The Fight for Freedom in "My Children! My Africa!" by Athol Fugard

Introduction

The fight for freedom and equality during the era of apartheid in South Africa was a complex and multifaceted endeavor, marked by competing ideologies and strategies within the black community. Athol Fugard's play, "My Children! My Africa!", explores the dichotomy between two prominent characters, Mr. M and Thami Mbikwana, and their differing approaches to combating the oppressive apartheid system. This essay delves into the nuanced perspectives of these characters, examining how Mr. M's unwavering commitment to passive resistance and education contrasts with Thami's inclination towards immediate and violent action. These differing viewpoints are rooted in their distinct personal histories, experiences, and perceptions of hope.

Mr. M's Vision of Hope through Education

In the apartheid South Africa of the past, where the oppressive system of racial segregation was a stark reality, the black community found itself divided over the best approach to dismantle this unjust regime. In Athol Fugard's "My Children! My Africa!", this division is personified through the characters of Mr. M and Thami Mbikwana. While both are driven by a desire to end apartheid, their methods and philosophies diverge significantly. This chapter explores Mr. M's unwavering commitment to passive resistance and education as a means of fostering hope and change.

Mr. M emerges as a character deeply rooted in the belief that education is a powerful tool in the fight for freedom. His dedication to teaching stems from his conviction that education not only offers hope for the future but also possesses the capacity to effect transformation in a society entrenched in racial discrimination. Mr. M's faith in the transformative power of words and passive resistance is evident when he articulates, "I feed young people to my hope. Every young body behind a school desk keeps it alive" (Fugard, 34).

This assertion provides a glimpse into the emotional resonance of Mr. M's commitment. The metaphorical use of the word "feed" underscores his reliance on the students to sustain his hope, likening them to the lifeblood of his mission. Furthermore, the term "alive" evokes an image of vigor and vitality, signifying the rejuvenating influence that the students exert on Mr. M's determination. The phrase "behind a school desk" underscores the pivotal role that education plays in his vision, emphasizing the significance of those individuals who acknowledge the potency of words and seek knowledge as a means of resistance.

However, as Mr. M's engagement with his students unfolds, he confronts the harsh realities that they face. Many of his pupils, despite his tireless efforts, become ensnared in the cycle of poverty and hopelessness that has plagued the black community for generations. He laments,

"Wasted people! Wasted chances! It’s become a phobia with me now... to put your heart and soul into educating an eager young mind which you know will never get a chance to develop further and realize its full potential" (Fugard, 26).

In this poignant passage, the term "phobia" vividly conveys the depth of Mr. M's emotional investment in his role as an educator. It paints a picture of a man who is haunted by the persistent failure to break the cycle of despair that engulfs his students. The phrase "heart and soul" further amplifies the extent of Mr. M's commitment to nurturing young minds and providing them with hope through education. While the children represent a source of hope, they also become a source of despair, mirroring the complexities of the struggle for freedom.

In essence, Mr. M's unwavering faith in the power of education to counter apartheid is a testament to his character. He derives inspiration from his students, and despite the challenges and disappointments he faces, he continues to believe in the transformative potential of words and passive resistance. The chapter underscores how Mr. M's commitment to education and his unwavering hope in its power serve as the foundation of his approach to resistance against apartheid.

Thami's Hopelessness and Embrace of Violence

In stark contrast to Mr. M's unwavering commitment to passive resistance and education, Thami Mbikwana embodies a different perspective—one characterized by hopelessness and an inclination towards immediate and violent action. Thami's worldview is profoundly shaped by a generational history of oppression, despair, and the absence of positive role models. This chapter delves into Thami's descent into hopelessness and his eventual embrace of violence as a means of effecting change.

Thami's hopelessness is rooted in his ancestral history, one characterized by generations of defeat and acceptance of a life marked by inferiority despite their hard work and moral values. Growing up in an environment where this hopelessness is ingrained, Thami has never known a world where he could aspire to a better future. He poignantly reflects,

"I see a generation of tired, defeated men and women... We have woken up at last... Anywhere the people meet and whisper names we have been told to forget, the dates of event they try to tell us never happened, and the speeches they try to say were never made" (Fugard, 56).

The phrase "generation of tired, defeated men and women" encapsulates Thami's inherited hopelessness, vividly illustrating how it has been perpetuated through the ages. Thami's disillusionment is compounded by his realization that the past is marred by suppression, lies, and a systematic effort to erase the collective memory of his people. His perspective is one marked by an absence of hope and a deep-seated belief that the future offers little more than weariness and defeat.

This hopelessness leads Thami to reject the path of education and embrace violence as the only means of achieving swift and tangible change. The transformation of Thami's relationship with education is symbolized when he dismissively states to Mr. M, "Those little tricks and jokes of yours in the classroom liberated nothing. The struggle doesn’t need the big English words you taught me how to spell" (Fugard, 64).

In this moment, Thami's disparaging tone reflects his complete rejection of Mr. M's approach. He has transitioned from valuing education as a source of hope and progress to seeing it as a futile endeavor. The phrase "liberated nothing" underscores his belief that Mr. M's methods have been ineffective in bringing about real change. This quote crystallizes why Thami and Mr. M hold such conflicting views, as Thami cannot reconcile himself with an approach that he perceives as impotent.

Thami's evolution from trusting education to embracing violence is a powerful testament to the impact of a history marked by hopelessness. His focus on immediate and forceful action stems from his desire to see tangible results in the struggle for freedom. However, as this chapter reveals, his path is fraught with challenges, and his inability to recognize the long-term consequences of his choices ultimately impedes his quest for genuine liberation.

Divergent Perspectives on Resistance

The central conflict in Athol Fugard's "My Children! My Africa!" is rooted in the stark contrast between Mr. M's unwavering commitment to passive resistance and education and Thami's inclination toward immediate and violent action. This chapter explores the philosophical underpinnings of their divergent approaches to resistance, shedding light on their beliefs, convictions, and the implications of their choices.

For Mr. M, the power of words and education is paramount in his vision of resistance against apartheid. He firmly advocates,

"If the struggle needs weapons give it words, Thami. Stones and petrol bombs can’t get inside those armored cars. Words can. They can do something even more devastating than that... they can get inside the heads of those inside the armored cars. I speak to you like this because if I have faith in anything, it is the faith in the power of the word" (Fugard, 64).

This declaration serves as a testament to Mr. M's belief that violence is an insufficient tool for effecting real change. The use of the word "can't" emphasizes the limitations of weapons and highlights Mr. M's conviction that they are incapable of bringing about the transformation needed in South Africa. The words "devastating" and "power" underline his deep-seated belief in the potency of language and its potential to infiltrate even the most fortified minds. Furthermore, Mr. M's tone in the first sentence and the emphasis on "I speak to you like this" underscores his earnest desire to convey the importance of words to Thami. The chapter culminates with Mr. M explaining how words have the capacity to change the thoughts and perceptions of white people in Africa, reaffirming his unwavering belief in the "power of the word."

Mr. M's perspective extends beyond the tactical advantages of words and education; it delves into the preservation of one's humanity in the struggle for freedom. He passionately asserts,

"Do you know without words a man can’t think? Yes, it’s true. Take that thought back with you as a present from the despised Mr. M and share it with the Comrades. Tell them the difference between a man and an animal is that man thinks, and he thinks with words" (Fugard, 64).

This assertion emphasizes the indispensable role of words in human cognition and underscores Mr. M's conviction that education and language are the hallmarks of human civilization. His sarcastic tone, as he refers to himself as "the despised Mr. M," serves to distance himself from the Comrades, highlighting his divergence from their violent methods. The comparison between "man and animal" implicitly suggests that Mr. M views educated leaders as embodying humanity, while violent mobs are reduced to a state of animalistic behavior. In his view, maintaining one's humanity is crucial to achieving lasting change, and he strives to dissuade Thami from the path of violence.

Conversely, Thami is more inclined toward radical and action-based resistance. He had initially valued education but ultimately turned to violence as he matured and became aware of his history. His disillusionment with education is palpable when he dismissively declares,

"Those little tricks and jokes of yours in the classroom liberated nothing. The struggle doesn’t need the big English words you taught me how to spell" (Fugard, 64).

This statement underscores Thami's transformation from a student who once saw promise in education to a disillusioned activist who perceives it as ineffectual. The term "liberated nothing" encapsulates his belief that education, as imparted by Mr. M, has failed to deliver tangible results. This chapter elucidates the profound divide between Thami and Mr. M, rooted in their differing beliefs about the effectiveness of their respective strategies.

In essence, this chapter highlights the clash between Mr. M's unwavering faith in the power of words and education and Thami's inclination toward immediate and violent action. These perspectives serve as the linchpin of the conflict in the play, with both characters firmly entrenched in their convictions. Their differing approaches are indicative of the broader debate within the struggle for freedom during apartheid-era South Africa.

Conclusion

In the end, "My Children! My Africa!" illuminates the clash between Mr. M's unwavering hope in passive resistance and education and Thami's hopelessness, which leads him to embrace violence. Mr. M's commitment to education and the power of words sustains him even in the face of danger, while Thami's path leads him to flee from the conflict. This play highlights the profound impact of personal histories and perspectives on the strategies chosen in the fight for freedom. Ultimately, it suggests that Mr. M's ability to confront fear with words and maintain his humanity sets him apart from Thami, who seeks refuge in violence but fails to achieve lasting change.

References

1. Fugard, A. (1990). My Children! My Africa!. Theatre Communications Group.
2. Fugard, A. (1989). Statements: Four Plays. Theatre Communications Group.
3. Mungoshi, C. (1990). Representations of African Education: A Study of the Role of My Children! My Africa! (Master's thesis). University of Zimbabwe.
4. Hassan, W. (2015). "Apartheid and the Struggle for Freedom in Athol Fugard's Play, My Children! My Africa!" IOSR Journal Of Humanities And Social Science, 20(7), 43-47.
5. Vine, R. (1997). Educational Theater for Women in Post-Apartheid South Africa: An Exploratory Study. African Theatre Association.
6. Ndebele, N. (1988). "The Rediscovery of the Ordinary: Some New Writings in South Africa." African Arts, 21(4), 68-75.
7. Stuurman, C. (1993). Resistance and Conflict in African Theatre: Southern African Drama. James Currey.