Free The Long Walk to Freedom by Nelson Mandela Page A

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