The Child who was shot dead by soldiers at Nyanga-Ingrid Jonker
The Child who was shot dead by soldiers at Nyanga-Ingrid Jonker
Poem
Poet
Ingrid Jonker
Form/ Structure
23 lines
5 stanzas
-5th stanza a coda
Free verse
Title Reference
An incident where an innocent child was killed by soldiers during the turbulent 1960's
Message
Call to end suffering, especially of children
Vocalise injustices of the government
Theme
Protest & Resistance
Sense of Nationalism
Cry for Freedom
Mood
Angry/ Protesting/ unrelenting
Tone
Determined/ passionate/ inspirational
Figurative devices
L1,2, 6, 11, 16, 18-22 Anaphora
L3 Onomatopoeia
L10 Metaphor
L11 Repetition
L16 Metaphor
Background
Ingrid Jonker had written the poem following a visit to the Philippi police station to see the body of a child who had been shot dead in his mother’s arms by the police in the township of Nyanga in Cape Town. It happened in the aftermath of the massacre of 69 people in Sharpeville, south of Johannesburg, in March 1960. They were marching to the police station to protest against having to carry passbooks.
Nelson Mandela read this poem in the original Afrikaans, during his address at the opening of the first democratic parliament on May 24, 1994.
Title
The Child – Symbol of all the innocent children who were killed by soldiers under Apartheid in SA because he only “wanted to play in the sun”.
Shot Dead by Soldiers – emphasises the extreme brutality of the soldiers
The title evokes a sympathetic response. A child is vulnerable and helpless against armed soldiers. It shows the cruelty and senselessness of this death. The title makes it clear that this is protest poem against Apartheid. This child' s death has inspired others to take up the cause of freedom & given new energy to the struggle against apartheid.
SUMMARY
The poem reflects on the pass laws of Apartheid South Africa. Jonker wrote this poem in reaction to the shooting of a young child in his mother’s arms during a protest against the Pass Laws. This happened in Nyanga township, near Cape Town. The child was killed while on his way to the doctor with his mother – the senselessness of his death is a result of the senselessness of the Apartheid laws. This child remains nameless to represent all innocent lives taken during Apartheid.
The poem highlights the idea that violence within a country destroys innocent members of society (women and children) and damages the country and its future. This child’s death has inspired others to take up the cause of freedom and given new energy to the struggle against Apartheid. Jonker yearns for a time when any child can grow and make his/her impact on the world, without restrictions of the Pass Laws.
FORM/STRUCTURE
Although this poem is separated into four sections, it is devoid of a specific rhyme scheme or rhythm. It is, therefore, in free verse. The isolated final line emphasises the poet’s message: freedom is needed! The fourth stanza develops the idea of this child’s wasted life – what he could have become, had he lived. There is a parallel structure in “not at” repeated in the third stanza. This rhetorical device gives examples of where police brutality occurred. It gives an historical accuracy to the poem.
ANALYSIS
STANZA 1
LINE 1
The child is not dead
​
The repetition of “the child” throughout the poem emphasises the age and innocence of the youth and highlights how many children were killed because of the apartheid laws. This repetition is called an anaphora.
is not dead – contradicts the title: metaphorically he will live on by becoming a symbol. The child is a symbol of the growing sense of freedom in the hearts of people against the Apartheid System. The child becomes a metaphor of resistance, hope and innocence.
​
LINE 2
the child raises his fists against his mother
​
The poet’s diction conveys the distress of the child and others during the senseless Apartheid era.
“screams” and “raises his fists” highlights his anger.
fists – symbol of resistance and revolution: the diction conveys the distress and the anger of the child/the younger generation is rebelling.
Against his mother – the child is not happy with the parents’/the older generations submissive attitude – they did not fight hard enough. The resistance of the younger generation will not be passive.
​
LINES 3-4
who screams Africa screams the smell
of freedom and heather
​
The repetition of “screams” emphasises his anger. The mixing of the senses adds emphasis.
S-alliteration – emphasises the urgency and desperate cries of the oppressed people.
The extended space is used instead of punctuation between Africa screams.
Heather – a plant with small flowers. Jonker connects freedom to the smell of flowers; freedom will be like the sweet scent of flowers.
​
LINE 5
in the locations of the heart under siege
​
locations – pun: black townships or where something is located. The child’s message (aspirations of the black population) will continue in the heart of the people.
heart under siege – people who are oppressed or segregated from the mainstream.
​
STANZA 2
LINE 6
The child raises his fists against his father
​
The younger generation rebels not only against the system but also against the older generation. The reference to a different parent (line 2) emphasises the generation gap; that it is now the time of the youth to take up the fight.
​
LINE 7
in the march of the generations
​
march – alludes to military action
generations – the younger people were prepared to go further; they were prepared to use violence. Many joined the ANC military arm, uMkhonto we Sizwe.
​
LINES 8-9
who scream Africa scream the smell
of justice and blood
​
The repetition of line 3 emphasises their anger, the desperate cries of the oppressed people and urgency to fight.
of justice and blood – The younger generation is willing to spill blood/sacrifice their lives for their freedom.
​
LINE 10
in the streets of his armed pride
in the streets – They are prepared to fight against the soldiers who patrolled the townships. Also symbolic of a popular revolt.
armed pride – tone is very passionate and inspiring. Emphasises that they were willing to fight to restore their dignity (pride).
​
STANZA 3
LINE 11
The child is not dead
The repetition of line 1 emphasises that the child is physically & medically dead, but not spiritually or poetically.
​
LINES 12-13
neither at Langa nor at Nyanga
nor at Orlando nor at Sharpeville
​
Langa , Nyanga – Black townships in the Western Cape
Orlando , Sharpeville – Black townships in Gauteng
These were sites of violent protests against Apartheid. Also shows that protests had spread throughout the country.
Sharpeville – allusion to the Sharpeville Massacre
​
LINES 14-15
nor at the police station in Philippi
where he lies with a bullet in his head
​
Phillippi – Cape Flats township where Jonker saw the body of the child that prompted this poem.
The paradox highlights the fact that this child died physically, but he is still alive in the hearts of all Africans. He becomes the symbol of innocence, resistance, and hope.
​
STANZA 4
LINE 16
The child is the shadow of the soldiers
The metaphor compares the child to the shadow of soldiers. This is a warning/ reminder of the possibility of violence and that hope for change lies with the youth.
​
LINE 17
on guard with guns saracens and batons
​
Saracens – An armoured car that is synonymous with Apartheid in South Africa. The soldiers were fully equipped, showing that they would use force to suppress the Blacks, not caring about who died, be it women or children.
The authorities wanted to protect the status quo.
​
LINE 18
the child is present at all meetings and legislations
​
The death of the child is discussed by all people, the apartheid government and the Black people. The apartheid government tried to introduce new laws (legislation) while Black people were inspired to fight against the government.
​
LINE 19
the child peeps through the windows of houses and into the hearts of mothers
​
the child peeps through the windows – people will always remember and were determined that it would not happen again.
​
LINE 20
the child who just wanted to play in the sun at Nyanga is everywhere
​
Line 20 creates the image of a child was an innocent victim, he simply wanted to enjoy his childhood.
​
LINE 21
the child who became a man treks through all of Africa
​
became a man – he grew up too quickly by taking on the responsibility of fighting for freedom.
As a symbol, the child affects all aspects of life. The child, as a symbol, will become more powerful: will inspire the whole continent.
​
LINE 22
the child who became a giant travels through the whole world
​
Giant – the child has become larger than life. The death of the child and others who fought for freedom has had a massive influence on the growing sense of freedom, justice and resistance by all those who are oppressed.
travels through the whole world – What happened to the child will have a global effect: many countries protested against the brutal and unjust system.
​
STANZA 5
LINE 23
Without a pass
​
The last line of the poem forms the coda. A coda is an epilogue that concludes a story. This could be an entire chapter, a few paragraphs, lines, or a single sentence.) This conveys the final message and irony of the poem: The dead do not require a pass; you first have to die to walk around freely.
Pass refers to the Apartheid ID document used to restrict movement of the black population. This was the main reason for violent protests at Langa, Nyanga and Sharpeville. The Pass system caused the death of the child, causing him to become a symbol, able to cross borders and continents unrestricted. You cannot control the minds of people.
QUESTIONS AND ANSWERS
What is suggested by the phrase, ‘the heart under siege’ (line 5) in the context of the poem?
The poem deals with the restrictive pass laws of the country. Citizens were under ‘siege’ in their own country as they lacked freedom of movement. By including the word ‘heart’, the poet suggests that the emotions of the people were also restricted. Their hearts, which represent their humanity, were under attack. (2)
Account for the repetition of the words ‘the child’ throughout the poem.
The repetition draws attention to the subject of the poem, reminding the reader that the person who has been shot is only a child, someone young and innocent, who has died in a violent and unjust manner. The repeated words also help facilitate the journey of the child in the poem. At first, the child is dead, but later the symbolism of the child allows him to grow into free a man. (2)
Refer to lines 8-9: ‘screams the smell ... justice and blood’.
Comment on the effectiveness of the image in the context of the poem.
This image uses a contrast and appeals to the senses. Justice and blood are contrasted to show how unfair the system is. Justice should not lead to bloodshed; the idea of the blood and violence is upsetting and distressing. The sound of screaming and smell of conflict add to the strong emotive effect of the imagery as it allows the reader to imagine what felt like to be in the protest march. (3)
Critically discuss how the mood of the poem is expressed in line 23: ‘(without a pass)’.
The poet wants the reader to experience the atmosphere as incendiary, outraged and hostile. The single, powerful line ‘without a pass’ (line 24) encourages the reader to confront the establishment with the idea that the child does not need his passbook. The idea is thrown in the face of the establishment. If stanza four is seen as a fist, the final line (stanza 5) can be seen as a visual expletive in which the poet shows the establishment the proverbial middle finger. (3)
Identify and explain the mood that is created by the phrase, 'raises his fists' in line 2.
There is a mood of militancy, anger and rebellion. The act of raising one’s fist is an act of defiance and resistance towards the oppressor. There is resentment of the older generation’s subservience. (2)
Explain why the phrase, 'the child’ is repeated throughout the poem.
The phrase is repeated to reinforce the innocence of the child and highlight the tragedy of his death. The child represents the new generation which is not as easily subdued and which will rise up against the regime. The child’s meaningless and unjust murder will not be forgotten, but will serve as a symbol of hope / inspiration that change is coming and the apartheid regime will fall. (2)
Refer to line 16: 'The child is the shadow of the soldiers’.
Identify the figure of speech used in this line.
Metaphor.
Discuss the effectiveness of this image.
The child is compared to the shadow of soldiers suggesting that the child will plague the soldiers’ conscience. Even though the soldiers do not acknowledge their wrong doings, their sins follow them. The child is an omniscient presence
and a reminder of the injustice that needs to be confronted.
The image could mean that the child is stalking the soldiers to seek revenge. (2)
Refer to line 23: 'Without a pass’.
Critically discuss the significance of this line in conveying the central message of the poem.
The speaker's reference to ‘a pass’ is a reminder of the oppression experienced by black South Africans and the indignity with which they were treated. It is only
in death that the child is freed from having to carry a pass. It is the story of his legacy that movers freely throughout the world raising awareness of the horrors
of the apartheid regime. Symbolically, the child is able to move without restriction and is able to influence the minds of people to oppose the government of the day.
It is a tragic irony that it is an anti-pass protest which results in the tragic death of the child.(3)