Free Starlight in the Ring by H. N. Quinnen

things are bad at the moment. I’m worried about my family.”
    “Uhuh.”
    “It’s sad to say, some people might lose their homes. I’m not sure if we’ll keep our house in Guguletu,” says Lottie.
    “What?”
    “Yes, they keep sending people back to the villages where their ancestors originated,” explains Lottie.
    “What happens to those who are born in the townships then?” I ask.
    “Huh, our leaders know the smartest way of doing it,” says Lottie, giggling.
    “Oh, what is it then? I’d be glad to know,” I say.
    “They came up with various categories for the natives requiring the right to live in townships permanently. In Section 10 of the Act, it says: ‘Those people born in a town or city and have lived there for fifteen years or more can acquire the right to stay.’”
    “Okay,” I say, nodding.
    “Those who have worked for more than fifteen years without breaks and those who have worked continuously for the same employer for ten years at least, also have residence rights,” says Lottie.
    “So, you mean that the people who haven’t given this serviceto their employers are denied the right to reside permanently in their own country? That’s tough!”
    I bury my face behind my hands, listening to my hard heartbeat, reflecting on what I’ve just heard, and preparing myself for what is coming next. This is too much for me to take in.
    Nancy, who has been silent for a while, suddenly says, “My mother heard her Baas, Van der Merwe, talking about the education transformation for the natives that’s needed.”
    “What’s going to happen to our education?” I ask.
    “He said Dr Hendrik Verwoerd’s ideology of apartheid was right.”
    “What’s that?” I ask – wanting to know what the basis of this dreadful ideology is.
    “His view was that it is misleading to teach the natives like us to acquire knowledge about life beyond our communities. There was no benefit in showing us better opportunities enjoyed by the European communities, while we aren’t allowed to enjoy it,” Nancy explains.
    “Huh?” I ask, nodding my head, surprised.
    “According to Verwoerd, I must be taught from an early age to understand and accept that I’m not at the same level with the Europeans. They are ‘
above
’ me,” continues Nancy.
    “Who tells all the teachers what to teach us and how?” I ask.
    “The government does this, by ‘modifying’ our syllabus, allowing it to stop us from aspiring to high positions in any society, within our country and abroad,” Nancy replies. “We’re only learning the skills necessary to help other natives, and also those we need for doing menial jobs for the Europeans, or under their supervision. Can’t you see the things we’re learning? We spend more time learning Arithmetic and the three languages.”
    “Oh, is that the reason for learning both English and Afrikaans?” I ask.
    “I think so; we should be able to speak with either an Englishor an Afrikaner Baas, when they employ us,” Nancy replies.
    “Oh dear, that sounds odd to me. Education shouldn’t have limits. The government should prepare us to live and work anywhere in the world,” I respond, feeling a stir of ambition within me to prove the lawmakers wrong.
    “Forget it, Betty, this is South Africa. While the Europeans are in control, they might do whatever they choose for their benefit,” says Nancy.
    “No…Stop – you’re talking about politics!”
    “So, what?”
    “You know this is not allowed. Are you trying to get us into trouble?” I raise my voice in panic at Lottie and Nancy, after realising that we’ve now crossed the red line. I get up ready to walk away.
    “Shush! Make sure no one ever hears you say this – yes, it’s politics,” whispers Lottie, tapping her index finger on her lips.
    “Betty, come back here!” Nancy calls to me. I return to sit down with my friends, hoping I haven’t upset them. Lottie and Nancy explain the importance of understanding the issues