Dreams in a Time of War by Ngũgĩ Wa Thiong'o
Good Wallace decided to escape. He jumped off the truck onto the road and then fled through the Indian shops, bullets whistling behind him, an escape that set in motion various narratives, like the version I heard on that day as I came home from Kĩnyogori.
The real narrative emerged later over time. On that night my mother offered no details of her role or presence at the time of Good Wallace’s arrest. My brother’s wife, who held their firstborn in her arms, was also mum, torn no doubt by conflicting emotions. My brother’s escape may have become instant legend, but for my mother, for his new bride and their child, for us, it was just a relief. He had escaped with his life intact. But we were also suspended between fear and hope. Would he survive the manhunt? And life in the mountains? But we did not voice our fears or hopes or anything else even to ourselves. We simply sat huddled around the fireside, shadows and light playing on our faces. My mother was the only one who spoke, taking us all in as she told us to watch our lips. The dreaded state of emergency had finally struck my mother’s house.
I was never to let anybody know that we knew where Good Wallace had gone because, indeed, in a technical sense, we did not. Do you hear me? she asked again rhetorically, looking at my younger brother and me. If anybody asks if you know where he is, just say, I don’t know.
I don’t have to be told. I know it inside me. It is strange that when I wake up in the morning, everything looks the same: the sky, the land, the neighborhood. And yet everything has changed. Tomorrow when I go to school, or read a newspaper, or talk with Mzee Ngandi and hear of Mau Mau and their heroic deeds or deaths, the talk will not be something abstract, happening far away in the forest of Nyandarwa and Mount Kenya. I will be thinking of my brother whom I have loved: his hard work, his determination, his imagination, his love and loyalty to friends. I will be thinking of Joseph Kabae, who had earlier taught Good Wallace how to type, and now teacher and student are on opposite sides of the conflict. Yes, I will be thinking of the split in my father’s house with two of Wangarĩ’s sons, Tumbo and Kabae, working as agents of the colonial state and their half brother out in the mountains trying to bring down the colonial state. Ah, yes, brothers who love one another, now at war.
The story is told of how my brother Wallace once went to visit Mwangi wa Gacoki, the son of the second wife of my father. Wa Gacoki then worked at the Limuru Bata Shoe factory and lived in one of the company’s single-room houses. By one of those coincidences of fate, Tumbo, the informer, Wangarĩ’s eldest son and the brother to Kabae, had decided to visit Mwangi wa Gacoki at the same hour. When they encountered one another at the gate, they both took off in different directions—Good Wallace back to the mountains and my half brother Tumbo to the police station. Soon there was a large sweep of the area. But obviously Tumbo did not mention wa Gacoki because he was never called in for questioning about the incident or accused of aiding an anticolonial guerrilla fighter. Or maybe Tumbo did not know that Wallace was going to visit Mwangi wa Gacoki, since the workers’ quarters were many and crowded. Warring motives and loyalties might have been at play.
And yet the split loyalties do not break the sense of us belonging to the same family. My mother’s co-wives don’t abandon her; they still find the time to see her at home or in the fields. But I assume that they don’t talk about Kabae or Tumbo or my brother. Or perhaps they know, deep inside, that these warring sons would always be their sons, and they hope that all of them will eventually come back home safely. The Gĩkũyũ have a saying that out of the same womb comes both a killer and a healer.
My brother’s flight to the mountains changes our external relationship to our immediate world. But I learn it the hard way. At first, neither my brother’s wife nor I can believe it. It seems impossible but Kahanya, the closest friend of my brother, the man he had taught carpentry and employed as his assistant at the workshop, has joined the Home Guards. No, it is not possible that Kahanya would join those who were hunting down my brother. It is not possible that the man who had married a girl from one of the most militantly anticolonial families, the Kĩhĩkas, would turn against what his in-laws stand for. No, Kahanya whose elder brother, Ndereba Karanja, had married Nyagaki, Gacoki’s daughter, one of my older half sisters, would not turn against us. I refuse to believe it.
One day I encounter Kahanya wearing the white armband identifying him as a Home Guard. He is in the company of another Home Guard, Gĩkonyo Marinda, also one of my brother’s age-mates. The encounter takes place on the path that then passed by Edward Matumbĩ’s house, and on either side of which grew long green corn. I almost freeze. They both stop. Gĩkonyo glares at me as if I am contaminated with evil. But Kahanya, though not looking at me directly, greets me and then asks, Does Good Wallace ever get in touch with you? I say no, which is the truth anyway. He tells me mockingly, almost jeeringly, We understand your brother has climbed to the ranks of captain. I don’t know, I say, and continue on my way, and they continue on theirs, laughing. Both, I later understood, had taken the oath as Mau Mau adherents. They had simply changed sides. How do I make sense of these contradictions in a struggle, which, through Ngandi’s rendering, I had seen as one between the anticolonial and the colonial, good and evil? What is now emerging around me is murky.
One morning I go to my grandfather’s as I was used to doing. Even though I am now a man, I am still his scribe and bird of good omen. He does not mention my brother’s flight to the mountains, but I note that he is not as enthusiastic about the early-morning call as he used to be. On another occasion he tells me that I need not visit him anymore so early in the morning. A third visit in broad daylight: He makes it clear that I am no longer his bird of good omen at whatever time of day. I am his beloved scribe no more.
At first I am hurt. He is my mother’s father; I am named after him; once he had hidden in our place in the dark. But that was the point, really. Grandfather had already lost Kĩmũchũ, his beloved adopted son, and now he might lose Gĩcini, his own blood. His grandson, the son of his daughter who lived on his land, is a Mau Mau guerrilla. I am sad to lose my special place as his scribe and bird of good omen, but somehow I understand. My mother’s house has become a menace to others.
But ours remains a close-knit one-parent family. In addition to the comfort my mother’s house gives me, there is school. Though the fear that I might lose my place in Kĩnyogori hovers over me always, it does not actually happen. I am grateful. I seek refuge in learning.
There were many primary school teachers who, in their own ways, contributed to my intellectual growth. But the one who most influenced my life was Mr. Samuel G. Kĩbicho. He graduated from Kagumo Teacher Training College. He became the headmaster of the newly reopened Manguo, and it was under his leadership that the school moved to Kĩnyogori. He was my English teacher during my last two years at Manguo and Kĩnyogori.
Our language texts from grade five were the Oxford Readers for Africa. The books featured two characters, John and Joan, who lived in Oxford but went to school in Reading. I learned that they went by train, which triggered envy in me. Of course, Oxford was in England. I don’t think that any of our teachers had ever been there, so the places mentioned in the texts must have been as strange to them as they were to us. We followed Joan and John everywhere, especially to London, where they went sightseeing at natural, historical, and architectural landmarks including the Thames, the British Houses of Parliament with Big Ben, and Westminster Abbey. The school now followed the common government syllabus for African schools, so the teachers had to use the officially sanctioned texts. Mr. Kĩbicho had the ability to go outside the texts and cite many everyday examples from our environment. He was excellent with English grammar. He made me understand the structure of the language and how to use simple and complex sentences or how to build a sentence of ever increasing complexity from a simple one. From the simple to the complex: It was an outlook that remained imprinted in my mind. If that was all he did, he would have remained just like any other good teacher in my life.
Fifteen men on the dead man’s chest
Yo-ho-ho, and a bottle of rum
Drink and the devil had done the rest
Yo-ho-ho, and a bottle of rum.
Sometimes, in the schoolyard, Kenneth and I would recite “Yo-ho-ho” to the surprise, bafflement, and curiosity of other students. We discussed the possibility of our going to sea to become pirates, but alas there was nothing beyond rivers and Manguo marshes in Limuru, and Mombasa was very far away.
It was Stevenson who provoked my first major literary dispute. I confided to Kenneth that I would like to write stories like Stevenson’s, but that one needed a license to write. And to qualify to write, one had to have higher education. Kenneth was adamant that one did not need to have a license to write, or any other qualification. I countered by asserting that if one wrote without such permission, one would surely be arrested. I don’t know why this idea of being imprisoned because of one’s writing came to my mind. Perhaps in my conversations with Mzee Ngandi, he had mentioned the fact that many of the nationalist writers, like Gakaara Wanjaũ, Mũgĩa, and Stanley Kagĩka, had been imprisoned by the colonial state under the laws of the state of emergency. African-language papers had been banned, and some of the editors, such as Henry Muoria of Mũmenyereri, were forced into exile. Whatever the origins of my position, the debate between Kenneth and me was quite heated at times. We could have resolved it easily by posing the problem to Mr. Kĩbicho, but we did not.
Irritated by my intransigence, Kenneth said that he would write a book to prove to me that one did not need a state license to write. He did not tell me what the book would be about or whether he had started. But he could not have gone very far. Our attention was soon taken up with preparations for the Kenya African Preliminary Exams, which would decide our fate.
The Kenya African Preliminary Exams were dreaded. Only about 5 percent of the students taking the tests ever found places at high schools or teacher training colleges. Preparing for the exams was nerve-racking, made more so by our being in the midst of a war. We were continually deprived of sleep by interruptions at unexpected times, and I was always wondering about my brother in the mountains. How to prepare for the exams was a problem. Were the questions going to be based on one year’s work, on the previous two, three, or four years of work? Except for English, we did not have textbooks. We depended on the teachers’ notes that we had copied from the blackboard. There were very few students if any who would have been able to preserve in one place notes taken over a period of one year.
But I tried reading time and again whatever notes I had. Even that was a struggle. Some days we were without paraffin for the lamp. I had to read by firelight. Dry cornstalks could produce sudden bright flames but the flames also died as quickly. One had to keep on feeding the flames. It was a race to read as much as one could within the span of one set of flames. It strained my eyes but I got used to it. Daylight was best. But reading had to compete with chores, including looking for firewood for the evening.
The exams were a very formal affair. They were often held at one center with the candidates from different schools finding their own way to the place. In 1954, for our area the center was at Loreto Convent School, Limuru, three miles from home. We felt lucky because there were some who had to travel more than ten miles to get there, and there was hardly any transportation.
The Catholic mission where Loreto School was located had been founded by Italian missionaries in 1906. The vast land the church owned was part of Tigoni, the center of the dispute that eventually led to the Lari massacre in 1953. But although there was a saying that there was no difference between a priest and a settler, the anger of the population was directed more at soldier settlements than at the mission center itself.
A week or so before the exams, I was awakened from deep sleep by my mother opening the door. A group of men entered the house. They wore long coats, and at the waist were belts from which swords in leather sheaths hung. A few had guns slung over their shoulders. One of them was smiling at me. I could not believe my eyes. It was my elder brother, Good Wallace, alive and smiling, holding a flashlight in his hand. By this time, his wife, her baby in tow, had come in from her house. I was trembling with a mix of fear and joy. He was alive and well. But what if Home Guards were following them? These men showed no fear. They were talking freely, though in low voices, and even laughing. They ate food and drank some tea. They must have had sentries outside because there was always some movement in and out. Then my brother turned to me and said, Don’t fear. I know you will be taking exams soon. I came to wish you good luck. As our mother says, try your best. Knowledge is our light. And they left. Just like that. My mother impressed upon me that what I had seen was not to be discussed with anybody else. Not even my younger brother, who had slept through it all. In the morning I thought that I was waking up from a strange dream.
I was sorry that I could not have asked all the questions on my mind: about the day he had escaped death, the way they lived in the mountains, the battles they had fought, or about their leader Marshall Dedan Kĩmathi. But the thought that my elder brother would risk being caught so as to wish me good luck was very touching. He was the same person who used to discourage me from playing with carpenter tools but whose face beamed bright when I was absorbed in a book or a newspaper. His risky visit motivated me to work harder, but it also added to my anxiety.
My anxiety became sheer panic when, almost a week or so later, Joseph Kabae, the king’s man, turned up in our house. He smelled of alcohol but was his affable self. It was early in the evening. He had a belt from which hung a holstered gun. He was passing by and, remembering that he had never come to visit, he thought he would stop in just to ask, How are you? he explained. My mother made him a cup of tea, but there was not much flow of words between stepmother and stepson. I was sure of the thoughts in my mother’s head: Why so soon after Good Wallace’s visit by night? The questions I always had now came back: Why was this man, who had fought white people in the Second World War, not out in the mountains fighting against the white settlers? Then suddenly he turned to me: You are about to take exams, I know. Don’t fear the exams. They are just words on paper; attack them with the pen. The pen is your weapon. Then he took out his gun from the holster and held it in front of my face. He wanted me to touch it, maybe to drive out the fear in me, but I didn’t. My mother’s eyes were cold with disapproval, and there was a discernible collective sigh of relief when he left. His visit so soon after that of Wallace left a cloud of fear and anxiety: In taking out his gun, was Kabae showing off or conveying a message? It was notable that he never mentioned the brother in the mountains. I took it in the most positive light: He was the most highly educated in our family; maybe he was genuinely coming to wish me well. The guerrilla and the king’s soldier had both come to say almost identical words to me.
The eve of the exams brought back the kind of fear and anxiety that I had felt on the eve of circumcision. It was the fear of the unknown, where the consequences of failure were clear but those of success were not. Now there would not be any direct communal invol
I had never been to Loreto Convent School, though I had seen its students in passing. The day I would have gone there, to convert to Catholicism, I was turned away by Kenneth’s mother. And now, at long last, I was there, though for a different purpose. The contrast with Kĩnyogori was remarkable. The buildings, from the church to the classrooms, were surrounded by lots of land, with well-mowed grass and well-trimmed hedges. Farther out were paddocks with cows, their udders full, grazing peacefully. The classrooms were joined by corridors in which one could have gotten lost, but some girls had been assigned to guide us to the exam room. And wonder of wonders: They had toilets that one flushed after use, and the waste would disappear. Ours at Kĩnyogori and earlier at Manguo were pit latrines. The girls told us that they had shower rooms too. In everything, their style of life was far above ours. I could not recall a more intimidating environment.
But most dazzling were the school uniforms—red dresses, so colorful in contrast with our drab khaki. I could not keep my eyes off the girls: They all looked equally beautiful, intelligent, radiant, sinless, ready to be received into a heavenly choir of angels. One or two nuns in their habits hovered. I don’t know what was more daunting, the school environment as a whole, or the room where we sat behind desks, spaced in such a manner as to make it impossible to cast an eye on our neighbor’s answer sheets. The proctor was a white education officer from Nairobi who, after preliminary instructions, sat in front but would sometimes walk between the rows to ensure that there was no cheating. The exams took four days to complete. On the first, there was registration, orientation, and the assignment of a number in lieu of one’s name. The other three were each devoted to one or two subjects, including math, English, Swahili, history, geography, and civics. I was nervous, almost paralyzed, as I looked at each exam in front of me and at the girls in red, who seemed at ease with themselves. But the moment I put pen to paper I felt a kind of animated serenity. Every day brought the same anxieties and the same attempts to calm my emotions, and then serenity. On the English exam I had an unexpected encounter with my recent past. Among the questions was a passage meant to test our comprehension. Read this and answer the following questions. The passage was taken from Stevenson’s Treasure Island. The passage did not contain the title of the book or the author’s name. But it had signature lines and phrases: “Fifteen men on the dead man’s chest / Yo-ho-ho, and a bottle of rum.” It was probably incomprehensible to many candidates, who complained about it afterward, but for Kenneth and me, who understood the context, it was a reward for our extracurricular readings.