hido went into Standard Six in the year that Babamukuru returned from England. This meant that he was going to secondary school the following year. Babamukuru had intended him to stay on at the mission to counteract the unAfrican exposure he had been subjected to in England, but Mr Baker, as Nyaradzo’s father is called, arranged for Chido to take the entrance examination to his son’s school. So determined was this good missionary that Chido should have the best in life that he personally drove my cousin to Salisbury, where the examination was taking place. Not surprisingly, since Whites were indulgent towards promising young black boys in those days, provided that the promise was a peaceful promise, a grateful promise to accept whatever was handed out to them and not to expect more, Chido was offered a place at the school and a scholarship to go with it. Nyasha was sure that Mr Baker had had a hand in that scholarship. To ease his conscience, she said. ‘A word with the headmasters’ she told me when Nyaradzo was not present. ‘You know how it is, bwana to bwana: “The boy needs the cash, old man!”; “He’s a good boy, what. Pity to waste him. We'll see what we can do.” So Chido gets his scholarship and Mr Baker feels better about sending his sons there in the first place. Really! The things they get up to to pull the wool over our eyes. Really!’ Nyasha’s analysis made sense because Babamukuru did not approve of European habits, easy options or unnecessary expenditure. Without the scholarship Chido certainly would not have gone to that school and Mr Baker would have had his sons’ superior education nibbling away at his conscience. The upshot of all this was that Chido did go to this boarding school and by the time I went to the mission he had adapted remarkably well to private-school life. He had acquired the usual courteous, self- indulgent, private —- school habits and was firm friends with the Baker boys. As a result I did not see much of him or of the Bakerboys, except for a day or two at the beginning or the end of the holidays, because their school ran according toa calendar that was different from the one we used at the mission. Since Nyasha was in Form Two in that year, my first year at the mission, she was writing her first set of public examinations. Actually, they were her second set, because she had sat her Standard Six examinations, but Nyasha, who had benefited froma head-start programme for gifted children in England, pooh- poohed those Standard Six examinations. Characteristicall
In this passage, the characters experience different forms of struggle. Nyasha struggles with educational pressure and psychological exhaustion as she faces demanding examinations and high expectations. Babamukuru struggles with cultural identity as he tries to balance African traditions with Western education. Tambu also experiences social and educational inequality by observing the advantages enjoyed by Chido through his father's connections. These struggles reveal the effects of education, cultural differences and social inequality on the characters' lives.