“Once Upon A Time” by Gabriel Okara / Essay for III BA

 

“Once Upon A Time” by Gabriel Okara

(Prepared by Dr Suresh Frederick)

Introduction

Gabriel Okara, in full Gabriel Imomotimi Gbaingbain Okara (24 April 1921 – 25 March 2019) was born in Bumodi, Nigeria. The poem "Once Upon a Time" explains what occurs when a traditional African society is confronted with the influences of the Western way of life. In the poem, there is a conversation that takes place between a father and a son. The father wishes to learn from his son how to return to normalcy and stop being fake.

The poem starts with the father telling his son how, “once upon a time”, people, or “they”, “used to laugh with their hearts”. This description gives the impression of genuine emotion given up by the people. The father then says that now they only, “laugh with their teeth, while their ice-block cold eyes search behind his shadow”.  This evokes very unpleasant, fake, and false emotions, and it is a very cold description. This changes the tone of the poem, which becomes unpleasant and bitter.

Stanza two then reveals more of the past when it is said that, “they used to shake hands with their hearts”, again this image reveals true and genuine emotion. But just as in the first stanza, the present reality is discussed when it is said that, “that has gone, now they only shake hands without hearts while their left hands search his empty pockets”. This shows that, again the people are fake and seem to be using the other human beings to see what they can get.

Stanza three explains more about the changes he has noticed in these false people. Again the Stanza starts positive with the phrases, “feel at home”, “come again”, but then goes on to say that he will come again, “once, twice” but there will 'be no more thrice' for then “I find doors shut on me”. This shows that the people lie when they say the positive phrases and after a few visits they have all that they want from the man; their falseness is reflected in their language.

The first three Stanzas have the same structure. They start by telling the past and explaining how things used to be, but then they tell the negative reality. The poet compares the pleasant past with the present situation.

Stanza four presents the adaptations and solutions that the man has found to counter the problems. It starts by saying that the man has “learned many things”, suggesting that he has changed to fit in. He then explains the things he has learnt. He tells of the false personalities or of his “many faces”. He says that he has learnt to “wear” these faces, suggesting that he wears faces for different situations. He says that he has started wearing different faces like “office-face, street-face, and host-face”. This shows that he acts differently under different circumstances. He then adds that they have, “conforming smiles, like a fixed portrait”. This suggests even more falseness and deceptiveness.

Stanza five of the poem tells of the fake attributes to go along with the fake looks. It also repeats some of the acts that were mentioned earlier in the poem. Repetition seems to be a key technique in this poem. He says that he has also, “learned to laugh with only his teeth” and “shakes hands without his heart”. This suggests that he has copied the western ways as this is what they did earlier in the poem. He then goes even further to say that he has learned to say, “Goodbye” when he means, “Good-riddance” and “Glad to meet you, without being glad”. The man is ashamed of himself and is confesses to his son how far the fake attitudes have developed. He clearly hates what he has done.

In the final stanza, the speaker begs and pleads with his son to teach him how to laugh and smile like he did as a child. The man shows his regret as he says, “I want to be what I used to be when I was like you”, showing that he wants to be honest and truthful again. The poem's final sentence, which ties everything together, sums everything up well. The poetry, with the six-line stanzas, is amazing and flows well.

Conclusion

Gabriel Okara’s “Once Upon A Time” is about the artificiality of relationships and manners prevailing in the present-day world. The poet calls our attention to the hollowness of human nature. This poem exhorts us to give up the artificial smiles and manners that society demands we adopt and to rediscover what it means to be happy and innocent.

Chinua Achebe’s “Refugee Mother and Child” / Essay for III BA

 

Chinua Achebe’s “Refugee Mother and Child”

(Summary by Dr Suresh Frederick)

Introduction

Chinua Achebe’s “Refugee Mother and Child” paints a stark and heart-breaking portrait of the devastating impact of war on the most vulnerable members of society. Through vivid imagery and restrained language, Achebe captures the horrific realities of displacement, starvation, and loss, focusing on the poignant relationship between a mother and her dying child. The poem transcends mere observation, becoming a powerful indictment of the human cost of conflict.

The poet implies that the affection of the refugee mother surpasses even what Madonna (Mother of Jesus) could accomplish. This draws a comparison between the relationship between a mother and her deceased child and that of the Madonna and infant Jesus. The reader is given a dramatic opening because it suggests that the reality is more real and heart-breaking than a potent depiction of ultimate love. When a line flows into the next without punctuation, it is called enjambment, and it encourages the reader to read quickly rather than pausing. As the line turns into dots, momentum builds and then diminishes.

The language shifts into a ghost-smile held between her teeth, suggesting that her life has moved far away from normalcy and into the darker realms of survival. She only has a memory of a mother’s pride in her eyes, which is another clue as to the state she is in. Nevertheless, despite all the hardships she’s been through, despite excessive physical weakness, she has managed to bathe her child with her own hands, a last-ditch effort to clean up her child, a very moving act of devotion. The contrasts are stark and clear: refugee life versus normal life. Combining her son's hair was once a morning ritual, part of the daily preparation for school, but this is the last time she's going to do so. This is readiness for the grave, the little soul prepared for a different existence.

The poem’s power lies in its simplicity. Achebe avoids sentimentalizing the tragedy, instead presenting the reader with unflinching descriptions of the child's suffering. The poem's setting, a refugee camp, further emphasizes the dehumanizing effects of war. The camp is a place of despair and deprivation, where basic human needs are unmet. The lack of food, clean water, and medical care creates a breeding ground for disease and death. The child's providence is sealed within this environment, highlighting the vulnerability of displaced populations.

Despite the bleakness of the situation, Achebe also portrays the enduring strength of the human spirit. The mother’s unwavering love for her child is evident throughout the poem. Even in the face of unimaginable suffering, she continues to hold and comfort him. This act of love, however small, becomes a powerful symbol of resilience and hope amidst despair.

Conclusion

While “Refugee Mother and Child” focuses on a specific instance of suffering, it speaks to the broader human experience of loss and resilience in the face of adversity. The poem’s universality lies in its ability to evoke empathy and understanding for the victims of war, regardless of their specific circumstances. It serves as a powerful reminder of the human cost of conflict and the urgent need for peace and compassion.

                                                                                  

 

 

Derek Walcott’s “A Far Cry from Africa” / Essay for III BA English

 

Derek Walcott’s “A Far Cry from Africa”

(Summary by Dr Suresh Frederick)

Introduction

Derek Walcott’s “A Far Cry from Africa” delves into the complex and often agonizing experience of cultural hybridity, particularly for those caught between their African heritage and their colonial upbringing. The poem, written in 1962 during the Mau Mau Uprising in Kenya, explores the poet's own divided loyalties as he witnesses the violent struggle for independence. Through vivid imagery, stark contrasts, and a deeply conflicted tone, Walcott captures the emotional turmoil of being both connected to and alienated from the land of his ancestors.

An idiom is used in the poem's title: “a far cry” denotes an impossibility. However, it appears that the poet uses the phrases in other contexts as well; in one sense, the title implies that the poet is writing from a distance about an African subject. He feels a great distance from Africa, both practically and figuratively, as he writes from the island of St. Lucia. Another interpretation of “a far cry” is that the actual status of the African “paradise” differs greatly from the Africa all have read about in stories of stunning wildlife and flora as well as fascinating local traditions. The idea that Walcott heard the poem as a distant scream travelling across thousands of miles of ocean is a third level of significance for the title. The cry reaches him through the wind.

The poem opens with a graphic depiction of violence, setting the stage for the central conflict. The image of the “Kikuyu, quick as flies / Battening upon the bloodstreams of the veldt” immediately establishes the brutality of the uprising. This animal imagery is juxtaposed with descriptions of the natural beauty of Africa, creating a stark contrast between the idyllic landscape and the horrific reality of violence. This contrast mirrors the poet's own internal struggle, as he is torn between his appreciation for the beauty of his ancestral homeland and his horror at the bloodshed.

Walcott’s divided loyalties are further emphasized through his use of language. The poem is written in English, the language of the colonizer, reflecting the poet's own hybrid identity. This linguistic duality underscores the central theme of the poem: the difficulty of reconciling two seemingly opposing cultural influences.

The poet's internal conflict is perhaps most poignantly expressed in the lines, “I who am poisoned with the blood of both, / Where shall I turn, divided to the vein?” This rhetorical question reveals the depth of Walcott's anguish. He feels a sense of belonging to both the African and European worlds, yet he is simultaneously alienated from both. He is “poisoned” by the violence and injustice of colonialism, but also by the brutal acts committed in the name of liberation.

Walcott does not offer any easy answers or resolutions to this complex dilemma. Instead, he presents the reader with the raw, unfiltered emotions of a man grappling with his own hybridity. The poem ends with a sense of unresolved tension, reflecting the ongoing struggle for identity and belonging in a postcolonial world. The final image of the "gorilla wrestles with the superman" symbolizes the continuing clash between the forces of colonialism and the desire for African liberation.

Conclusion

In conclusion, Derek Walcott’s “A Far Cry from Africa” reveals the poem’s enduring relevance in exploring the complexities of postcolonial identity. Scholars often highlight the poem's masterful use of language, imagery, and form to convey the poet's divided loyalties and the psychological toll of cultural hybridity. Discussions frequently centre on the poem’s historical context within the Mau Mau uprising, examining how Walcott navigates the violence and political turmoil of the period.

                                                                                  

 

 

K4 and K5 level questions for David Diop's “Africa” / III BA English

 K4 and K5 level questions for David Diop's “Africa”

K4

1. Analyse the theme of Colonialism and its impact in David Diop's “Africa”.

The poem directly addresses the brutal effects of colonialism on Africa, highlighting the exploitation, oppression, and dehumanization faced by its people. This is evident in the poet's descriptions of violence and suffering.

2. Examine the theme of Hope and Future: David Diop's “Africa”.

Despite the dark history of colonialism, "Africa" expresses hope for the future. Diop envisions a time when Africa will be free from oppression and able to determine its destiny. This hope is conveyed through images of liberation and empowerment.

K5

3. Evaluate the emotional impact of the poem, “Africa”, on the reader. What emotions does Diop evoke, and how does he achieve this?

4. Explain the theme of African Identity and Pride: David Diop's “Africa”

Diop emphasises the beauty, strength, and resilience of African culture and identity. He celebrates the continent's rich history and heritage, contrasting it with the negative portrayals often presented by colonial powers.

5. Evaluate the theme of Reclamation of the Past: David Diop's “Africa”

The poem seeks to reclaim Africa's past, acknowledging the pain and suffering but also emphasizing the strength and dignity that persisted. Diop's use of imagery evokes a sense of connection to ancestral roots and traditions.

David Diop’s “Africa” / For III BA Students

 

David Diop’s “Africa”

(Summary by Dr Suresh Frederick)

Introduction

David Diop’s “Africa” is a powerful and evocative poem that explores the complex relationship between Africa and its colonial past. Diop, a French West African poet, expresses a deep love for his homeland while simultaneously acknowledging the pain and suffering inflicted upon it by colonialism. Through vivid imagery and emotional language, Diop captures the essence of Africa's history, its resilience, and its hope for the future.

"Africa" is a poem written by David Diop that conveys a sense of connection to the people of Africa as well as a yearning for a country that is unknown to him. The speaker feels an ancestral tie through their common blood, which is a metaphor of resilience in the face of adverse circumstances and oppression, despite the fact that they are physically separated from one another.

Diop's “Africa” stands as a powerful response to this marginalization, as it celebrates the inherent beauty and dignity of African cultures, traditions, and ways of being. The poem's opening lines, “Africa my Africa / Africa of proud warriors in ancestral savannahs” immediately establish a sense of reverence and pride, inviting the reader to engage with a vision of Africa that is rooted in its own internal narratives.

Diop's language is charged with emotion, reflecting the pain and anger he feels towards the injustices of colonialism. The imagery of blood, sweat, and tears emphasizes the suffering endured during this period. However, despite the pain and suffering, Diop's poem is not one of despair. Instead, it is a testament to the resilience and strength of the African people. He speaks of the "bitter taste of liberty" that has been hard-won, suggesting that even in the face of adversity, the spirit of Africa remains unbroken.

Diop also expresses hope for the future. He envisions a time when Africa will be free from the shackles of colonialism and able to reclaim its rightful place in the world. The poem's lines, "That is your Africa springing up anew /springing up patiently," evoke a sense of pride and optimism for the continent’s future.

The African continent is directly addressed by the speaker, who enquires about the continent's resilience and tenacity in spite of the wounds caused by slavery and exploitation. They have a concept of Africa as an unbreakable force, in which the continent is symbolised by a tree that is unmoved by circumstances. In spite of the challenges that it faces, this tree serves as a metaphor for the promise for rebirth and independence that exists throughout Africa.

Conclusion

David Diop's "Africa" is a poetic masterpiece that transcends the boundaries of time and space, offering a profound and multifaceted exploration of the African identity. Through the use of vivid imagery, rhythmic language, and a deep engagement with the historical and political realities of the continent, Diop crafts a work that is both a celebration of the inherent beauty and dignity of African cultures and a rallying cry for the ongoing struggle for self-determination and cultural sovereignty.

                                                                                  

 

 

Post-Colonial Literatures / OBE Syllabus

 

 

Core XIII – Post-Colonial Literatures
Semester	: VI	Course Code	:U22EG612
Credits	: 4	Hours / Week	:  6

 

COURSE OUTCOMES:

 

After the successful completion of this course the students will be able to

 

S. No.	COURSE OUTCOMES	LEVEL	UNIT
CO1	Recall the important authors of commonwealth countries. Students can identify the role of colonized people authored by the colonizer.	K1	II & IV
CO2	Infer the thin line between the superior and the inferior by cognizing the zeitgeistof the people.	K2	I
CO3	Discover the etched memories of inferior people from various works.	K3	IV
CO4	Analyze vocabulary such as Pidgin, Patois, Elvish, Eye dialect from commonwealth texts.	K4	I, II, III & V
CO5	Compare and contrast different texts produced by colonized people. Perceive values and ethics in tune with common wealth countries.	K5	I, II, IV & V
CO6	Create awareness in the multilingual society in relation with socio-economic political and cultural aspects	K6	III, V

 

SYLLABUS:

 

UNIT I - Poems: Australian and Srilankan                             15 Hours

Charles Harpur: An Aboriginal Mother’s Lament

A.D. Hope : Australia

Oodgeroo Noonuccal:         No MoreBoomerang

Kamala Wijeratne: To a Student

 

UNIT II - Poems on Africa                                                           15 Hours

David Diop: Africa

Derek Walcott: A Far Cry from Africa

Chinua Achebe: Refugee Mother and Child

Gabriel Okara: Once Upon a Time

           

UNIT III - Drama                                                                           20 Hours

Wole Soyinka: The Lion and the Jewel

 

UNIT IV - Short Stories                                                                20 Hours

Henry Lawson: That There My Dog

Katherine Mansfield: A Doll’s House

Nadine Gordimer: Six Feet of the Country

Margaret Laurence: Godman’s Master

 

UNIT V - Novel                                                                               20 Hours

Alan Paton: Cry, the Beloved Country

To Sir, With Love: E.R.Braithwaite

 

Unit Vi: For Further Discussion & Self Study

(Not to be included for Internal or External examination)

 

S. No.	Topics	Web Links
1.	Colonies of the British Empire	https://www.britishempire.co.uk/timeline/colonies.htm
2.	African Literature: An Outline	https://www.infoplease.com/encyclopedia/arts/world-lit/misc/african-literature#:~:text=African%20literature%2C%20literary%20works%20of,African%20languages%3B%20South%20African%20literature.
3.	Notable Canadian Authors	https://theculturetrip.com/north-america/canada/articles/10-brilliant-canadian -authors-who-arent-margaret-atwood/
4.	An Introduction On Australian Literature	https://www.slideshare.net/amilaendeno/australian-literature

 

Text Books:

 

T1:         AlanPaton:Cry,theBelovedCountry.,England:penguin1978

T2:         WoleSoyinka:TheLionandtheJewelOxfordUniversitypress,1963

 

Reference Books:

 

1.            An Anthology of Commonwealth Poetry by Ed CD Narasimhaiah (Madras: Macmillan India Limited,2000)

2.            While the Billy Boils by Henry Lawson (UK: Dodo Press.2007)

3.           Vignettes–Ed.P.N. Ramani (New Century Book House)

4.           Splendid Short Stories by Suresh Frederick and S. Newton (New Century Book House,  Nov 2017)

 

 

 

 

Web Links:                                                                                               

 

1.          https://www.britannica.com/place/British-Empire

2.            https://blog.bookstellyouwhy.com/a-brief-history-of-postcolonial-literature-part- i#:~:text=One%20of%20the%20most%20significant,when%20it%20first%20was%20published.

3.            https://www.infoplease.com/encyclopedia/arts/world-lit/misc/african-literature#:~:text=African%20literature%2C%20literary%20works%20of,African%20languages%3B%20South%20African%20literature.

 

 

Specific Learning Outcomes:

 

Unit	Course Content	Learning Outcomes	Bloom’s Taxonomic Highest Level of Transaction
I	A.D. Hope : Australia	Criticize the wilderness of Australia	K5
	Charles Harpur : An Aboriginal Mother’s Lament	Explain the predicament of an aboriginal mother	K4
	OodgerooNoonuccal : No More Boomerang	Compare and contrast the past and present life of aboriginal people	K2
	Kamala Wijeratne: To a Student	Criticize the racial war between the two groups	K5
II	David Diope: Africa	Appraise the patriotic feelings of the narrator for Africa	K5
	Gabriel Okara: Once Upon a Time	Examine the artificial manners in a relationship	K4
	Derek Walcott: A Far Cry from Africa	Evaluate the ambivalent feelings of the narrator for both English and African heritage	K4
	Chinua Achebe: Refugee Mother and Child	Analyze the harsh reality of the helpless refugee mother	K4
III	Wole Soyinka: The Lion and the Jewel	Confirm the birth of modernity and the death of tradition	K6
IV	Katherine Mansifield: A Doll’s House	Discover the hierarchy order among children	K3
	Margaret Laurence: Godman’s Master	Evaluate Laurence's portrayal of freedom and captivity	K5
	Henry Lawson: That there my Dog	Capture the sense of humanity and consideration for others	K3
	Nadine Gordimer: Six Feet of the Country	Justify the futility in mortality	K5

 

 

 

V	AlanPaton:Cry, the Beloved Country	Illustrate the fear and insecurity	K6
	To Sir, With Love : E.R.Braithwaite	Evaluate the theme of education and racial prejudice	K5

 

 

MAPPING SCHEME:

 

PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

PSO1

PSO2

PSO3

PSO4

CO1

-

L

M

L

-

-

M

-

L

L

L

L

-

CO2

M

L

M

H

M

M

L

-

M

M

L

-

H

CO3

H

L

L

M

H

M

M

-

-

L

M

H

M

CO4

L

H

H

H

-

L

L

M

H

L

-

M

H

CO5

-

M

M

L

L

-

L

M

H

M

L

M

M

CO6

L

L

L

-

-

-

H

M

M

L

-

L

M

 

                                                                                                L-Low;   M-Moderate; H-High

 

COURSE ASSESSMENT METHOD:

 

Evaluation Scheme:

 

EC No	Evaluation component	Duration	Weight-age (%)	Date & Time	Remarks
1.	Internal Test-I (30 %)	2 hr	25	will be announced	Closed Book
2.	Internal Test-II (30 %)	2 hr			Closed Book
3.	Seminar (10%)	2 hr.			--
4.	Assignments (10%)	2 hr.			--
5.	Innovative Component (10%)	2 hr.			--
6.	Attendance (10 %)	-			On-line Entry
7.	End Semester Exam	3 hr.	75		Closed Book

Chamber Consultation Hours:

Will be announced by the individual instructors.

 

Notices:

All notices regarding the course will be displayed on the Department Notice Boards.

 

Make-up Policy:

Retest will be given only for first internal test for genuine reason. No re-test for second internal tests.

 

 DIRECT:

 

1.                  Continuous Assessment Test: T1, T2 (Theory & Practical Components): Closed Book Test.

3.                  Cooperative Learning Report, Assignment, Group Presentation, Group Discussion, project Report, Field Visit Report, Poster Presentation, Seminar, Quiz (written).

4.                  Pre-Semester & End Semester Theory Examination

 

INDIRECT:

 

Course end survey (Feedback)