KIRSTIN PILLAY (219006273)
ENGL303 ASSESSMENT 2
William Wellington Gqoba was a black intellectual whose writings in the late 19 th century
subtlety and skilfully (Opland, 2015, p. 3), reacted to the colonial imposition and epistemic
inequity concerning traditional African systems (Kumalo, 2022, pp. 1-7). Gqoba straddled the
boundary between African traditional practices and Western modernity, introduced through
missionary education. His interstitial experience is manifested in his poems, with
characteristics of both perspectives being integrated to create a modern African viewpoint
( de Wet, 2022, p. 528). Therefore, with particular reference to William Wellington Gqoba’s
poems “A Great Debate on Education” and “A debate between a heathen and a Christian”,
this essay will illustrate the above and discuss the concerns of both poems, namely the impact
of colonial education, the treatment and administration of black people (Gqoba, 2015, p.
105); as well as Christianity, traditional leadership and white domination (Gqoba, 2015, p.
387). Moreover, the style and structure of his poetry, within the context of writing under the
strict, non-political editorial code of missionary newspapers, will be examined.
In the poem “A Great Debate on Education”, the group that sees no benefit of colonial
imposition initially outlines their critiques of blacks’ education. The character, ‘Cockeye’,
highlights the differential system in the education for black and white students. At the outset,
missionaries offered all students a non-prejudiced academic curriculum, which included
Latin, Greek, geometry, and mathematics. However, when the white authorities realised the
implications of creating an educated black elite that could politically mobilise and demand
independence and autonomy, they implemented a system wherein blacks were only taught
vocational courses (Opland, 2015, pp. 1-2). ‘Cockeye’ illustrates the above, expressing, “All
aren’t equal to these people” (Gqoba, 2015, p. 91). He continues, referring to his sons’
education, saying, “He hasn’t been taught any Greek,” nor “Latin”; “Hebrew”; or “any other
foreign language” (Gqoba, 2015, p. 93). ‘Cockeye’ concludes by saying that the colonial
settlers dispossessed and destroyed the black community, stating, “These people from beyond
the seas/ are bent on our destruction” (Gqoba, 2015, p. 93).
Moreover, another character, ‘Bargain Hunter’ affirms that even if blacks are successful
within the colonial education system, it does not guarantee social and financial mobility. The
text states, “After they’d studied, /completed all requirements, /discovered that they earned
nothing.” (Gqoba, 2015, p. 131). The sentiment that blacks are treated and paid the same as a
person who is not missionary educated is further reiterated by ‘Bargain Hunter’ in the
following passages, “blacks are treated alike, whether or not they’re schooled/ and speak a
dignified language:” (Gqoba, 2015, p. 133). As well as, “only their colour distinguishes them,
1
, KIRSTIN PILLAY (219006273)
ENGL303 ASSESSMENT 2
/but their pay amounts to nothing” (Gqoba, 2015, p. 129);/ “ they all have their wages
docked/so they never earn more than whites.” (Gqoba, 2015, p. 131). Moreover, an additional
speaker in the poem, ‘Singed by Smoke’, emphasises the concept of sheltered employment
for whites despite black employees being more qualified. The text states that the white man
is, “the boss/wherever people are employed.” (Gqoba, 2015, p. 163). He persists, “he alone
will be rewarded, / earning piles and piles of pay/ and authority and power” (Gqoba, 2015, p.
163).
Additionally, the character, ‘Chatterbox’, initially believed that missionary education would
advance black people, asserting, “it seemed so beneficial, / we succumbed to its temptation.”
(Gqoba, 2015, p. 145). Unfortunately, missionary education did not elevate Africans to a
position equal to their white counterparts and came at a significant cost. The text states, “We
relinquished our station/ and our respectability;/ we cast aside our government” (Gqoba,
2015, p. 147). Here, Gqoba foregrounds how the colonial powers controlled and subjugated
black people by forcing them to discard their traditional systems in order to receive Western
education (Mkhize, 2021, p. 14). Western knowledge structures and methods of conception
were favoured as unanimous understanding whilst suppressing non-Western systems, in this
context, African indigenous epistemology (Mkhize, 2021, p. 21).
Similar to the criticism of the education system, Gqoba addresses the treatment and
administration of Africans in the colonial regime. ‘Singed by Smoke’ expresses, “They
maintain discrimination/ is a figment of our fancy, / but it really does affect us/ palpably in
every respect.” (Gqoba, 2015, p. 163). The following passages will illustrate how prejudice
was a part of the daily black experience. ‘Singed by Smoke’ claims, “blacks are treated like
children, /spurred along with sjamboks” (Gqoba, 2015, p. 163) . This passage emphasises
how blacks were infantilised through physical abuse, robbing them of their personal
autonomy and bodily integrity. He continues and references Africans needing to meet specific
colonial standards, such as education and owning land, to qualify to vote. The text states, “It’s
no different with the vote, /rooted in discrimination, /all of us who are black /are totally
excluded.” (Gqoba, 2015, p. 165). ‘Bargain Hunter’ spotlights how white authorities
indirectly forced Africans into the colonial economic structure through the various colonial
taxes, further entrenching black subjugation. The speaker asserts, “These creatures keep on
demanding/small contributions of cash from us” (Gqoba, 2015, p. 127), and “The tax keeps
increasing,/they could even make the present impossible;” (Gqoba, 2015, p. 127).
Furthermore, the speaker emphasises the restrictions on black mobility within urban areas
2
ENGL303 ASSESSMENT 2
William Wellington Gqoba was a black intellectual whose writings in the late 19 th century
subtlety and skilfully (Opland, 2015, p. 3), reacted to the colonial imposition and epistemic
inequity concerning traditional African systems (Kumalo, 2022, pp. 1-7). Gqoba straddled the
boundary between African traditional practices and Western modernity, introduced through
missionary education. His interstitial experience is manifested in his poems, with
characteristics of both perspectives being integrated to create a modern African viewpoint
( de Wet, 2022, p. 528). Therefore, with particular reference to William Wellington Gqoba’s
poems “A Great Debate on Education” and “A debate between a heathen and a Christian”,
this essay will illustrate the above and discuss the concerns of both poems, namely the impact
of colonial education, the treatment and administration of black people (Gqoba, 2015, p.
105); as well as Christianity, traditional leadership and white domination (Gqoba, 2015, p.
387). Moreover, the style and structure of his poetry, within the context of writing under the
strict, non-political editorial code of missionary newspapers, will be examined.
In the poem “A Great Debate on Education”, the group that sees no benefit of colonial
imposition initially outlines their critiques of blacks’ education. The character, ‘Cockeye’,
highlights the differential system in the education for black and white students. At the outset,
missionaries offered all students a non-prejudiced academic curriculum, which included
Latin, Greek, geometry, and mathematics. However, when the white authorities realised the
implications of creating an educated black elite that could politically mobilise and demand
independence and autonomy, they implemented a system wherein blacks were only taught
vocational courses (Opland, 2015, pp. 1-2). ‘Cockeye’ illustrates the above, expressing, “All
aren’t equal to these people” (Gqoba, 2015, p. 91). He continues, referring to his sons’
education, saying, “He hasn’t been taught any Greek,” nor “Latin”; “Hebrew”; or “any other
foreign language” (Gqoba, 2015, p. 93). ‘Cockeye’ concludes by saying that the colonial
settlers dispossessed and destroyed the black community, stating, “These people from beyond
the seas/ are bent on our destruction” (Gqoba, 2015, p. 93).
Moreover, another character, ‘Bargain Hunter’ affirms that even if blacks are successful
within the colonial education system, it does not guarantee social and financial mobility. The
text states, “After they’d studied, /completed all requirements, /discovered that they earned
nothing.” (Gqoba, 2015, p. 131). The sentiment that blacks are treated and paid the same as a
person who is not missionary educated is further reiterated by ‘Bargain Hunter’ in the
following passages, “blacks are treated alike, whether or not they’re schooled/ and speak a
dignified language:” (Gqoba, 2015, p. 133). As well as, “only their colour distinguishes them,
1
, KIRSTIN PILLAY (219006273)
ENGL303 ASSESSMENT 2
/but their pay amounts to nothing” (Gqoba, 2015, p. 129);/ “ they all have their wages
docked/so they never earn more than whites.” (Gqoba, 2015, p. 131). Moreover, an additional
speaker in the poem, ‘Singed by Smoke’, emphasises the concept of sheltered employment
for whites despite black employees being more qualified. The text states that the white man
is, “the boss/wherever people are employed.” (Gqoba, 2015, p. 163). He persists, “he alone
will be rewarded, / earning piles and piles of pay/ and authority and power” (Gqoba, 2015, p.
163).
Additionally, the character, ‘Chatterbox’, initially believed that missionary education would
advance black people, asserting, “it seemed so beneficial, / we succumbed to its temptation.”
(Gqoba, 2015, p. 145). Unfortunately, missionary education did not elevate Africans to a
position equal to their white counterparts and came at a significant cost. The text states, “We
relinquished our station/ and our respectability;/ we cast aside our government” (Gqoba,
2015, p. 147). Here, Gqoba foregrounds how the colonial powers controlled and subjugated
black people by forcing them to discard their traditional systems in order to receive Western
education (Mkhize, 2021, p. 14). Western knowledge structures and methods of conception
were favoured as unanimous understanding whilst suppressing non-Western systems, in this
context, African indigenous epistemology (Mkhize, 2021, p. 21).
Similar to the criticism of the education system, Gqoba addresses the treatment and
administration of Africans in the colonial regime. ‘Singed by Smoke’ expresses, “They
maintain discrimination/ is a figment of our fancy, / but it really does affect us/ palpably in
every respect.” (Gqoba, 2015, p. 163). The following passages will illustrate how prejudice
was a part of the daily black experience. ‘Singed by Smoke’ claims, “blacks are treated like
children, /spurred along with sjamboks” (Gqoba, 2015, p. 163) . This passage emphasises
how blacks were infantilised through physical abuse, robbing them of their personal
autonomy and bodily integrity. He continues and references Africans needing to meet specific
colonial standards, such as education and owning land, to qualify to vote. The text states, “It’s
no different with the vote, /rooted in discrimination, /all of us who are black /are totally
excluded.” (Gqoba, 2015, p. 165). ‘Bargain Hunter’ spotlights how white authorities
indirectly forced Africans into the colonial economic structure through the various colonial
taxes, further entrenching black subjugation. The speaker asserts, “These creatures keep on
demanding/small contributions of cash from us” (Gqoba, 2015, p. 127), and “The tax keeps
increasing,/they could even make the present impossible;” (Gqoba, 2015, p. 127).
Furthermore, the speaker emphasises the restrictions on black mobility within urban areas
2
