elementary school.
Juliana
Jacobo's wife, described as fat and stern.
Nganga
He is the village carpenter, who apprentices Kamau. Although he is initially
characterized as stingy and mean, Nganga later shows his generosity by
giving Ngotho's family a place to live after they are evicted from Jacobo's
land.

34 | P a g e
Mwangi
He is One of Ngotho‘s elder son, who died while serving in World War II
alongside his brother Boro. His death is a primary motivation in the
resentment that fuels Boro.
Kori
He is Ngotho and Njeri‘s adult son. He works at the Green Hotel tea shop in
Kipanga.
Mugo wa Kibiro
A seer who predicted that white men would come and take people‘s land,
long before the British came to Kenya. However, he also predicted that they
would one day leave, a prediction which gives Ngotho hope.
Murungu
The Gikuyu name for the Creator.
Memsahib
She is Mr Howlands‘s moody wife, who ―mattered [to her husband] only in so
far as she made it possible for him to work ... more efficiently without a worry
about home‖ (30).
Isaka
First introduced as a jovial teacher at Njoroge‘s school, with a reputation for
drinking and womanizing, Isaka later appears as a Christian revivalist after
the rebellion begins.
Jomo
Though he never appears directly in the novel, Jomo Kenyatta's reputation as
the Gikuyu leader of the KAU makes him a hero to the village and Njoroge in
particular. Kenyatta is a real historical figure who would become the first
Prime Minister of Kenya after it achieved independence.
Kiarie

He is One of Boro's politically active friends from the city, who joins him in
many events amongst the Gikuyu.

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Karanja

He is a boy in the village who brings the village news about the rebellion.
Dedan Kimathi
He is the leader of the African Freedom Army, and an important figure in the
uprising. Though never directly featured in the novel, his reputation strikes
fear in the hearts of the villagers and Njoroge. He is another real historical
figure, and remains very controversial for his use of violence. Eventually,
there developed a schism between Kimathi's Mau Mau and Jomo Kenyatta's
more moderate followers in the KAU.
Mucatha
This is One of Njoroge‘s friends at school.
Stephen Howlands
He is Mr. Howlands's youngest son (and the only one alive during the period
of the novel). He is shy and thoughtful, and Mr. Howlands has doubts about
whether he is suitable to inherit the plantation. He and Njoroge have an
important conversation late in the novel.

Themes
Grief
In some ways, grief is the primary driving force behind the action of Weep
Not, Child. Boro is driven to join the Mau Mau to assuage his grief over his
brother Mwangi's death in World War II. Ngotho's resentments are fueled by
grief over losing his family's land to the British. Similarly, grief
drives Njoroge's spiritual evolution. Nothing can undermine his faith in God
until Ngotho dies, at which point Njoroge stops praying. Similarly, Jacobo's
death prevents Njoroge from being with Mwihaki, because she must care for
her mother. As the characters cope with the deaths of their loved ones, their
overwhelming grief slowly dissolves into a sense of duty that allows them to
transcend their misery. Although Njoroge is nearly driven to suicide by
Mwihaki's rejection and his father's death, it is the necessity of caring for his
mothers (which he would not have to do if Ngotho were alive) that ultimately
saves him.

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Social class

As Ngugi notes on several occasions, race is not the only obstacle that
prevents the characters from pursuing their goals in life. They are arguably
even more hampered by their social class. This applies to poor characters
like Kamau, who must persist with the carpentry apprenticeship he dislikes in
order to support his family. However, even upper-class characters find that
their upbringing prevents them from being truly free. For example, Mwihaki's
affection for Njoroge is hampered by her famiy's wealth, and the expectations
that come from that. Similarly, Stephen Howland must attend boarding school
in England even though he feels more at home in Kenya, and does not want
to leave. Njoroge has a great hope that education will help bridge the gap of
social class, but circumstances cede his education before he can test that
theory.
The land

Ngotho and Mr. Howlands share a fierce dedication to the land. At the center
of their relationship is the central problem of the colonial presence in Kenya,
and hence to the novel's main conflicts. Each has his own deep connection to
the land. Land is an important part of Gikuyu culture, an indicator of a family.
Mr. Howlands seems to have embodied some of this sentiment, despite his
racism. However, 'land' does not refer only to the physical space used for
living and farming. By the end of the novel, it has acquired a multi-
dimensional meaning. In addition to Mr. Howlands's shamba, the concept of
land has come to include the people who live on it. (Indeed, Ngugi suggests
that dispossessing a people of their land is not enough to separate them from
it; the connection is too strong.) ―When the time for Njoroge to leave [for
secondary school] came near," Ngugi writes, "many people contributed
money so that he could go since he was no longer the son of Ngotho but the
son of the land‖ (115). Land, with all its profundity, is what the Africans lost to
the British, and what they are fighting to regain.
Love

One of the major questions that Weep Not, Child raises is whether love is a
strong enough force to transcend suffering. The pure love between Njoroge
and Mwihaki certainly proves resilient over the course of novel: ―Her world
and Njoroge‘s world stood somewhere outside petty prejudices, hatreds and
37 | P a g e
class differences," Ngugi writes (97). However, the novel's ending suggests
that love may endure, but that it cannot change a person's circumstances.
Although the two young people want to run away and live together in Uganda,
they are ultimately bound by a stronger sense of duty to their parents and
their country. Part of the story's tragedy is that individuality is helpless before
greater forces beyond anyone's control.
Infighting

Weep Not, Child is full of evidence that infighting between Africans was a
major problem during the Mau Mau uprising. Ngugi suggests that some of it
may have been justified; for instance, Jacobo is a truly villainous character,
and we are meant to sympathize with Ngotho when he attacks him. However,
Ngugi is very explicit about the fact that such infighting ultimately platg xyed
into the hands of the British, driving wedges between Africans and making
the conflict more violent than was necessary. The difference between the
reputations of Jomo and Dedan Kimathi reveal how significant the ideological
differences amongst Africans had become. When Njoroge and Stephen
Howlands discuss the causes of prejudice, their insights offer a way for
Africans to move beyond their differences and fight for the common good.
The tragedy is that individual desires are often useless before larger social
forces that in many ways hurt everyone.
Women's role in society

Certain aspects of Gikuyu society, like polygamy, female circumcision and

wife-beating, may be foreign and even uncomfortable for modern Western
readers. But despite its uncritical portrayal of these realities, weep not;
Child is thoughtful about the role of women in a traditional society. Mwihaki's
failure to continue to high school is not a reflection on women's abilities to
succeed in general, but it does highlight the difficulties that bright, motivated
young women face if they try to pursue an education. The narrator suggests
that Mwihaki's sense of obligation to her family, and the restrictive convent
atmosphere of her school, prevented her from doing as well as she might in
other circumstances. Njoroge's mothers, Nyokabi and Njeri, are other
examples of strong women, although they occupy more traditional roles in
society than Mwihaki or Lucia do. Njeri in particular shows a strong intellect
and courage when she is arrested, and Nyokabi takes great initiative in

38 | P a g e
arranging for Njoroge to attend school. Together, the mothers show that
women play just as important a role in improving society as men do -
provided they live under a relatively tolerant patriarch like Ngotho.
Family loyalty

Njoroge turns to many different sources of comfort as conditions deteriorate

in his village: school, religion, and his love for Mwihaki are some examples.
Yet the only force that stands between him and suicide at the end of the book
is his sense of duty to his mothers, who will be alone and destitute if he dies.
Mwihaki rejects him because she, too, must care for her mother. For Ngugi,
family loyalty is the ultimate bond. One of the primary challenges his
characters face is deciding how to best stay loyal to their family in a time of
conflict and contradictions. Boro is a particularly complex example of this
question. Ngotho orders him to stop fighting with the Mau Mau, but Boro feels
he must continue in order to avenge his father's death, and to fight for a
better future for his younger siblings. Whether to defend one's family by
immediately providing or by fighting for their progeny (in terms of rebellion or,
in Njoroge's case, education) is a question posed, but not answered, by the
novel.

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 THE BLACK HERMIT
AUTHOR: NGUGI WA THIONG‟O
SETTING: POST-INDEPENDENCE AFRICAN SOCIETY
PUBLISHER: EAST AFRICAN EDUCATIONAL PUBLISHERS
YEAR: 1968
INTRODUCTION
The play was first produced by the Makerere College students‘ dramatic
society at Uganda national theatre in November 1962 when the East African
countries attained independence.By then tribalism was the biggest problem
facing the New East African countries. So the drama shows people were
against those humiliations hence they had to expose and root out the effect of
tribalism, racism and religious functions.
CHARACTER AND CHARACTERIZATION
REMI
 He is the main character of the play
 He is the son of Ngome and Nyobi.
 He is the only one at University from Marua tribe.
 He has changed his behavior since he went to University and knows
girls in the city but at the beginning, while in the village he was a God
fearing child and shy with girls.
 When he reaches University he leaves religious affairs and becomes a
politician. He joined the Nationalist party. He has a friend Omange who
discusses politics with him and has a girlfriend called Jane in the city who
spend nights with him in clubs
OMANGE
 He is the friend of Remi in the city
 He is from another tribe
 He is wise and aware of racism, tribalism and religious conflicts.

40 | P a g e
  He wants the state to act by allowing the trade union to have rights to
strike.
 He blames Remi for not giving a chance to Thoni to express her
feelings.
NYOBI
 She is the mother of Remi and In -law to Thoni.
 Her husband Ngome died of shock following the death of Remi‘s
brother who was once married to Thoni.
 She represents a woman who cares so much about the well being of
her family. She is a Christian but not a strong one due to her beliefs in the
elders of Marua tribe.
THONI
 She is the most beautiful and strongest girl in the Marua tribe.
 She was a girl admired by Remi though she did not know whether
Remi loves her.
 She was ready to marry Remi when her husband passed away.
 The weakness of Thoni becomes a problem when Remi disgraced her
in public and she decides to kill herself by committing suicide.
JANE
 She is Remi‘s white girlfriend in the city.
 She loves Remi but she was not aware that Remi has a wife back in
the village.
 She is ready to live with Remi despite his race.
 She called Remi a weak man and told him to go back to his tribe
 She is a strong woman because when she notices that Remi has a
wife, she decides to leave him but not to commit suicide as Thoni.

41 | P a g e
PASTOR
 He is a strong Christian. He influences Remi to be a God fearing child.
He is also unhappy with Remi‘s disappearance into the city.
 He does not want Remi to join politics and he is strongly against
traditional beliefs.
 He blames Remi for causing disunity among Christians and isolating
himself from the community.
LEADERS VERSUS ELDERS
 They wanted Remi to come back to the village and they followed him to
town and convinced him to turn back home.
 They don‘t believe in Christianity but trust Marua‘s traditional medicine.
WOMAN
 She is from Marua tribe. She loves Thoni and takes time to exchange
ideas with her.
 She advises Thoni to be calm to wait for Remi. She cooperates in
looking for Thoni when she disappears.
The Form in the Black Hermit
THEMES
 CONFLICT:The playwright shows that Remi was in conflict with his
community since he ran away from them and became the black hermit in
the city. The conflict also occurred between Jane and Remi. Jane did not
like whenRemi prohibited her from going with her to his village. She felt that
she lost her time to love someone who had a wife in the
village. RemiversushisMother;Remiwas in conflict with his mother since
her mother wanted him to marry the village girl,Thoni. This created
misunderstanding between them. RemiversusJane;There was a conflict
between those two whenRemiwanted to go back to the village without Jane.
Jane became furious sinceRemihas wasted her time lying to her they could
marry whileRemihas wife back to the village. Between Elders and Pastor
as well as all Christians;The conflicts were due to other people to believe
in superstition while others believed in one true God. The pastor wanted
Remi back home to lead the church whileRemion the other hand wanted to
42 | P a g e
 be a politician in order to unite his people through Africanist party. Remi
versushistribe members; The Marua people trusted Remi to serve the
tribe. Instead of serving the tribe, Remi wants to unite all people and bring
unity among all tribes. He shows example to his people by showing them
the love he had to hisfriend(Omange) who was from a different tribe. Remi
versus Omange; The misunderstanding between them was due to Remi‗s
attitude of supporting people not to fight in strike and demand for their rights
while Omange was against, so he says a trade union without the right to
strike is like a lion without claws and teeth.
 RELIGION: Some people are traditionalist like the elders who believe
in magic power .Others are Christians as Remisince their childhood. He
believes and fears God, and his family are Christians. The Christians and
the traditionalists differ in attitude and their ways of worship.
 RESPONSIBILITY:The author insists on the need of being responsible
in the society so as to be able to face challenges and problems .He advises
that a person is not supposed to run away from his responsibility .You need
to solve it as Remi supposed to take care of her mother and his wife and
the village but not run away from them, that shows his weakness. So Remi
ought to stay in the society and face the problem and solve them.
 SELF AWARENESS AND PERSONALITY:The author shows that the
changing of the personality and awareness of Remi was the result of being
young and educated. Remi was a good boy and God fearing but when he
grew up and studied at the University, he did not fear God but went against
and lived his life with luxurious life in the city. And when Remi was at the
village he was shy with girls, but when he went to the city he did not have
the habit of shyness but he was the one who own girls, Jane been a good
example of girls he spent with her nights in the night clubs.
 BUILDING THE FUTURE:The author shows that Remi struggled to
bring changes in the country. He wanted people to develop and be free
from racism and tribalism. So Remi finds that in order to develop, people
should start working in unity. The tribe sent Remi to study at University so
as to help them in future. The tribe believed that true education could only
be achieved through education.
 LEADERSHIP:The author portrayed the aspect of leadership as we
can see in the play .Remi presents the marua tribe and people believe on
him and keep trust on Remi. They believed that Remi will do away with
tribalism, racism and religious isolation. So the people do not like pastor

43 | P a g e
 and elders since they bring religious isolation by despising traditional beliefs
that bring disunity among themselves.
 DISUNITY: The problem was that people were not united due to their
differences in beliefs. Others were Christians and others believed in magic
power. So this brings disunity among people. So people need to be
together and cooperate and fight for their rights and freedom, away from
racism, tribalism and religious isolation.
 MARRIAGE ISSUES: According to Marua tribe, one can inherit the
wife of his brother. Remi is told by his family and the elders to marry Thoni,
his brother‘s widow. He tells his friend Omange about what his father has
told him ‗‘He called me in his bed and said ‗Remi you know our custom
.Your brother‘s wife is now your wife ‗‘Remi refused to marry her so he ran
to the city, that is why he became the hermit.
 SUPERSTITIOUS BELIEFS:People ofMarua tribe believed in
mountains ,so we can see elders in Marua used medicine that can change
Remi‘s mind and decide to go back to the village .We see one elder carry a
bundle of medicine wrapped in banana leaf, on leaving the house he leaves
at door way .And the elder told Nyobi that his son has been bewitched by
their neighbours because of jealous. They tell that they are not pleased with
the success of Remi, so that shows that they believe in superstition.
RELEVANCE OF THE PLAYTO THE SOCIETY
This play was first produced by the Makerere college students Dramatic
society at the Uganda National Theatre in November1962 whenthe
EastAfrican countries had attained independence.
So by then ,tribalism andracism was the most thing practiced in our society
.Until today there are other African countries such as Kenya, tribalism
continue till now .The Kikuyu and Luo always fight in Kenya. In South Africa,
they practiced racism in some areas where there were streets of white people
and black people, but generally, people need to be free from tribalism. So the
author has played his role by giving message to the people who need to be
free from tribalism.
MESSAGE
 Political consciousness has vital role of any political development. This
shows that people need to be united so that they can change and bring
development to the country so it shows that development cannot happen

44 | P a g e
 overnight, so people need to plan and practice in order to overcome
problem and bring changes.
 Unity is essential thing to any revolution (struggle) and changes to our
society. So people need to be together and cooperate so that they work
together and bring development.
 We must sacrifice in order to eliminate oppression .This shows that
Remi sacrificed himself in order to overcome the problem of racism,
tribalism and religious matters so that people could unite together and bring
changes in their country.
LANGUAGE USE: The author used simple language and symbolic language
but well understood.
Exercise 4
SAMPLE QUESTIONS
1. In many situations one finds disagreement between representative of
characters who strives for changes and those who are conservative. Prove
the truth of this statement and show out the lesson we learn from each
situation by referring to the play ―The Black hermit‖.
2. With reference to the play ―The Black Hermit‖, discuss the role played
by the protagonist in relation to your society and the world at large.
3. Show how characterization has been used by any playwright under this
program to bleed with the plot of the play.
4. In most cases, the playwright determination is to strive against injustice
and build a just society. By using the play ―The Black Hermit‖ verifies the
statement.
5. Characterization is one of the artistic devices used by the playwright
through which their respective audience can understand the story. Use any
reading you have read to verify the statement.

45 | P a g e
 THIS TIME TOMORROW
PLAYWRIGHT: NGUGI WA THIONG‟O
SETTING: UHURU MARKET (THE SUBURB OF NAIROBI CITY), KENYA
PUBLISHER: HEINEMANN
YEAR: 1963
The following are some of the characters who were found in the play‖This
Time Tomorrow‖

 Journalist  Inspector Kiongo

 Editor  Tinsmith
 Njango  Shoemaker
 Wanjiro,her daughter  Asinjo
 1st customer  Stranger
 2nd customer  Police Officer
 3rd customer  Crowd, Policemen
CHARACTERIZATION
 Njango: She is the main character of the Play. She is a widow and the
mother of Wanjiro. When her husband passed away in the struggle during
Mau Mau war, she came to town. She engaged in a petty trade of selling
soup at Uhuru market. She believes in tribalism. She is poor and shares the
floor with her daughter as a bed.She was a victim of keep-clean-the-city
campaign.
 Wanjiro: The daughter of Njango. She has natural beauty and a lived
poor life. She is ignorant as she did not go to school. She loves Asinjo and
wants to marry him. She admires how European ladies dress.
 Stranger: He is an activist who fought for Uhuru during Mau Mau war.
He educates people on their rights and makes them aware of humiliation
and exploitation. He unites people against the city council with its campaign
of ―keep the city clean.‖
 Shoemaker: One of the slum dwellers. He is illiterate and does not
know his age. He was among the freedom fighters in the forest. He protests
against the government‘s decision to demolish the houses.
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  1st, 2nd &3rd customer: They are among the slum dwellers. They
buy soup at Njangos place. They oppose the city campaign of demolishing
their slums.
 Inspector Kiongo: A worker at the City Council in the Health
department. He reminds people at Uhuru market to move away since the
slums are to be demolished.He is among those who enjoy the national
cake.
 Asinjo: He is a young man from a different tribe with Wanjiro. He is
chased away and insulted by Njango as he wants to marry Wanjiro. He
convinces Wanjiro to go with him and ignore her mother for claim that she
is ignorant and old.
 Tinsmith:He is a slum dweller who lives a poor life. He is ignorant. He
cooked for the white people during the war. He makes and sells water
tins,pangas,hoes etc.
 Journalist: A reporter of different events in the society. For
example,he reports on the keep the city campaign, how houses are
demolished and how people reacted against it. He takes pictures of
different people like the Tinsmith and Inspector Kiongo.
 Police Officer: He is among the civil servants. He represents the
Government to make sure that the clean the city campaign is a success.

THEMES
A theme is the main idea in the work of art. Several themes can be analysed
from this play. Among the themes in the play ―This Time Tomorrow‖ are
protest, tribalism, poverty, conflict, building the future, illusion, environmental
sanitation and awareness.
 PROTEST: Means disapproval of something which is unjust. Protest
dominates in the whole play of ―This Time Tomorrow‖. People at Uhuru
market protests against the city council which planns to demolish their
slums. People also protest against introduction of new cultural ways of life
based on Western culture.
 BETRAYAL:The government betrays the Kenyans as it does not fulfill
its promises of bringing good life to them. The jobs and houses promised by
the government for freedom fighters are not provided. People continue
living in slums. Njango lives in the shelter constructed by cardboards and
rotting tins. The stranger says‖ We fought for Uhuru because we were told it
would mean decent houses and decent jobs. But where are the jobs!
47 | P a g e
 Where are the houses!‖ This portrays that people were betrayed by the
government.The national cake was enjoyed by the few selected
government leaders.
 HUMILIATIONOR DEHUMANIZATION: The government humiliates
people by destroying their slums at Uhuru market. People protest against
the government order to demolish their slums. Njango is among those who
protest. Njango says‖ City council or no city council, I am not going to move
from this place‖. The shoemaker says ‗‘It‘s not that I do not want to move
but the government should give me the place to go-------why should I move
from here? ---I only wanted to be left alone. It shows that people were
against the decisions made by the city council.
 WESTERNCULTURE:The old generation opposes the changes
brought by Western culture while the young enjoy adapting western ways.
For example, Njango opposes the new dressing style. She asks her
daughter‖ You want to dress like white people‖?
 TRIBALISM:The writer uses Asinjo and Wanjiro to show his protest
against tribalism. Though Asinjo loves Wanjiro, Njango opposes strongly for
her daughter to get married to a man from another tribe. She tells Wanjiro
‖With that man‖? A man from another tribe? -----Tribalism remains to be a
problem in different countries in Africa.
 LAND ALIENATION: People do not support for their land to be taken
by few people. They start the fight against the white people in order to get
their land back. After achievement of independence, the land still remains in
the hands of few African leaders, hence the majorities remain landless. The
stranger says‖ We fought for land!‖ where is the land? People think that
their leaders have betrayed them.
 DISUNITY: Disunity is portrayed in the play. In the play, this is
indicated by the act of people running away when the police arrive.1st
customer says ―Police! The police are coming!‖2nd customer says ―Run!
Run! Run quickly! Out of my way!‖This shows that people are coward and
divided. They have no courage to fight together against the common
enemy.
 IGNORANCE/ILLITERACY: The writer portrays the issue of ignorance
in his book. Ignorance has made people to live in poor life. Ignorance
makes people reluctant to accept new changes. It is ignorance which has
made people to accept tribalism; disunity is also there since people have no
education. People do not understand the stranger when he insisted on

48 | P a g e
 solidarity. The stranger says‖ Let us stand together‖. Due to ignorance, the
people believe that the stranger can perform magic to save them.
 CONFLICT: The writer also manages to show the theme of conflict with
great success. Conflict can be a source of disunity, enmity and
underdevelopment. In this play, the conflict has been shown in the following
areas: The conflict between the slum dwellers and the city council; this
conflict is the result of the city council to demolish the slums at Uhuru
market. People do not support the city council campaign of demolishing the
slums. Conflict between the young and the old; The old generation
(Njango) opposes all the changes brought by introduction of new cultural
practices. On the other hand ,the new generation like changes and want to
look like white people. For example, Wanjiro wants to marry a man from
another tribe. This is against their culture. She also wants to wear long
heeled shoes like European women and also smoke Cigar. She also wants
to go to school like her brother. All these are opposed by her
mother(Njango).Conflict between the police officer and the stranger;
The police officer arrests the stranger for causing violence and civil
disobedience. When arresting the stranger, the police officer says ‖In the
name of our new republic, you are arrested----! Follow us! Intra-personal
conflict; Wanjiro is not happy for not been sent to school. She is also not
happy with life in the slums. She wants to wear nice dresses like other girls
but her mother is poor and cannot afford to buy nice dresses for her
daughter.
 COLONIAL LEGACY: The playwright proves to us that there are still
some elements of colonialism in African countries. People have not seen
changes even after the achievement of independence. People are landless
and jobless. The land has remained in the hands of few people. The
national cake is enjoyed by the minority. The new generation likes dressing
like white people. Wanjiro says "I want a frock and shoes-high heels-so that
I can walk like a European lady".
 BUILDING THE FUTURE: People in Kenya waged war(Mau Mau war)
against the colonial government in order to get their land and sovereignty
back. Njango, the tinsmith and the shoemaker struggled in doing petty trade
in order to get money to buy their basic needs. Dedan Kimathi and the
stranger are examples of people who decide to sacrifice their lives in order
to bring changes to their society. In any struggle, there are few people who

49 | P a g e
 can lose their lives. For example, Njango‘s husband lost his life in the forest
while fighting for Uhuru under Mau Mau movement.
 POVERTY:The playwright has shown poverty in the play. Most of the
freedom fighter live in slums. They engage in petty activities. Njango shares
bed with her daughter and her shelter is made of cardboards and rotten
tins.
 SOCIAL STRATIFICATION/SEGREGATION: The minority seem to
enjoy the national cake. They drive expensive cars and live in good houses
in the city. On the other hand, people like Njango, the shoemaker and the
tinsmith live in miserable life. This portrays social classes whereby those
who have positions in the government are in the high class while the normal
citizens live in low class.
 THE PLIGHT OF WOMEN/GIRLS: Women remain widows due to
deaths of their husbands, n the play, Njango lost her husband. Njango tells
her daughter‖Your father was captured, hey shot him dead like a dog‖.
Njango sells soup in order to earn living. Girls are not given chance to go to
school. They remain at home doing domestic chores. Women also
especially the young ones are always cheated by men. Njango warns her
daughter for engaging in love with Asinjo.
 THE USE OF MEDIA: The play also shows the role of the media in the
society. People get up to date information on different issues occurring in
their community. For example, the reporters report the incidence of
demolishing the slums from the beginning to the end.
RELEVANCE OF THE PLAY TO OUR SOCIETY
The play‖This Time Tomorrow‖ reflects what happens in the society. In some
parts of the country, there are problems of tribalism. The city councils in
Tanzania sometimes demolish houses of people without paying them or
showing them where to build. Western culture has changed the life style of
many young men in Tanzania. They act and live like white people. There is
also a big number of illiterate people in our society who don‘t know how to
read and write.
Exercise 6SAMPLEQUESTIONS
1. Ignorance and poverty are hindering blocks to society‘s progress.
Referring to the play ―This Time tomorrow, show the truth of this statement.

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 2. ―Many conflicts occur as the result of selfish tendencies of some
members of the society‖. Discuss the statement with reference to the play
―This Time Tomorrow‖

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 THE LION AND THE JEWEL
PLAYWRIGHT: WOLE SOYINKA
SETTING: A TRADITIONAL YORUBAVILLAGE OF ILUJNLE IN NIGERIA
PUBLISHER: OXFORD UNIVERSITY PRESS
YEAR: 1963
THE TITLE: The title of the play above represents the oppressive nature of
the system. The Lion in this play represents men who oppress women in a
male dominated society while the Jewel is used to represent women who are
the victims of men‘s oppression. The jewel here is represented by SIDI. She
represents the group of women who face oppression and humiliation from
men.
CHARACTERS AND CHARACTERIZATION
 LAKUNLE: A village school teacher. He falls in love with a virgin village
beauty, SIDI. He was not ready to pay the bride price in order to marry
SIDI. He is a fighter of women‘s rights and opposes all bad African customs
and traditions.
 SIDI: A beautiful village girl. She falls in love to Lakunle though later on
she finds herself married to chief Baroka after been tricked. She is a
conservative village girl who sticks to African customs and traditions. She
was ignorant and did not support European lifestyles.
 BAROKA: A chief of Ilujnle village. A strong and feared chief of the
village. He is a womanizer. He marries any woman who eats supper with
him. He uses women as tools of enjoyment. He uses a trick to marry SIDI.
He represents leaders who use their power to oppress women.
 SADIKU: Baroka‘s eldest wife. She was used by Baroka as a go
between to seduce SIDI. She feels happy when she notices that her
husband is impotent. She is not aware of her rights as a woman.
LANGUAGE USED IN THE PLAY
The playwright used figures of speech in his work.The figures of speech used
in the Play ―The lion and the Jewel‖ are as follows:
 Metaphor: eg ―I am the twinkle of the jewel while he is the hind
quarters of a lion‖(p.23). ―Sadiku is my faithfull lizard (p.47)
 Proverbs: eg ―Old wine thrives within a new bottle‖
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THEMES FROM THE PLAY
The following are the themes found in the play ―The lion and the Jewel‖
 Women emancipation: The main theme in the play. The play is there
to solve women oppression. It is indicated in the play that women are not
involved in decision making. Sexual harassment for women is also shown
by the playwright. In the play, Baroka tricks SIDI and sleeps with her
without her will. Lakunle represents women rights fighters. Sadiku is used
by her husband to trap SIDI and she succeeds in her mission. Early
marriage for small girls is portrayed to be a problem. Baroka marries SIDI
who is very young compared to his age.
 A clash between cultures: There is a mismatch between European
culture and traditional African culture. Lakunle opposes the issue of dowry
payment and polygamy in his society. This is against African culture. A
woman or girl cannot get married without bride price. SIDI rejects the kiss
from Lakunle as this is not common in African cultural practices. Western
culture is represented by Lakunle who wants to transform the village of
ilujnle to be a modern village with all the western life styles while on the
other side, Sidi and Baroka represents the conservative African
traditionalists who believe in African culture.
 Polygamy: This is a common cultural practice in Africa. The strength of
a man according to African culture is judged by the number of wives he
possesses. The traditions allow a man to have more than one wife. Baroka
is portrayed as a polygamous since he has many wives and concubines.
Polygamy can be the source of HIV/AIDS spread and creation of big
families difficult to handle. Polygamy is a source of women oppression and
humiliation.
 Betrayal: Every community has traitors. In the play, the playwright
portrays Lakunle as a great betrayer of African customs and traditions. He
uses his education to educate people on the bad African customs and
traditions which have to be discarded. He is against bride price and
polygamy. He wants to transform the village into a modern village. The
traditionalists like Baroka and Sadiku do not support Lakunle and mock him
and regarded him as a traitor in their society. The followers of western
culture are always regarded as traitors since they undermine their own
culture and lift up the foreign culture.
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  Irresponsibility: The playwright shows Baroka as irresponsible leader
who spends most of his time thinking women and planning new marriages
instead of thinking on development of his village. Baroka is conservative
and does not accept challenges from the young generation (Lakunle) who
wants to transform the village by opening the eyes of villagers to see what
is happening in other parts of the World through newspapers. Lakunle is
portrayed as irresponsible teacher since he leaves his students in the class
and goes to meet SIDI. Lakunle spends most of his time thinking on how to
win SIDI‘s love instead of making efforts in teaching and think on how to
enable his students pass.
 Protest: Lakunle protests against African culture. He protests against
polygamy and paying of bride price. Sidi protests to be married to Baroka
since Baroka is old than her. SIDI also protests to be married to Lakunle
who wants to marry her without paying bride price.
 Misuse of Power: There are leaders who misuse their power for their
personal interest. In the play ―The lion and the Jewel‖, the playwright shows
Baroka as a leader who uses his power to force women to get married to
him without their will. For example, Baroka uses his power to invite SIDI at
the palace to supp with her. Sadiku is sent by the chief (Baroka) to convey
the message of marriage to SIDI though his request is rejected. Lakunle is
beaten by the chief‘s companions for messing around the girl (SIDI) who is
loved by the chief too.
 Allienation: Lakunle alienates himself from his society as he does not
support the cultural practices which are done by the people from his
community. Being educated, Lakunle despises all the African ways and
praises European culture. His negative attitude towards African customs
and traditions causes him to be isolated by villagers.
 Conflicts: The conflict in the play can be explained in the following
areas: Sidi vs Lakunle; Lakunle rejects the notion of dowry payment and
polygamy in his society. As the result, he finds himself in conflict with SIDI
and Baroka who support the issue of bride price and polygamy. Baroka vs
Lakunle; The cause of conflict between Baroka and lakunle is due to
competition over SIDI‘s love. Each one wants to marry SIDI, eventually
Baroka marries SIDI.Lakunle does not support this marriage and hence
developes hatred to SIDI and Baroka for betraying him.

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RELEVANCE OF THE PLAY TO OUR SOCIETY
We have leaders in Tanzania who use their power to humiliate other people.
The police officers are good examples of people who use their power to
punish those who compete with them in love. The issue of dowry payment is
common to most of the African families. There are people who have failed to
marry the girls they love due to lack of money to pay bride price.
There is a tendency of old people in our society to be in love with young girls.
This has partly been contributed by poverty and influence of money and
power. The rate of young girls engaging in love with old men is increasing in
different parts of the country. Changes in any community are inevitable, yet
there are people who are conservative and reluctant to accept new changes,
especially the old generation. Polygamy and prostitution are common
practices in our society. People are not faithful to their lovers.
Exercise 5
SAMPLEQUESTIONS
1. Analyse the role of women in the play ―The Lion and the Jewel‖
2. ―Many conflicts occur as the result of selfish tendencies of some
members of the society‖. Discuss the statement with reference to the play
―The Lion and the Jewel‖
3. Referring to the play ―The Lion and the Jewel‖, explain how drama can
be used to entertain the readers and at the same time criticizing the society.
4. ―Sacrifice is one of the key factors for any social changes‖. Use the
play ―The Lion and the Jewel‖ to verify the statement.
5. Irresponsibility is a source of underdevelopment in any society. Use the
play‖ The Lion and the Jewel‖ to verify the statement.

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 THREE SUITORS: ONE HUSBAND
Playwright: Guillaume Oyono – Mbia
Setting: Traditional village of Mvoutessi in Cameroon.
Year: 1960.
At first the book was written in French in 1960 and first publicly staged in
Yaoundé, Cameroon 1961. It was translated into English by the author and
given its first performance in Britain at University of Keele in February 1967.
GENERAL SUMMERY
The author uses Juliette as a main character of the play. Juliette is a student
who has been away from the village studying at Secondary School in
Libamba. While at school, she meets her fiancé who is supposed to be
introduced to her parents and other relatives. She is expected to arrive home
at any time.
JULIETTE ARRIEVES HOME
All the relatives are eager waiting for her. At home, the relatives choose two
suitors and receive the bride price. Her coming is a great pleasure to the
relatives since they want her to get married.
The first suitor is called Ndi. He is a peasant and has already paid 100,000
francs as dowry.
The second suitor is called Mbia, who is a senior civil servant. Mbia is going
to pay 200,000 francs as a bride price. All villagers are already supporting
Mbia since he is wealthier than a peasant (Ndi). And will help them in so
many things, including solving their problems when they are arrested for
engaging in illegal business. Mbia is expecting to appear at any time, a good
coincidence for Atangana. As Juliette arrives, she is surprised or rather
shocked to hear that they want her to get married.
Juliette is shocked because of three things. First, she wants to continue with
further studies. Second, she has not been consulted on matters that concern
her and her life like marriage. According to her, she is supposed to be
consulted first instead of the family deciding on her behalf. That is her right
and the family has not that right. Third, she has got a fiancé of her own
choice called Oko.
As she argues against the family and demanding to be consulted, the family
and other relatives are shocked since she is doing what is contrary to the
tradition. In her society, it is men who decide whom a girl should marry. They
have their own set of priorities or criteria to judge as far as the marriage

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concerned. As the argument goes on Mbia arrives. Everybody is excited and
Mbia seizes to impress them by behaving like a great man.
With a lot of pomposity, Mbia pays the bride price, 200,000 francs hand it to
Mbarga. After paying, he majestically says he has to leave since he has to
attend a cocktail party as a Secretary of state`s private residence this
evening… Instead of going to the party, he goes to drink Arki (a traditional
illegally distilled liquor with high alcoholic content) at Mbaga`s house.
In fact all family members want Juliette to marry Mbia because he is seen to
be wealthy as he introduces himself with a lot of majesty. But Juliette clings to
her firm stand, she love Oko, a student and she wants to marry only him. To
attain her goal she secretly takes the bride price paid by Ndi and Mbia (a total
of 300,000 francs) and gives it to Oko, her fiancé. Oko hesitates, but she
convinced him to take the money since it is going to be paid back to the
family. Oko accept the idea after understanding and becomes happy to see
that Juliette is facilitating the marriage between her and him, because he also
loves her so much.
As the money disappear, Atangana gets a lot of panic, the whole family is
also in panic. They first convince Ndi to pay 200,000 francs so that they can
pay it back to Mbia and take Juliette Ndi Refuses and threatens to take them
to police. This intensifies such panic that, they then go to Mbia (which is now
drunk) to convince him to pay another 100, 000 francs so that they can re pay
Ndi and allow him to take Juliette. Mbia also becomes furious and, like Ndi,
threatens to call Police.
Finally, Mbaga suggests that a witch doctor be called so as to find out
through magic, who has stolen the money. The witch doctor is Singa –Titi, but
he is a cheat and a thief. Sanga-titi does not help them find the thief. He
starts threatening them with evil spirits and death so that they can give him a
lot of animals as gifts. He tells a lot of lies at the same time he continue to
demand a lot of things from the villagers. After discovering his lies, the
villagers become angry and chase him away. So the problem of money is not
solved yet since the witch doctor is merely scoundrel.
Blames continue raining on Juliette from the family member. Later Juliette
suppresses them by saying she is ready to marry the first man who gives
300,000 francs as a bride price since she is sure that it will be Oko. Then she
insists that the man should pay that amount and no more. She says so
because she knows Oko cannot afford buying so many presents that are
usually demanded by the relatives.

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Then, Tchetgen, a trader arrives and the villages convince him to pay
300,000 francs. As they are still bargaining, Oko arrives and dressed like a
great man.
He decides to show the villagers that they must listen to the view of the girl
who is get married. This causes conflict with Atangana, and even other insists
that Juliette must be asked, and finally Juliette asked which suitor she wants.
She categorically chooses Oko. Oko pays the bride price and every one
celebrates the wedding.
In deed where there is the will there`s a way. Juliette and Oko win the race to
ward their desire marriage through a lot of challenges. Entanglement e.t.c.
Determination, confidence, cooperation between her and Oko and patience
leads to the attainment of highly intended goal.
CHARACTERIZATION

1. ABESOLO

He represents the oldest generation. He is a father of Atangana and Ondua.

He believes that the world is changing and school destroys the young.
According to him the girls should not be sent to school. He defends traditions.
He looks at women as inferior people who are not supposed to consult when
it comes to important matters like marriage. He defends the old taboos, like
prohibiting women and young men from eating the vipers, instead be eaten
by male elders.
He wants to stop the marriage between Juliette and Mbia, since Mbia is
closely related. He accepts breaking the traditional norms by accepting Mbia
to marry Juliette. He is against school but proud of Juliette`s success in
school and hence wants higher bride price. He is against the new changes
but expects to benefit from them. He is also conservative.
2. BELLA
She is Abesolo`s wife. She is strong supports traditional ways of life even on
the questions of women. She completely accepts her inferior position in the
society and agrees with her husband in all ways, for example, she supports
him when he says ―you must beat your wives‖.
She also complains that some women are breaking the traditional taboos.
She is shocked by the way Juliette behaves before her father. She reacts
toward Juliette ―Juliette! A girl should never speak when her father‘s
speaking‖. She supports the ideas that a girl should marry for the goods of
the family and not for her personal interest.
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 She wants Juliette to make them rich by marrying Mbia. According to her, a
girl is not permitted to fall in love out of her will, it is the community`s concern.
Despite her strong support on traditions, Bella is also affected by new values,
since she is proud when Juliette succeeds and she will marry a ―real white
man‖.
She is like Abessolo that she is contradictory character, since she wants
Juliette to follow traditions while she is appreciating new ways of life. She
remains a traditional woman, a shadow of her husband doing everything to
please him. The ideas from her husband is enough, she doesn‘t need to give
her own ideas.
3. Ondua
He is the son of Abesollo and Bella. He is more lazy and much more
drunkard. He spends all his life drinking palm wine or ark.
He is always arrested by the Police for being drunk and disorderly. He is
always thinking of drinks before anything else. Even when Atangana
concludes the marriage, Ondua cries out ―Ah Atangana! What about the
drinks?‖
He depends entirely on his wife, Monica. She does all the work on the farm.
So he is living parasitic life. He is very strange, despite depending on her
wife, she still despises women. He says ―No sensible man should west his
time trying to reason with them‖.
Like other man, Ondua opposes secondary school since it corrupt girls. He is
proud of his daughter Martalina for following traditions. He is also having
contradictions since he wants Matalina to marry a rich suitor who follows new
values.
4. Atangana
He is the father of Juliette and Oyono. He is the son of Abesolo and bella.
Like other men, he believes that men are superior to women. According to
him, women should do all the working in the farm. He is ignorant and
oppressor, he becomes angry when his wife comes late from the bush, wants
her come early home and cook for him. He believes that her daughter should
make him become rich. So he wants her to marry a parson who gives the
highest bride price.
After the payment of bride price, he demands fantastic things, such as: A
radio with set with gramophone, a bicycle, 4 suits, 5 blankets, a sewing
machine, and 10 loin clothes, kitchen ware. Others are 10 sacks of rice, 4
oxen, 15 sheep, 10 goats, 20 pigs, and thirty cases of red wine.

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 He sees Juliette`s education as an investment. He says ―when I sent her to
Secondary School, I was just saying to everybody ―someday‖ I will benefit
from that‖ He is angry when Juliette refuses to marry Mbia. He regrets for
having spent all cocoa money to educate her. He wants to use the bride price
to get his son, Oyono, a wife.
At the beginning Atangana wants to consult his daughter about her marriage,
but is prohibited by Abesollo who thinks that this is stupid. He has illusions
that Juliette will agree to marry such a great man, but is shocked to see her
refusing. He believes Sanga-Titi even when he knows that he is telling lies,
and continue give him more things without realizing that he is just exploiting
them
5. Makrita
She is Atangana`s wife, and is just like Bella since she believes that women
are designed to serve and obey men. She accept women`s inferior position in
the society. She is also a woman of contradiction. First she takes Ndi to be
good suitor since she helped in the farm. But when she is told that Mbia is
now a suitor she immediately follows what has been decided by men.
She is very hard working, spending all day in the farm. She is not pleased
with the way Juliette speaks when her father speaks. Attangana blames her
that she has destroyed Juliette.
Like other peoples in the village, she has also been affected by the new
values. To her money proves love and the most important suitor is the one
who is wealthy. She even wants to know Oko has a car or not. To her men
are superior and girls have no freedom.

6. MBARGA
He is a village headman. He talks of his importance, ―A great man like me! Is
there anyone in the village who doesn`t know that I am a very wise man?‖ He
demands that the villagers should recognize his greatness hence he has
been blessed by the dead fathers of the village in a dream. He is not afraid of
Mbia, hence he is nearly as big as Mbia.
He is proud and arrogant of his position. He wants to be introduced to Mbia
as the village headman. He later introduces himself.
Mbaga is Polygamist; he has twelve wives and think of marring another. He
also uses his position in corrupt way. He distills ―Arki‖ in his own house and
he is not arrested. He shows a lot of concern during Juliette`s marriage,
hence he expected to benefit from it.

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 He is very cunning; he flatters Mbia so much so that Mbia goes on giving him
more battles of wine. He gives a crazy idea of taking Juliette around all
offices to find a suitor. He is so ignorant that he cannot easily recognize
Sanga –Titi`s lies hence he gives him two rams so that he can purify the
village. He is also fooled into believing that Oko is a great man, greater than
Mbia.
Like other elders, he supports traditions. He is against Juliette being given a
chance to speak. He convinces members to allow Mbia to marry Juliette
since he is an important man in the government.
7. SANGATITI
He is a false Witch doctor. He is very cunning and interested in getting rich by
cheating the villagers, so he takes advantage of their ignorance. He uses his
mirror, antelope horns, etc. to fool people.
First he listens to what the villagers say and then says as if he knew it before.
His mirror tells him nothing. He hears what Atangana says about the stolen
money and pretends to have discovered it before and the villagers are
impressed.
He creates threats and fear among the villagers. He is therefore, a corrupt
man who uses villager's ignorance to exploit them. When they realize him,
they chase him.
8. MBIA
He is a second suitor who is a great civil servant. He pompously introduces
himself that he works in a large office and the secretary of state known him
personally. He is accepted to marry Juliette even if he is closely related to
her. He pays the bride price of 200,000francs.
He is polygamist, as he has eight wives and Juliette is going to be the ninth.
He is also liar; he gives the villagers a lot of lies when the villagers demand a
lot of things from him. He says he has to leave since he has to attend a
cocktail party at the secretary of state`s private residence, but spends the rest
of the day drinking Arki at Mbaga`s place.
Mbia is arrogant and lacks respect to the family; hence he wants to pay and
leaves at once. He has a petty dream of becoming a great man in the state.
He is rejected by Juliette. He becomes angry and threatens the villagers of
bringing ten Police commissioners to come and deal with them. Mbia is
corrupt and is part of the ruling class in town who get rich from villagers.

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9. JULIETTE
She is a daughter of Atangana and granddaughter of Abessolo. She
represents the educated young girls who have begun going against the
traditional values. She has been studying at Libamba Secondary School and
has passes the exam, hence everybody is happy and proud of her success.
She has fallen in love with fellow student Oko, who she wants to marry. The
family chooses her the suitors, that are Ndi and Mbia, and they want to her to
marry Mbia because he is great man. To attain her goal she decides to take
the money secretly from her father Atangana and gives it to Kouma so that
Oko can use it as a bride price.
She fights for freedom of women and the chance to express herself
confidently. She identifies her position that she needs to be free and sticks to
Oko, her choice. She is an intelligent girl, and she is fighting against
oppression of men ageist women.
She wants to teach men that women are also important in the society, since
they can make wise decisions, which might lead to development. Juliette
stands as an icon for necessary changes in the society, which is women
emancipation
10. OKO
He is a schoolboy who wants to marry Juliette. He is not accepted by
Juliette`s family since he is student and hence poor. He becomes angry when
he hears that Mbia is the chosen suitor. He is given money by Juliette, stolen
from Atangana. He is educated and is after changes, and he is against
traditions. He doesn`t want to see women being oppressed, that is why he
wants to fight for Juliette`s freedom to speak. He comes to Atangana`s home
like a great man and pays 300,000 francs. He succeeds to attain his goal, by
taking the advantage of the ignorance of the society.

DISCUSSION
―Choose only two characters from this book you have read and show
their similarities and differences”.

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 THEMATIC ANALYSIS
i. Tradition and Family
a) Economy
The people depend on agriculture as the economics of the village. The main
crops are plantation, corn and groundnuts. Also they have their have their
own crafts, for example Atangana is making a basket while Abesolo is
sculpturing or carving.
Women are the main producers in the farms, for example Atangana`s wife
has not come back early from the farm. She arrives from the farm with a
basket full of cassava, banana, sugar cane, etc.
b) Religion.
Most of the villagers still keep many traditional beliefs. They believe in their
gods and spirits for example owls and chimpanzees represent the evil spirits
of the past. They also believe strongly in the power of their dead ancestors
who watch over the society from the spirit world.
c) Bride price.
Men are supposed to pay bride price so as to have wife. The girl for whom
higher bride price is paid is valued more.
d) Taboo
Women are not allowed to eat vipers and young men eat only by special
permission. For example, Mbaga complains of the young people Belinga and
Owono because of eating the viper without elder`s permission.
e) Traditional Dances
There are dances called ―Nyeng‖ which are performed by Mezoe, Oyono and
Ondua.
f) Meetings
People seem to have tendency of meeting to discuss important issues like
marriage. The drum Is used for calling people. For example, when mbia
arrives, the drum is beaten to invite people.
g) Polygamy
Mvoutessi men are polygamous and this makes women become more
inferior. For example, Mbia has eight wives and if he marries Julliette she will
be the ninth wife.
h) Eating Etiquette
The author shows that traditionally children are supposed to observe eating
manners. When eating the elders are heard scolding the children who don‘t
eat properly.

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i) Position of women
Women occupy an inferior position in the society.
Firstly, women do nearly all work. Most men do not go to the farm except few
like Ndi. Women are also expected to come back home early after shamber
work and do the cooking. When they come late, even if they have been
working, they are trouble. For example, Makrita is still in the shamba but
Atangana is complaining.
Secondly, women have no say in the society, even on matters that concern
their life. For example, Julliette is not asked about the man she wants to
marry.
Thirdly, traditionally, girls for whom a high bride price is paid are respected
more because high bride price is the recognition of obedience and
hardworking.
Last but not least, women are beaten in the society so as to make them
obedient to their husband. Abesolo, for example is complaining because
things are changing and sometimes women are asked for an opinion. He
insists ―I warn you again, you must beat your wives! Yes beat them! And treat
your daughters just the same way‖
j) Family and Community
An individual is supposed to be loyal to the family and community at large.
Individual`s wishes are not such important. Bella for example, tells Julliette,
―since when do girls fall in love without the permission of their family?‖.
Therefore, love and marriage are the matters to be decided by the family in
accordance with the norms and values of the community.
Her bride price is to be used by Oyono, her brother to pay the bride price for
the wife she wants to marry.
k) Change
Although the villagers are still leading a large traditional life, the coming of the
Europeans has introduced many changes into the society.
Education changes the altitude of the young. They start go against their
traditions. Julliette, for example, goes against the traditions like the bride
price. To her, bride price has no great meaning that is why she even steals
the bride price and gives it to Oko.
She also, dares to speak before men like her father Atangana which is
contrary to the norms of the society

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 POETRY ANALYSIS
The Form in Poetry
Poetry can be defined as a writing that formulates a concentrated,
imaginative awareness of experience chosen and arranged to create a
specific emotional response through its meaning, sound and rhythm.
Unlike other forms of creative writing, Poetry concentrates, sharpens and
condenses what it has to say.
KINDS OF POETRY
 Narrative Poetry: This is a kind of poetry that narrates a story. For
example, in the poem ―Always a suspect‖ the poet is telling us the story of a
black young boy in South Africa who was suspected to be a thief for his
appearance and had to show documents to prove that he is innocent.
 Didactic Poetry: This is the type of poetry whose aim is instructional to
the reader rather than an appeal to his imaginative understanding. They
have explicit political or social messages e.g poverty, development,
diseases.
 Lyrical Poetry: These are poems which express the thoughts and
particularly the feelings of the writer. For example, Love poems are Lyrical
e.g ―I love my Gentle one‖
THE USE OF MUSIC
Poetry is the product of oral traditions and songs. The musical elements of
poetry are an important part of attraction.
 Rythm: A pattern of stress in speech. Rhythm is used to add to both
the meaning and music. Important words in the poem are given stress. For
example, from the poem, ―If we must die‖t he word in vain is given a stress.
 Refrain: The words or lines repeated at the end of each stanza.It can
be very long or very short. The repetition here shows the monotony of the
work.
 Symbol: The word or an image that represents other or more meaning
than what it represents in common. For example the word ―Piano‖ can
represent western culture and ―Drums‖ can represent African culture.
 Persona: The use of the pronoun ―I‖ in the poem refers to the poet who
writes the poem.
 Verse: A single line in a poem. The combinations of verses form a
stanza.
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  Poetic License: This is the ability given to the poet to use broken
English to fulfill his/her needs of conveying a message to the audience e.g.
―Your lost‖ instead of ―You are lost‖
FORM OF THE POEM
 Type of the poem: Free verse/open form type of a poem.
 Structure: The poem has four stanzas. The first stanza has seven
verses, the second stanza has eight verses, the third stanza has five lines,
and the last stanza has one verse.
 Diction: The language used is clear and straight forward.
 Figures of speech: Personification e.g‖Hollow heads torture me‖.
Irony - The persona calls his enemies friends (3rd stanza).
 Tone/Voice: The tone is serious because the persona is ready to fight
till his/her last blood.
 Mood: The mood of the persona is sad because he/she is oppressed,
tortured, harassed and confused.

HOW TO ANALYSE A POEM

 Understand well the title of the poem: Understanding the title of the
poem makes a reader to predict the content of the poem. For example, the
title‖ Your pain‖ can be predicted that there is suffering as a focus in the
poem.
 Consider the form and type of the poem---Judge whether the poem is
Lyric, narrative, ballad etc. You have to state whether the poem is
Open(free verse),or closed.
 Consider the Tone of the poet-----The attitude or mood of the poet has
great contribution to interpretation of a poem. The poet determines whether
the poet is angry, happy, sad, or serious.
 Consider the musical or sound features of a poem------Consider
Rhyme, Rhythm, alliteration or refrain. These features are very important in
poetry.
 Think about possible themes-----Consider the poets‘ central idea of
discussion. In the poem, there are one or more themes.

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  Consider the message of a poem-----The message refers to what the
poet wants the readers to know or do after reading the poem e.g. avoid
child labor, misuse of power etc.
 Consider the relevance of the poem-------Look at the issues/themes
raised in the poem. Relate what you read in the poem with what happens in
your community.
 Consider Language use-------Study how the language has been used in
molding the poem. Consider diction (choice of words), symbols and
symbolism and the uses of figures of speech e.g. Metaphor, Simile,
personification etc.
 Comment on success or failure of the poet----check the use of
language, presentation of message and themes etc.

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 SUMMONS
CO – ORDINATOR: RICHARD S. MABALA.
PUBLISHER: TANZANIA PUBLISHING HOUSE.
YEARS: 1980

It is the first collection of poetry in English in Tanzania. Although Tanzania

was under British colonialism, the poets in this collection are young people
brought up in the ferment of the policy of socialism and self reliance. Their
poetry is therefore would be expected about problems of building socialism.
They are about and against ideologies which mystify the vision people have
of themselves and of their lives.
They are also about ordinary human questions and about the search of the
poets for personal happiness and meaning in their life. There are about the
suffering of our people under imperialist exploitation, in alliance with its local
argents who include bureaucrats, and dishonest leaders.

SUN RISE (Jwani Mwaikusa)

Behold!
The sun has arisen,
And with it the sons of the land have arisen too
Forward they go,
Well armed,
Singing praises to the beauty of the sunrise,
With the determination of long-term warriors,
Challenging the enemy
With the courage of a free mind
And the vigour of a clear purpose.
Sit and wait brethren,
Wait and see what glory they bring at sunset;
How they pay homage to the land -
And their people!

Analysis of the poem

a. What is the poem about?
The poem is about the sons of the land who have risen up singing the beauty
of the sunrise. They are challenging the enemy waiting for a victory at sunset.

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b. For whom does the poem tell us that the sun has risen?
From the poem, the sun has risen to the oppressed ones (the sons of the
land i.e. peasants or workers who should rise up against oppression,
exploitation, discrimination)

c. The poet talks about ―challenging the enemy‖ who do you think the
enemies might be?
The enemies might be oppressors, humiliaters, exploiters, imperialists etc.

d. What events do you think the “sunrise and sunset” probably

symbolizes?
The sunrise symbolizes the beginning of the struggle against evils in the
society or period of rain, while sunset symbolizes the end of the struggle, and
a period of harvest.
e. With the determination of ―long – term warriors‖ what do you think the
word ――long – term‖ tells us about the poet`s view of the struggle?
The word ―long – term‖ means the distant future. The word implies that the
struggle will take a long time.
f. There is one line that does not have normal word order. Which line is it and
why is it so?
It is line 4, ―Forward they go‖ it`s function is to stress the word ―forward‖ to
encourage people to continue with the struggle.
g. The poem contains two major images. What are they?
The images are sunrise and sunsets.
Sunrise - symbolizes the beginning of the struggle (rainfall)
Sunset – symbolizes the end of the struggle or freedom time or area of
harvest.
h. What is the theme of the poem?
The poem talks about evils of colonialism/imperialism or oppressive ruling
class.
Therefore the main themes are; Exploitation, Oppression and Humiliation of
the lower classes by the powerful class.
i. What type of poem is this?
It is a sonnet poem, because it has fourteen verses with free verse.

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DEVELOPMENT (Kundi Faraja)

Development
A man of the
Enters his office
to sit on the throne
of Party and State,
His stick of power
Across the table.

He looks into the files

To see the demands
Of the millions of people
Who for years since Uhuru
Have just managed to survive
They ring out one message
Man of the people
You have always been telling us
What we need...
Health centres,
More schools,
Clean water,
Better transport facilities,
Better living conditions.

Do you plead incapable

To bring about development?

I declare running
Better than walking
For a young and poor country;
I plead fighting underdevelopment
Tougher than fighting
A wounded buffalo
With a pocket knife;
I plead underdevelopment
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 Stronger than the blows of the sea
When the hurricane is at its height.
I plead fighting underdevelopment
Tougher than combating colonialism;
I see that it's more difficult
To maintain peace
Than to stop a coup d'etat

I plead the cry

Of the nation
More painful than the yell
Of a woman
As her husband dies of sickness;
It's more painful than the screams
Of a man
Dying in agony
In the coils of the greatest python
Found in the African forest

How is development
To be brought brother
When the people to whom
We have entrusted power
Are corrupt?

I plead the stomachs

Of the privileged few
Greater than the Rift Valley;
They cannot be satisfied
With a normal share.

I plead the thirst

Of the minority
Greater than that of the Sahara:
No rains can quench it.

I reckon the minority

More sensitive to egoism
Than to National Development;
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 Nothing that is not theirs
Is of any interest.

Their response to egoism.

Is faster than camera film to light
But as slow as tropisms
to nation-building.

The majority plead

Exploited,
Cheated,
Disregarded,
But, brother,
How is development to come?

Analysis
i) What is poem about?
The poem is about development in developing countries. The poet argues
that whenever there is selfishness, corruption, exploitation, and oppression
there will be no development.

ii) Is the persona happy in this song? Why?

The persona is unhappy. He is complaining about the behaviour of some
leaders who are corrupt, selfish, and irresponsible. Such leaders lead the
countries into underdevelopment
iii) What does the term ―Egoism‖ means in this poem?
The term ―Egoism‖ refers to selfishness. It is thinking of one`s own interest or
needs without thinking about others. It is also means not sharing what one
has with others.

iv) Trace the verses which trace the possible themes and tell what themes
they carry?
a) ―…the people to whom we have entrusted power. Are corrupt‖ These
verses carry theme of corruption.
b) ―I reckon the minority, More sensitive to egoism‖ these verses are
portraying the theme of selfishness.
c) ―The majority pleads exploitation‖ it depicts the theme of exploitation.

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v) Discuss the themes found in this poem?
a) Selfishness. It is the thinking of one`s own interest or needs without
thinking for others, or it is the behavior of not sharing what one has with
others. In the poem, the poet has depicted selfishness of leaders as one of
obstacle against development in the developing countries like Tanzania.
The leaders are sensitive to selfishness than building the nation. He says:
―I reckon the minority
More sensitive to egoism
Then to National Development‖
It is true that the selfishness of most leaders is very dangerous in the
process of development.
b) Corruption. It is immoral action where one gains his favour by giving
bribes. It can be in terms of sex or materials. This is a problem which most of
developing countries and even the developed ones are facing.
In this poem, the persona argues that it is very difficult for a nation to
develop when corruption dominates the society. We cannot get development
with the corruption. The persona says,
―How is development
To be brought brother
When the people to whom
We have entrusted power
Are corrupt?‖
Therefore the poem maintains that corruption hinders the development.
c) Classes in the society. In this poem, the persona has pinned down the two
major classes in the society. The first class is the upper class in which the
persona seems to dislike it.
To him this class includes the minority who are selfish and corrupt. It is the
class of the people whom we have entrusted power.
The poet say,
―I plead the stomachs
Of the privileged few
Greater than the rift valley;
They cannot be satisfied
With a normal share.
The second class is that of the majority who are exploited, cheated, and
disregarded. In the last stanza, the persona says:
―To majority plead

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 Exploited
Cheated.
Disregarded
But brother
How is the development to come?

d) Exploitation. It refers to the use of manpower or materials selfishly or

unfairly. In this poem, the minority are selfish and not satisfied with what they
have. The poet says:
―To majority plead
Exploited
Cheated.
Disregarded
But brother
How is the development to come?

The lower class is complaining that the upper class is exploiting them. So
with this evil, there will be no development.

d) Poor social services. The persona has discussed the issue of social
services in the society. Since independence, people have been demanding
better living standards and improvement of social services. But all these
years of Uhuru have proved failure. Leaders have proved incapable of
bringing development. People need health centers, more schools, clear
water, better transport facilities and better living conditions. In the second
stanza, the persona says:
He looks into the files
To see the demand
Of the millions of the people
Who for years since Uhuru
Have just managed to survive
They ring out one message
 Man of the people
You have always been telling us
What we need…
 Health centers
 More schools

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 Clean water
 Better transport facilities
 Better living conditions.
From the above stanza, development seems to be tough. Luck of social services
are indicators of underdevelopment.
According to the persona, all these problems have been contributed by leaders.
They are not capable. Here says,
―Do you plead incapable
To bring about development?‖
6. What do we learn from this poem?
The lessons we get from the poem is that; wherever there is egoism,
corruption, exploitation, poor leadership, then it is too difficult to develop.
Therefore, we should fight against all these evils.

7. What is the form of the poem?

a) Type of the poem.
This is an open form of poem. The poem length varies systematically in the
length of the verse, and in number of verses in each stanza. There is no
pattern to explain the poetic form.
b) Structure of the poem
The poem has twelve stanzas. The first has six verses, the second has
fourteen, the third has two verses, and the fourth has ten verses, while the
fifth has five verses, the sixth has ten verses, the seventh stanza has five
verses and the eight has five verses.
The ninth stanza has four verses, the tenth has five verses but the eleventh
stanza has four verses and the twelfth stanza has six verses.
e) Language/ diction
The language used in this poem is simple, ordinary, clear and straight forward.
Although the language characterized by the following:
i) Repetition of words for emphasis i.e. ―plead‖ ―underdevelopment‖
―development‖ and ―A man of the People‖
For stance, ―A man of the people‖ emphasizes an irony towards leaders.
ii) Barbarism: the poet has also used a swahili word, i.e. ―Uhuru‖ in the
2nd stanza.

f) Hyperbole

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g) Exaggeration is used to magnify the ideas, example, ―the stomachs of the
minority greater than that of the Sahara‖
iii) Personification has been used in this poem. This can be seen in the
fourteen stanza when a country is given qualities of running and walking. The
persona says:
―I declare running
Better than walking
For a young and poor country…‖
d) Tone/voice
The altitude of the poet is ironic, sympathetic or satirical. The persona is in
very deep feeling.
e) Mood. The state of mind of the poet is ironic, serious and angry: this is due
to exploitation, selfishness and corruption. The pardoner hates the leaders
who are selfish, corrupt and exploiters.
f) The relevance of the Poem. The poem is relevant to all developing
countries, like Tanzania and other African countries where corruption is
rampant. The persona says: ―How is development
To be brought brother
When the people to whom
We have entrusted power
Are corrupt?‖

LIVE AND LET DIE (KUNDI FARAJA

One says that

My children are dwarfs
That no one seems taller
Than the other.
That they never take a bath,
That they are soiled,
That they eat lice
From their clothes
Let them eat, brothers,
Until the system changes.
Until exploitation ends:
Let them eat brother,
Because we are on the way
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 To build Ujamaa
But, at present,
The system has not changed.
Let them eat, brother,
Because the rich nations
Are not yet ready
To die a little
So that the poor nations may live:
Let them eat, brother,
Because the rich man
Is not yet ready
To die a little
So that the poor man may live.

Let them drink water.

Let them eat air.
Let them digest the sunshine
Because that is what
I can afford to buy.
Meanwhile I wait
For Uhuru to flower,
For Uhuru to come
When the time is ripe.

Let them eat brother.

Because the rich man
Is convinced that
It's because I'm lazy
That they don't have food.
That they don't have good health.
That they wear rags.
And that their house
Is like an abandoned hut

Let them eat brother

Because the rich man
Thinks that it's because
I don't plan my Family
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 Let them eat brother.
Because the rich man
Does not like to hear
That he is rich
Because of me
That I work hard,
But for him and
Not for myself
That it's only because
I'm a slave of a system
That I lead a poor life

GUIDING QUESTIONS
i. How many stanzas does this poem has?
This poem has six stanzas.
ii. What is the poem is about?
The poem is about a poor person who is disappointed with the existing
system. The relationship between the developed countries and developing
countries is exploitative in nature.
iii. What do you think the poet means when he says, ―to die a little‖
He wants the rich nations to relieve the poor nations so that they can
develop. Therefore, to die a little‖ is to be considerate for the benefits of the
poor countries.

iv. What type of poem is this?

It is an open form poem. This is because the number of syllables varies in
each verse, even the length of the verses varies. There is also a variation in
number of verses in each stanza.
v. Themes
Exploitation. It can be looked in different forms; it can be through forced
labour, un equal exchange etc. The foreign bourgeoisie uses African
government leaders and businessmen as puppets to protect their interest and
to help continue exploiting the African masses. The presence of poor living
conditions in the society is result of exploitation. The poet says―
―one says that
My children are dwarfs

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 ...they are soiled
That they eat lice…
…let them eat brothers
...until exploitation ends‖
In other words, exploitation has made most of the families lead poor life.
a) Impact of neo – colonialism to developing countries. Neo colonialism refers
to the use of economic or political pressure by powerful countries to obtain or
to keep influence over other countries especially their former countries. The
poet argues that since big countries are using their powers in economy and
political matters, then the poor countries will not develop. In this poem, neo-
colonialism can be evidenced when the poet says:
…because the rich nations
Are not yet ready
To die a little
So that the poor nations may live.‖
The persona sees neo-colonialism as an obstacle to development. Had the
rich countries been ready to reduce powers over these poor countries, it
would have been easier for poor countries to develop. But the rich people and
rich nations are not ready.
b) Poor living conditions. The standard of living among most Africans is below
the average. Most people are living poor life. They do not get important and
necessary services at better level, i.e. few schools, poor health centers, poor
communication systems, etc. Due to this, children are getting Kwashiorkor as
a result of underfeeding. The existing system has failed to solve problems in
order to improve the living condition. The poet says,
―one says that
My children are dwarfs
That no one seems taller
Than the other
That they never take a bath
That they are soiled
The health of these children seem to be poor due to poverty.
c) Classes in the society. Two classes of people emerge in this society,
especially after independence. The class of poor people does not own
anything. That is why the poet says:
…because the rich man
Is not yet ready

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 To die a little
So that the poor man may live…
This proves that the rich are exploiting the poor. The relationship between
these two classes is exploitative in nature.
d) Poverty. It is a state of being poor, or lack of important human needs. Most
of Africans are poor, they cannot afford basic needs. On this poem the poet
says:
Let them drink water
Let them eat air
Let them digest the sunshine
Because that is what
I can afford to buy
…that they don‘t have good health
That they wear rags.
h) What lesson do we get from the poem
The system must be changed in order to improve the living conditions of
developing countries. Exploitation done by both the rich people and rich
nations is an obstacle to the development.
Form of the poem
a) Type of the poem?
It is a free verse poem.
b) Language/ diction
The language used is very clear and straight forward. The poet has employed
images and figures of speech.
i) Satire. ―let them digest the sunshine because that is what I can afford to
buy‖
ii. Symbolism. ―to die a little ― to sacrifice a little bit‖
iii. Imageries. The poet has used the terms ―dwarfs, soiled, rags, abandoned
hut‖ indicating poverty.
d) tone/voice
The tone of the poet is satirical and sad.
e) Rhyme schemes
It has irregular rhyme pattern.
f) The relevance of the poem
The poem is relevant to all developing countries where most people are still
poor and there is exploitation of lower class by rich people.
g) Mood of the poet

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The altitude of the poet is sad. He believes that if the system is changed, then
development can be achieved.

LOST BEAUTY
BY JWANI MWAIKUSA

There are only white women

around:
Awful fakes of white females
Reflecting an awful mass of
ugliness:
And I want a lady
To mount the rostrum with
And announce to the world:
―Black is beautiful!‖
Yes,
I want a black beauty queen
With ebony thighs and huge hips
With skin sweating blackness
And a face dark as the night
And bare breasts bouncing
Vigour and energy.
But my eyes, oh my eyes!
They don‘t see anything black;
It‘s only white skins and masks
Flashing past and slashing,
Destroying my sight so
I can‘t get what I want.
I cry and sing to them
The inbred tune of our people,
I shout to them in the black tongue
But no black sister hears me;
Only white masks I see.
I turn and weep upon myself
And then, only then I realize:
I am not black either.

APPRECIATION
INTRODUCTION
Lost beauty is a critical poem written by a late Tanzanian professor, Jwani
Mwaikusa (1952-2010) that clearly depicts the effects both colonialism and
neo-colonialism have had on Africans and African culture in general. Today
most Africans are suffering from colonial hangovers. While some wish they
were born white, some have taken a further step ahead trying to make
themselves look white. So they strongly struggle to appear at their best, think,
act and live like white people. What they forget however is that described by
Okot P‘Bitek in the ―song of Lawino‖ that ―The graceful giraffe cannot become
a monkey‖ this is to say Africans should remain Africans and white men
should remain as they are.

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THEMATIC ANALYSIS

EFFECTS OF NEO-COLONIALISM
Principally, the poem assesses the effects colonialism has had on the African
culture. African culture has been seriously damaged by what Africans were
fooled to believe as the way of civilized people.
Today most Africans, (especially women), struggle to change their skin
colour using cosmetics, curl their hair and as if that‘s not enough they wear
wigs with different white women‘s hair fashions. They don‘t even realize that
black colour is stronger than their white counterpart. Nevertheless, according
to the poet the more they beautify themselves in white fashions the uglier
they look (line 3). He has the following to say (lines15-17)
My eyes oh my eyes
They don‘t see anything black
Its only white skins and masks.

AFRICAN NATURAL BEAUTY

Initially Africans were very proud of their body morphology, but in the turn of
the 20th and 21stcenturies things have changed dramatically. Africans were
created naturally beautiful, and for so long they have lived appreciating this
wonderful creation. However, after the coming of white people things have
changed in a sense that Africans now cling to the culture that is not theirs.
Not only has this affected the way they look at things but also the way they
themselves appear. It is hard nowadays to get a naturally beautiful African
lady. They curl their hair and wear wigs to look like white women. They don‘t
realize that black is beautiful says the poet.(lines 9-14)
I want a black beauty queen
With ebony thigh and huge hips
With skin sweating blackness
And a face dark as the night
And bare breast bouncing
vigour and energy
AWARENESS
The poet‘s reflection on himself draws a clear picture of awareness and
consciousness by showing how grand is this dilemma. He goes back and
looks at himself; perhaps the way he dresses, the food he eats, the language
he uses, the education he has and his general lifestyle and comes into a

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 conclusion that these values are not African either. This is to say the poet is
aware that colonialism has left effects to both African men and women. This
sense of awareness comes to him in the last stanza when he says;
I turn and weep upon myself
And then only then I realize
I am not black either.

BACK TO AFRICANISM
The poet seems to table a discussion for African to debate and arrive at a
conclusion on whether or not the direction we are heading is right. We need
to stop a bit and rethink where we came from where we are, where we should
have been. We are losing our identity as Africans while in the process we
shall never be white people altogether. This has been a concern of most
African novelists, poets/poetess, and playwrights. Since white people never
wish to change and look like Africans, then why should Africans do? Since
the graceful giraffe cannot become a monkey, let us be proud of our
Africanism and struggle to create a black identity. As the poet says in (lines 4-
7);
And I want a lady
To mount the rostrum with
And declare to the world
Black is beautiful.

STRUCTURAL ANALYSIS

a) What does the title ―Lost beauty‖ tell you?

The title shows that there was some kind of beauty initially which has been
lost now. It simply refers to Africans who have lost their natural African beauty
in the process of trying to look like white people by using artificial designs.

b) The poet says ―my eyes oh my eyes! They don‘t see anything black‖ what
does he mean?
Considering the surrounding atmosphere in the poem it shows that all the
people around him have masked themselves with European fashions and he
can‘t find one who is displaying the qualities that are completely African.

c) Who is the persona in this poem?

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 The persona is an African man who is aware of how European culture has
dismantled African culture.

d) Comment on the tone and the mood of the poem.

The tone is lamenting, satirical and sarcastic. The persona cries for the
change that has taken place, but later he realises that even himself is
affected by this change. This makes his mood sad and unhappy.
e) The poet says, ―I shout to them in a black tongue‖ what do the words ―black
tongue‖ mean?
The fact is, there is no black tongue in colour, but ‗black‘ here implies African
tongue. In other words it means in a way (language) that Africans can hear
and understand.

f) Comment on the figures of speech and poetic devices.

 Simile;
And a face dark as the night
 Hyperbole :
―to mount the rostrum with and announce to the world‖ the fact is one cannot
announce to the whole world from a rostrum (stage)
 Repetition
My eyes oh, my eyes!
 Imagery
―White masks‖ this is an image of Africans who have artificially changed
themselves to look white.
 Alliteration
Black beauty queen
And bare breast bouncing….

g) What message do you get from the poem?

Africans should be proud of their identity.
Black is beautiful

h) Read again the last line of the last stanza. In what sense is the poet not
black?
The poet realizes that he is not black in a sense that the white men values
have affected him as well. And not in terms of skin colour.

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RELEVANCE
The poem is relevant to most African countries since the effects of
colonialism have affected the whole continent. Today a lot of women struggle
to change their black skins to be white by using cosmetics. Some even hate
their black hair and were wigs or curly their hair.

NECTA (2012) poems have their own part to play in the struggle to create a
new man. Use the poem above to prove the statement.

YOU ARE LOST

Isack Mruma

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 Questions (BRN 2013)
STRUCTURAL ANALYSIS

i. How many stanzas are there in the poem?

There are six stanzas in the poem.
ii. What is the tone/mood of the speaker?
The tone is sad and lamenting.
iii. Comment on the use of figures of speech.
Barbarism
To you dada
It is to you dada
Personification
… the tenderness that asks where my wallet is
With your passion chasing my bank account.
iv. Comment on the rhyming scheme.
The poem has irregular rhyming patterns with exception of only two lines that
seem to rhyme. Lines (14-15)
Never are passions cool
To you I am now a tool
v. Is the poem relevant to the society today? Why?
The poem is relevant to our societies today because today love can be
bought. Most girls today wish to marry men who are well-off. And if at some
point in your life you happen to have money then you have a dozen of girls
around you kissing, hugging and chasing for your money, but the moment
you run bankrupt you lose all your girls altogether.

vi. What are the themes of the poem?

HYPOCRITICAL LOVE
The kind of love portrayed in this poem is not the true one. It is a love focused
on money. This girl kisses the man only when she notices that he has money.
If the guy happens to have no money she minds her own business, then
there is no love.
Your glance sister,
Is to me the measure
Of the heat of the dough

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In my pocket
The persona shows that the girl has turned him into the tool of production or
the source of income. He works and his entire wage is claimed by the
woman.
Never are passions cool
To you I am now a tool
And all my wage is now the fare
I ride on your throbbing kisses

PROTEST/CONFLICT
The man in the poem shows a sense of protest because he has realised that
his mistress is not in true love with him. The woman‘s love is focused on the
money she gets. When no money, no love. So the man is protesting against
his mistress‘ behaviour.
It is to you dada
That my pen tears the pad
For I only see your love
Focused on my purse (wallet)

AWARENESS
The man is aware that the woman is only exploiting her money in the name of
love. Even when she pretends to touch him romantically, she just searches
for the wallet. So the man has realised that her love was lost a long time ago,
what makes it going is money. Here says the poet;
It is you I accuse,
Because your love is lost
And you only touch me
With the tenderness that asks
Where my wallet is

PROSTITUTION
The woman seems to be engaged in prostitution because her love is for
sale. She looks for people with money and has no true love. This is a very
dangerous behaviour because it exposes her to terrible sexually transmitted
diseases. The man shows that the woman is always chasing his bank
account.

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 For I only see your love
Focused on my purse
With your passions
Chasing my bank account.

What lessons do you lean from the poem?

a) Prostitution is dangerous because it may expose someone to STDs.
b) Love based on money is not good. Because when one runs out of money love
is lost altogether.

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 SONG OF LAWINO AND OCOL
Poet: Okot P Bitek
Publisher: EAPH
Year: 1979
Okot P Bitek was born in Gulu town (Northern Uganda) in 1931. He is Acoli
by tribe. His father was a teacher at Gullu Mission Centre. His mother was a
composer and singer of Acoli songs. Okot got his education from Gulu High
School. King‘s College. Budo (Uganda): Government Training College
(teacher): Bristol University (Education Diploma): University College of
Wales. Abersytwyth and Oxford University. He was once a choir Master and
a footballer. He was interested in oral literature.
A SUMMARY OF THE POEM
Song of Lawino is a dramatic monologue which reveals two characters,
Lawino and her husband, Ocol, In disagreement. Both Lawino and Ocol
belong to the Acoll tribe of Northern Uganda. They represent an African
husband and wife. Ocol is educated and westernized while Lawino is not.
Section 1: Lawino tells us how Ocol insults and looks down on her and her
ways, family, clan and all black people and their traditional ways. Lawino
reacts on Ocol‘s insults by mocking him with his Western ways.
Section 2: Lawino introduces us to Clementine, the city girl who is her rival
for Ocol‘s love. She despises the way Clementine resorts to artificial ways of
beautifying herself, like using cosmetics, wearing wigs and slimming. She
thinks she can compete with Clementine by welcoming her husband warmly,
and by the preparation of good meals, etc.
Section 3: Presents Lawino‘s attitudes towards European traditional dances
which she thinks are meaningless, immoral and unhygienic. They encourage
people to embrace and kiss in public and hence ignoring the respect for
relatives. In addition, they dance in darkness, with the dancers drunk,
smoking and wearing improper dresses. Lawino prefers traditional dances
which she believes are meaningful, require skills and they are danced in
broad daylight and in the open.

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SECTION 4
Lawino describes the game, ornaments and other accomplishments of the
Acol youth. She is remembers how beautiful and skillful she was when she
was still young and how she used to be admired by all the boys including
Ocol because of her singing and dancing
Section 5
Lawino condemns the western hair treatment (style) and the wearing of wigs
and head kerchiefs. She sees that there is no reason for aping the European
in their fashion styles because what is good for Europeans may not be
necessarily good for Africans. She also describes the beauty of traditional
hair styles and adornments of body and and the way they attract young men.
Sectin 6
Lawino confesses her ignorance of how to eat with forks and spoons. She
despises the tastelessness of the timed and frozen food and the cooking
stoves of the white men. She describes how every young ocol girl is taught to
look after the home and prepare food. She also describes how nicely her
mother‘s house is organized.
SECTION 7.
Lawino compares the western ways of telling time by counting seconds,
minutes and hours by clocks with the traditional ways of observing nature or
by needs felt by human being. She makes funny of Ocol for becoming a slave
of time to the extent of being unhappy and restless and blames him for
treating his children and relatives with great disrespect for the sake of
observing time.
Section 8
Lawino expresses the attitude toward the Christianity and those who preach
and love it. She blames the preachers of Christianity for maltreating their
converts. She shows that the missionaries are wrong in their way of thinking:
Education, sexual morality and naming individuals. She blames the preachers
for preaching good things but practicing things contrary to Christianity. She
thinks that it is better to join with her poor people in the area where
meaningful and relevant songs and cultural activities are performed.

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Section 9.
Is a continuation of criticism given against the preachers and Christian
doctrine. Lawinno criticizes the preachers for failing to answer the questions
concerning Christianity. She also questions Christian doctrines of creation,
virgin birth and Eucharist
Section 10
Lawino tells us how Ocol despises traditional medicine, hygiene, food, and
child upbringing. She believes that like European medicine, some Acol
medicine work and some do not. She compares her belief in traditional spirit
and charms to Ocol‘s belief in rosaries, angels and the power of prayer.
Section 11: Lawino attacts the local leaders of two rival parties her husband,
Ocol, and his brother. These leaders talk about independence, unity and
peace, only to bring more conflicts and disunity even within the family. She
also attacks the folly of these leaders: engaging in political conflicts and
forgetting the suffering of the people under poverty, ignorance and diseases.
Section 12: Exposes the irrelevance and effects of Western education.
Lawino asks Ocol of what use for him are the books as person since the
knowledge in them cannot help to create a better society. According to her,
the books have killed Ocol as a man with Western education has brought him
to the point where he belongs neither to European culture nor to African
culture.
Section 13: Lawino advises Ocol on how to regain his manhood. According
to her, he can do that by throwing away all the symbols of hypocrisy, by
begging for forgiveness of the elders, offering traditional sacrifices using
doctors and medicines.
CHARACTERIZATION
This poem contains three characters: LAWINO, OCOL and CLEMENTINE.
Lawino
An African woman who lacks formal education and who is not converted to
Christianity (p.14), A strong upholder of African tradition (good or bad). She is
proud of her womanly and cultural accomplishment. She despises all the new
ways (good or bad) being followed by her husband, Ocol. She is a
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responsible mother who loves and cares for her children. Like any other
person, she is jealousy and most of her bitterness to her rival-Clementine, is
provoked by her appearance (p.24).
Ocol
He is an African man who has got Western education (University education).
He imitates the white men in everything and he is proud of and upholds all
Western ways (good or bad). He despises all traditional ways of life (good or
bad). He despises Lawino and her relatives, his own relatives and all black
people. He is arrogant (Eg. Abusing, Lawino in English). He is Hypocrite
politician (leader of DP) who preaches unity and at the same time he is in
conflict with his brother who belongs to another political party (UPC).
Clementine
She is a modern girl; she is Ocol‘s girl friend and a rival of Lawino. She is a
westernized woman who symbolizes Western fashions and behaviours of
women. She imitates the white women in their ways. She is fond of
artificialities. She is arrogant (p.27).
THEMES
This poem has the following themes: African traditions, Protest, Conflict.
Disunity/Allenation, Hypocricy, Position of women in society, etc.
African Tradition
Based on traditional beliefs, Lawino believes that when diseases such as
small pox attack people, the players and sacrifices to the ancestors can help
to eradicate the disease, (p.154). The Acoll believe in the powers of
ancestors, spirits gods. Lawino describes the various spirits that cause
trouble. For example, Joke Omara (for madness). Joke Odude (for tying up a
woman‘s womb). Etc.
The acoll also believe in the ability of diviner priests. Lawino blames Ocol for
condemning diviner priests. She believes they can tell the cause of diseases
(pp.153-162). The Acoll believe in witchcraft. Lawino believes that someone
(shadow raper) can capture the child‘s shadow for evil purpose (pp.162-164).
They believe in the power of human curse. For example, the father can curse
child by pointing his penis at him or her. The mother can do that by lifting her
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husband‘s penis. The curse of one‘s aunt can cause a person to pass in his
or her bed. There is a system of naming people. Normally, the names given
have meanings. The meaning derived from the fact that people are named
according to one‘s position in the line of birth, the place, season or occasion
of birth, one‘s body attraction, one‘s fate, behavior of one‘s parents, etc. (pp.
129-131.
They hold some taboos. It is a serious taboo for a woman to refuse to have
sexual intercourse with her husband when she is ready to have another child.
She is not allowed to have sexual intercourse when the baby is still young
(pp. 99-100).
Other African traditions found in the text are: Dances, songs, adornment,
telling time, food, medicine and hygiene, etc. If we try to assess African
traditions, we find that while most of them are good, these are few to assess
African traditions, we find that while most of them are good there are few
others, which are bad and not progressive. Some of these traditions include
superstitions. Poor hygiene, ignorance, etc, However, the pumpkin in the old
homestead must not be uprooted. This means that one should not destroy
something which is durable and which ensures security. The pumpkin offers
security from hunger if there is famine. Also, it sends its foot deep into the soil
and then grows, spreading itself in all directions. The root can be compared
with the root of a very deep tradition.
Protest
To protest refers to the act of going against (to be in opposition) ideas,
statements or directions. In this poem, it is Lawino who protests. She has
great love for African ways and deep dislike for foreign ways. However, we do
not have to agree with her argument. We must take her arguments critically.
She protests due to the fact that she is dissatisfied with Ocol‘s ideas,
practices, and attitudes towards her, her relatives, his relatives and the black
people and their ways of life. She also protests against Clementine‘s ideas
and protest, i.e. arrogance, artificially, aping Europeans etc.
Lawino protest against foreign things and ways, artificially, aping Europeans
and modern politics.
Lawino attacts Christianity in the following aspects:

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She attacks the preachers (missionaries) teachers, etc for using religion to
exploit and oppress their converts (i.e. making them house girls). The
preachers show hypocrisy. They do not practice what they preach. For
example they drink and seduce girls. They are unable to make people
understand what they preach. This is probably because they themselves do
not understand well what they preach or because their teaching methods are
poor. They do not like questions. The Christian doctrine is incomprehensible,
meaningless and irrelevant to Africans. For example, Lawino fails to
understand the concepts of creation and virgin birth. Christian names are
meaningless and difficult to pronounce. Lawino protests against songs and
dances (European), i.e. the songs and dances have no meaning and
relevance to her society.
Lawino protests against Europeans adornments i.e. Clementine has to resort
to false and unnatural cosmetics, straightening her hair, wearing wigs,
wearing false breasts, slimming (pp. 22-24, 26). These adornments and
artificialities distort the natural beauty of the African women. Lawino protests
against Europeans food. She dislikes European food because it is useless.
Lawino protests against European medicine and hygiene. She condemns
Ocol‘s negative attitude towards all Acoll medicines and positive attitude
towards European medicine because they are modern (pp. 154-155).
Lawino protests against Western education. She condemns Western
education for corrupting Ocol‘s mind to the extent of alienating him from the
African culture. His identity as a blackman (manhood) has been killed by
Europeans education (pp. 207-209). Also, Lawino protests against artificially
and aping foreigners.
Conflict
A conflict is a fighting, collision, a struggle, a contest, opposition of opinions,
purpose, and tec. In short, we can say that conflict is a misunderstanding
between two sides.
A conflict can arise when different groups have conflicting ideas, beliefs,
purposes, opinions, interest and values. If they do not compromise, their
differences become more and more extreme and fanatical. Haired and
jealousy also play a role in increasing conflict.

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The main cause of conflict in the book is the existence of the two opposing
cultures African and European. The types of conflict in the book can be
grouped as follows:
A conflict between Africa Culture and European Culture
The differences existing between these two cultures cause conflicts in the
society.
Example:
Traditional religion vs Christianity
Traditional dances vs foreign dances
Traditional medicine vs modern medicine
Traditional adornments vs foreign adornment.
African ways of telling time is modern ways of telling time
Conflicts between People
The conflict takes place because each individual holds different cultures.
Examples
Ocol vs Lawino
Ocol insults and despises her and Lawino‘s relatives that they are
uneducated, pagan, primitive and superstitious. Lawino reacts by urging that
the European culture has killed Ocol‘s manhood. She blames and accused
him of following the ways of the Whiteman and despising his own people and
their ways.
Ocol vs His Relatives
Ocol despises his relatives that they are dirty, pagan and primitive. For
example, he is reluctant to welcome his relatives, including his own mother to
his home because he believes they are dirty and are a burden to him (pp.
151-152).

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Lawino vs Clementine
Lawino and Clementine are in conflict for Ocol‘s love. Clementine speaks to
Lawino arrogantly: Lawino despises Clementine for the latter‘s artificially and
arrogance.
Conflict between politics
Disunity/Allienation
Educated people like Ocol alienate themselves from the African culture. Also,
they alienate themselves from the follows (Africans who are not educated).
Christians such as Ocol also alienate themselves from non-Christian. So this
brings disunity among the people of the same clan.
Conflict among the people also causes disunity among the members of the
society. For example, there is disunity among political parties such as DP and
UPC. This situation leads to misunderstanding among the people. Therefore
this is a factor which can hinder development of any society.
Hypocrisy
Hypocrisy means making oneself to falsely appear to be virtuous or good
(better). Lawino attacks Hypocrite politician. She blames Ocol the leader of
the Democratic Party (DP) and his brother who belongs to a different party,
Uganda People‘s Congress (UPC). They both preach independence, unity
and peace, but they bring conflict and disunity even within the family (pp 180,
182, 183). Also, these leaders are not interested in the welfare of the people,
but in positions and money. While they are locked in political conflicts, people
suffer under ignorance, poverty, and diseases (p. 198). This habit causes a
lot of problems to the society, hence hindering, and social development.
Betrayal
Ocol is a great betrayer in this book. This is because he insults and despises
Lawino and her relatives by saying they are uneducated, pagan, primitive and
superstitious. Also, he despises his relative that they are dirty, pagan and
primitive. For example, he is reluctant to welcome his relatives, including his
own mother in his home because he thinks they are dirty and burden to him
(pp. 151-152). This is a sign of betrayal.

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Also, Ocol betrays his wife (Lawino) by falling in love with Clementine. As a
married man, Ocol is not supposed to do that. This habit causes conflicts to
this family. After acquiring Western education Ocol alienates himself from
African culture. This habit is a symbol of betrayal due to the fact that Ocol (an
educated man) fails to use his education to educate or liberate his society
from ignorance, Poverty and diseases. Betrayal of any kind in a society is
dangerous for it can cause disunity, humiliation, oppression as well as
alienation among members of society.
Position of Women in the Society
The writer portrays women in various ways in the society.
Firstly, a woman as portrayed as an oppressed, humiliated, alienated,
exploited person in her society. This is seen through Lawino who is
oppressed, humiliated, alienated as well as exploited by her husband due to
the belief that she is uncivilized uneducated static and unchanging woman.
Secondly, a woman is portrayed as a mother who is responsible members of
her society Lawino, as a mother, is responsible as seen when she makes
sure that children have eaten. A mother of this his hind is indeed a good
mother.
Thirdly, a woman is portrayed as strong representative upholder of African
tradition (whether good or bad). She fights against Western culture which has
been interfering with African culture.
Fourthly, Lawino is one among the majority of African women who lack formal
education. This symbolized that African women are humiliated, segregated,
oppressed, discriminated, exploited as well as alienated in the society
compared to men. This situation causes inequality in the society and deprives
women of development rights.
Western Culture
It was introduced by Europeans. Europeans used religion and education to
destruct African culture. Western culture brought disunity among Africans. i.e.
Christian vs. Europeans to the African countries caused a lot of problems in
all aspects of life including culture, economic as well as political sphere of life.

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NOTE
The conflicts have not yet been resolved. Whether the conflicts will be solved
or not it depends on the kind of reaction Ocol‘s will show to Lawino‘s advice
on how to recover his lost manhood. Unfortunately, Ocol seems to reject her
advice because in the introduction of Song of Ocol attacs Lawino and some
of her ways and strongly defends his.

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 BIBLIOGRAPHY
Conteh,O. (2002) .Unanswered cries: Macmillan.

Mapalala, B. (2006). Passed Like a Shadow: DUP.

Mbia, O. (1994). Three Suitors: One Husband: Eyre Methuen.

Ndunguru, SN.(1997). A Wreath for Father Mayer of Masasi :Mkuki na

Nyota.

Ngugi wa Thiong‘o (1972). The Black Hermit: Heinemann.

Ngugi wa Thiong‘o (1972).This Time Tomorrow: Heinemann.

Ngugi wa Thiong‘o (1987). Weep Not Child: Heinemann.

P‘Bitek, O. (1979). Songs of Lawino and Ocol : EAPH.

R. Mabala, R. (1980). Summons: TPH.

Soyinka, W. (1963).The Lion and the Jewel: OUP.

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