The Long Walk to Freedom (10 page)

“What I am talking about,” he continued, “is not a piece of bone touching a piece of metal, or even the overlapping of one culture and another; what I am talking to you about is the brutal clash between what is indigenous and good, and what is foreign and bad. We cannot allow these foreigners who do not care for our culture to take over our nation. I predict that one day, the forces of African society will achieve a momentous victory over the interloper. For too long, we have succumbed to the false gods of the white man. But we will emerge and cast off these foreign notions.”

I could hardly believe my ears. His boldness in speaking of such delicate matters in the presence of Dr. Wellington and other whites seemed utterly astonishing to us. Yet at the same time, it aroused and motivated us, and began to alter my perception of men like Dr. Wellington, whom I had automatically considered my benefactor.

Mqhayi then began to recite his well-known poem in which he apportions the stars in the heavens to the various nations of the world. I had never before heard it. Roving the stage and gesturing with his assegai toward the sky, he said that to the people of Europe — the French, the Germans, the English — “I give you the Milky Way, the largest constellation, for you are a strange people, full of greed and envy, who quarrel over plenty.” He allocated certain stars to the Asian nations, and to North and South America. He then discussed Africa and separated the continent into different nations, giving specific constellations to different tribes. He had been dancing about the stage, waving his spear, modulating his voice, and now suddenly he became still, and lowered his voice.

“Now, come you, O House of Xhosa,” he said, and slowly began to lower himself so that he was on one knee. “I give unto you the most important and transcendent star, the Morning Star, for you are a proud and powerful people. It is the star for counting the years — the years of manhood.” When he spoke this last word, he dropped his head to his chest. We rose to our feet, clapping and cheering. I did not want ever to stop applauding. I felt such intense pride at that point, not as an African, but as a Xhosa; I felt like one of the chosen people.

I was galvanized, but also confused by Mqhayi’s performance. He had moved from a more nationalistic, all-encompassing theme of African unity to a more parochial one addressed to the Xhosa people, of whom he was one. As my time at Healdtown was coming to an end, I had many new and sometimes conflicting ideas floating in my head. I was beginning to see that Africans of all tribes had much in common, yet here was the great Mqhayi praising the Xhosa above all; I saw that an African might stand his ground with a white man, yet I was still eagerly seeking benefits from whites, which often required subservience. In a sense, Mqhayi’s shift in focus was a mirror of my own mind because I went back and forth between pride in myself as a Xhosa and a feeling of kinship with other Africans. But as I left Healdtown at the end of the year, I saw myself as a Xhosa first and an African second.

UNTIL 1960, the University College of Fort Hare, in the municipality of Alice, about twenty miles due east from Healdtown, was the only residential center of higher education for blacks in South Africa. Fort Hare was more than that: it was a beacon for African scholars from all over Southern Central and Eastern Africa. For young black South Africans like myself, it was Oxford and Cambridge, Harvard and Yale, all rolled into one.

The regent was anxious for me to attend Fort Hare and I was gratified to be accepted there. Before I went up to the university, the regent bought me my first suit. Double-breasted and gray, the suit made me feel grown-up and sophisticated; I was twenty-one years old and could not imagine anyone at Fort Hare smarter than I.

I felt that I was being groomed for success in the world. I was pleased that the regent would now have a member of his clan with a university degree. Justice had remained at Healdtown to pursue his junior certificate. He enjoyed playing more than studying, and was an indifferent scholar.

Fort Hare had been founded in 1916 by Scottish missionaries on the site of what was the largest nineteenth-century frontier fort in the eastern Cape. Built on a rocky platform and moated by the winding are of the Tyume River, Fort Hare was perfectly situated to enable the British to fight the gallant Xhosa warrior Sandile, the last Rharhabe king, who was defeated by the British in one of the final frontier battles in the 1800s.

Fort Hare had only one hundred fifty students, and I already knew a dozen or so of them from Clarkebury and Healdtown. One of them, whom I was meeting for the first time, was K. D. Matanzima. Though K.D. was my nephew according to tribal hierarchy, I was younger and far less senior to him. Tall and slender and extremely confident, K.D. was a third-year student and he took me under his wing. I looked up to him as I had to Justice.

We were both Methodists, and I was assigned to his hostel, known as Wesley House, a pleasant two-story building on the edge of the campus. Under his tutelage, I attended church services with him at nearby Loveday, took up soccer (in which he excelled), and generally followed his advice. The regent did not believe in sending money to his children at school and I would have had empty pockets had not K.D. shared his allowance with me. Like the regent, he saw my future role as counselor to Sabata, and he encouraged me to study law.

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Fort Hare, like Clarkebury and Healdtown, was a missionary college. We were exhorted to obey God, respect the political authorities, and be grateful for the educational opportunities afforded to us by the church and the government. These schools have often been criticized for being colonialist in their attitudes and practices. Yet, even with such attitudes, I believe their benefits outweighed their disadvantages. The missionaries built and ran schools when the government was unwilling or unable to do so. The learning environment of the missionary schools, while often morally rigid, was far more open than the racist principles underlying government schools.

Fort Hare was both home and incubator of some of the greatest African scholars the continent has ever known. Professor Z. K. Matthews was the very model of the African intellectual. A child of a miner, Z.K. had been influenced by Booker Washington’s autobiography,
Up from Slavery,
which preached success through hard work and moderation. He taught social anthropology and law and bluntly spoke out against the government’s social policies.

Fort Hare and Professor D. D. T. Jabavu are virtually synonymous. He was the first member of the staff when the university opened in 1916. Professor Jabavu had been awarded a baccalaureate in English at the University of London, which seemed an impossibly rare feat. Professor Jabavu taught Xhosa, as well as Latin, history, and anthropology. He was an encyclopedia when it came to Xhosa genealogy and told me facts about my father that I had never known. He was also a persuasive spokesman for African rights, becoming the founding president of the All-African Convention in 1936, which opposed legislation in Parliament designed to end the common voters’ roll in the Cape.

I recall once traveling from Fort Hare to Umtata by train, riding in the African compartment, which were the only seats open to blacks. The white train conductor came to check our tickets. When he saw that I had gotten on at Alice, he said, “Are you from Jabavu’s school?” I nodded yes, whereupon the conductor cheerfully punched my ticket and mumbled something about Jabavu being a fine man.

In my first year, I studied English, anthropology, politics, native administration, and Roman Dutch law. Native administration dealt with the laws relating to Africans and was advisable for anyone who wanted to work in the Native Affairs Department. Although K.D. was counseling me to study law, I had my heart set on being an interpreter or a clerk in the Native Affairs Department. At that time, a career as a civil servant was a glittering prize for an African, the highest that a black man could aspire to. In the rural areas, an interpreter in the magistrate’s office was considered second only in importance to the magistrate himself. When, in my second year, Fort Hare introduced an interpreting course taught by a distinguished retired court interpreter, Tyamzashe, I was one of the first students to sign up.

Fort Hare could be a rather elitist place and was not without the hazing common to many institutions of higher learning. Upperclassmen treated their juniors with haughtiness and disdain. When I first arrived on campus, I spotted Gamaliel Vabaza across the central courtyard. He was several years older and I had been with him at Clarkebury. I greeted him warmly, but his response was exceedingly cool and superior, and he made a disparaging remark about the fact that I would be staying in the freshman dormitory. Vabaza then informed me that he was on the House Committee of my dormitory even though, as a senior, he no longer shared the dormitory. I found this odd and undemocratic, but it was the accepted practice.

One night, not long after that, a group of us discussed the fact that no residents or freshmen were represented on the House Committee. We decided that we should depart from tradition and elect a House Committee made up of these two groups. We caucused among ourselves and lobbied all the residents of the house, and within weeks elected our own House Committee, defeating the upperclassmen. I myself was one of the organizers and was elected to this newly constituted committee.

But the upperclassmen were not so easily subdued. They held a meeting at which one of them, Rex Tatane, an eloquent English-speaker, said, “This behavior on the part of freshers is unacceptable. How can we seniors be overthrown by a backward fellow from the countryside like Mandela, a fellow who cannot even speak English properly!” Then he proceeded to mimic the way I spoke, giving me what he perceived to be a Gcaleka accent, at which his own claque laughed heartily. Tatane’s sneering speech made us all more resolute. We freshers now constituted the official House Committee and we assigned the seniors the most unpleasant chores, which was a humiliation for them.

The warden of the college, Reverend A. J. Cook, learned of this dispute and called us into his office. We felt we had right on our side and were not prepared to yield. Tatane appealed to the warden to overrule us, and in the midst of his speech, broke down and wept. The warden asked us to modify our stand, but we would not bend. Like most bullies, Tatane had a brittle but fragile exterior. We informed the warden that if he overruled us we would all resign from the House Committee, depriving the committee itself of any integrity or authority. In the end, the warden decided not to intervene. We had remained firm, and we had won. This was one of my first battles with authority, and I felt the sense of power that comes from having right and justice on one’s side. I would not be so lucky in the future in my fight against the authorities at the college.