Mother to Mother

by

Sindiwe Magona

Teachers and parents! Our Teacher Edition on Mother to Mother makes teaching easy.

Apartheid Term Analysis

A social and political system of institutional racism adopted by the South African government. It divided black South Africans from white ones, forcing black South Africans to live in worse conditions and depriving them access to education or the potential for economic advancement.

Apartheid Quotes in Mother to Mother

The Mother to Mother quotes below are all either spoken by Apartheid or refer to Apartheid. For each quote, you can also see the other terms and themes related to it (each theme is indicated by its own dot and icon, like this one:
The Legacy of Colonialism and Apartheid Theme Icon
).
Chapter 1 Quotes

White people live in their own areas and mind their own business — period. We live here, fight and kill each other. That is our business. You don’t see big words on every page of the newspapers because one of us kills somebody, here in the townships. But with this case of Boyboy’s even the white woman I work for showed me. The story was all over the place. Pictures too.

[…]

Why is it that the government now pays for his food, his clothes, the roof over his head? Where was the government the day my son stole my neighbour's hen; wrung its neck and cooked it — feathers and all, because there was no food in the house and I was away, minding the children of the white family I worked for? […] Why now, when he’s an outcast, does my son have a better roof over his head than ever before in his life? Living a better life, if chained? I do not understand why it is that the government is giving him so much now when it has given him nothing at all, all his life.

Related Characters: Mandisa (speaker), Mxolisi, The Girl, The Mother
Page Number: 3
Explanation and Analysis:
Chapter 2 Quotes

Wednesday is a school day. However, not one of my children will go to school. This burdensome knowledge I carry with me as a tortoise carries her shell. But, it weighs my spirit down. Two days ago, the Congress of South African Students (COSAS) ordered the school children to join Operation Barcelona, a campaign they say is in support of their teachers who are on strike. Students were urged to stay away from school, to burn cars and to drive reactionary elements out of the townships. Flint to tinder. The students fell over each other to answer the call. Now, anyone who disagrees with them, the students label “reactionary.” This has struck stark fear in many a brave heart. One student leader has publicly announced, “We wish to make it clear to the government that we are tired of sitting without teachers in our classes.” These big-mouthed children don’t know anything. They have no idea how hard life is; and if they’re not careful, they’ll end up in the kitchens and gardens of white homes ... just like us, their mothers and fathers. See how they’ll like it then.

Related Characters: Mandisa (speaker), Mxolisi, Lunga, Siziwe
Page Number: 10
Explanation and Analysis:
Chapter 5 Quotes

With the passage of time, our schools only grew worse. In 1976, students rose in revolt and, before long, Bantu Education had completely collapsed. It had become education in name only.

My son, Mxolisi, is twenty. Yet he is still in Standard 6. Standard 6! As though he were twelve or thirteen years old. But then, he is not alone, neither is he the oldest student in his class. Twenty. And still in Standard 6. And I am not saying he is the brightest pupil in his class either.

Boycotts, strikes and indifference have plagued the schools in the last two decades. Our children have paid the price.

Related Characters: Mandisa (speaker), Mxolisi
Page Number: 72
Explanation and Analysis:

AmaBhulu, azizinja! Today’s youth have been singing a different song. Whites are dogs! Not a new thought, by any means. We had said that all along. As far back as I can remember. Someone would come back from work fuming: amaBhulu azizinja, because of some unfairness they believed had been meted out to them that day. A slap. A kick. Deduction from wages. A deduction, neither discussed nor explained. Unless, a gruff – YOU ALWAYS LATE! or YOU BROKE MY PLATE! or YOU NOT VERY NICE TO MY MOTHER! qualifies as explanation. So yes, our children grew up in our homes, where we called white people dogs as a matter of idiom ... heart-felt idiom, I can tell you. Based on bitter experience.

AmaBhulu, azizinja! they sang. And went and burnt down their schools. That’s uncalled for, a few of us mumbled beneath our breath. Well beneath. Even so, we were quickly reprimanded. There was a war on. Besides, those ramshackle, barren things were no schools. No learning took place there.

But swiftly, our children graduated from stoning cars, white people’s cars. They graduated from that and from burning buildings. Unoccupied buildings. Public buildings. Now, they started stoning black people’s cars. And burning black people’s houses.

We reasoned that those black people to whom such a thing happened deserved what they got. The children were punishing them for one or another misdeed. Or, indeed, some misdeeds. They had collaborated with the repressive apartheid government. Iimpimpi, informers, we labeled the whole miserable lot. People on whom the students’ righteous and wrathful acts fell.

Related Characters: Mandisa (speaker)
Page Number: 74
Explanation and Analysis:
Chapter 7 Quotes

Standard Six and, come year’s end, would sit for external examinations. A not insignificant step, as Mama reminded me daily: Gone is the time for playing.

Mama had high hopes for me ... for both of us, my brother and me. Our parents believed that education would free us from the slavery that was their lot as uneducated labourers.

Yes, we had our plans. But the year had its plans too; unbeknown to us, of course.

Related Characters: Mandisa (speaker), Mama, Khaya, Tata
Page Number: 88
Explanation and Analysis:
Chapter 10 Quotes

There is knowledge with which I was born — or which I acquired at such an early age it is as though it was there the moment I came to know myself ... to know that I was. We sucked it from our mothers’ breasts, at the very least; inhaled it from the very air, for most.

Long before I went to school I knew when Tata had had a hard day at work. He would grumble, “Those dogs I work for!” and fuss about, and take long swigs from the bottle.

Mama’s own quarrel with bosses often came on the day when Tata got paid. For some reason, her dissatisfaction with Tata’s conditions of employment seemed to deepen on Fridays.

I remember when, one Friday, she exploded:

Sesilamba nje, beb’ umhlaba wethu abelungu! We have come thus to hunger, for white people stole our land.” […] Later, I was to hear those words with growing frequency. “White people stole our land. They stole our herds. We have no cattle today, and the people who came here without any have worlds of farms, overflowing with fattest cattle”

Related Characters: Mandisa (speaker), Mama (speaker), Tata (speaker), Makhulu
Related Symbols: The Story of Nongqawuse
Page Number: 173
Explanation and Analysis:

“Mzukulwana, listen to me. Listen and remember what you have heard, this day.” Then, in the voice of an imbongi of the people, he recited:

“Deep run the roots of hatred here

So deep, a cattle-worshipping nation killed all its precious herds.

Tillers, burned fertile fields, fully sowed, bearing rich promise too.

Readers of Nature’s Signs, allowed themselves fallacious belief.

In red noon’s eye rolling back to the east for sleep.

Anything. Anything, to rid themselves of these unwanted strangers.

No sacrifice too great, to wash away the curse.

That deep, deep, deep, ran the hatred then.

In the nearly two centuries since, the hatred has but multiplied.

The hatred has but multiplied.”

Related Characters: Tatomkhulu (speaker), Mandisa
Related Symbols: The Story of Nongqawuse
Page Number: 176
Explanation and Analysis:
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Apartheid Term Timeline in Mother to Mother

The timeline below shows where the term Apartheid appears in Mother to Mother. The colored dots and icons indicate which themes are associated with that appearance.
Chapter 5
The Legacy of Colonialism and Apartheid Theme Icon
Family, Tradition, and Obligation Theme Icon
...recognized some secret guilt in their neighbors, or saw that they were collaborating with the apartheid government, calling these potential traitors “Iimpimpi.” Parents continued to praise their children, and increasingly feared... (full context)
The Legacy of Colonialism and Apartheid Theme Icon
Language, Storytelling, and History Theme Icon
...More people were publicly executed, and when questioned, the children said they were “fighting the apartheid government,” and explained, “a war was going on.” (full context)