In that way, I saw that Reverend Harris had a public face and a private manner that were quite different from one another.

Behind the reverend’s mask of severity was a gentle, broadminded individual who believed fervently in the importance of educating young African men. Often, I found him lost in thought in his garden. I did not disturb him and rarely talked to him, but as an example of a man unselfishly devoted to a good cause, Reverend Harris was an important model for me.

His wife was as talkative as he was taciturn. She was a lovely woman and she would often come into the garden to chat with me. I cannot for the life of me remember what we talked about, but I can still taste the delicious warm scones that she brought out to me in the afternoons.

 

 

After my slow and undistinguished start, I managed to get the hang of things, and accelerated my program, completing the junior certificate in two years instead of the usual three. I developed the reputation of having a fine memory, but in fact, I was simply a diligent worker. When I left Clarkebury, I lost track of Mathona. She was a day scholar, and her parents did not have the means to send her for further education. She was an extraordinarily clever and gifted person, whose potential was limited because of her family’s meager resources. This was an all too typical South African story. It was not lack of ability that limited my people, but lack of opportunity.

My time at Clarkebury broadened my horizons, yet I would not say that I was an entirely open-minded, unprejudiced young man when I left. I had met students from all over the Transkei, as well as a few from Johannesburg and Basutoland, as Lesotho was then known, some of whom were sophisticated and cosmopolitan in ways that made me feel provincial. Though I emulated them, I never thought it possible for a boy from the countryside to rival them in their worldliness. Yet I did not envy them. Even as I left Clarkebury, I was still, at heart, a Thembu, and I was proud to think and act like one. My roots were my destiny, and I believed that I would become a counselor to the Thembu king, as my guardian wanted. My horizons did not extend beyond Thembuland and I believed that to be a Thembu was the most enviable thing in the world.

6

IN 1937, when I was nineteen, I joined Justice at Healdtown, the Wesleyan College in Fort Beaufort, about one hundred seventy-five miles southwest of Umtata. In the nineteenth century, Fort Beaufort was one of a number of British outposts during the so-called Frontier Wars, in which a steady encroachment of white settlers systematically dispossessed the various Xhosa tribes of their land. Over a century of conflict, many Xhosa warriors achieved fame for their bravery, men like Makhanda, Sandile, and Maqoma, the last two of whom were imprisoned on Robben Island by the British authorities, where they died. By the time of my arrival at Healdtown, there were few signs of the battles of the previous century, except the main one: Fort Beaufort was a white town where once only the Xhosa lived and farmed.

Located at the end of a winding road overlooking a verdant valley, Healdtown was far more beautiful and impressive than Clarkebury. It was, at the time, the largest African school below the equator, with more than a thousand students, both male and female. Its graceful ivy-covered colonial buildings and tree-shaded courtyards gave it the feeling of a privileged academic oasis, which is precisely what it was. Like Clarkebury, Healdtown was a mission school of the Methodist Church, and provided a Christian and liberal arts education based on an English model.

The principal of Healdtown was Dr. Arthur Wellington, a stout and stuffy Englishman who boasted of his connection to the Duke of Wellington. At the outset of assemblies, Dr. Wellington would walk onstage and say, in his deep bass voice, “I am the descendant of the great Duke of Wellington, aristocrat, statesman, and general, who crushed the Frenchman Napoleon at Waterloo and thereby saved civilization for Europe — and for you, the natives.” At this, we would all enthusiastically applaud, each of us profoundly grateful that a descendant of the great Duke of Wellington would take the trouble to educate natives such as ourselves. The educated Englishman was our model; what we aspired to be were “black Englishmen,” as we were sometimes derisively called. We were taught — and believed — that the best ideas were English ideas, the best government was English government, and the best men were Englishmen.

Healdtown life was rigorous. First bell was at 6 A.M. We were in the dining hall by 6:40 for a breakfast of dry bread and hot sugar water, watched over by a somber portrait of George VI, the king of England.