Penguin Readers Factsheets
level
E
T e a c h e r’s n o t e s
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Cry, the Beloved Country
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by Alan Paton
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ADVANCED
S U M M A R Y
ry, the Beloved Country is a story of courage and
endurance, set against a background of racial
injustice in South Africa. It was published in 1948,
the same year in which the regime of apartheid was
established in South Africa (see Background and themes).
It tells the story of a black Christian church minister, who
is torn from his homeland to search for missing members
of his family in the squalid townships of Johannesburg. He
finds each of his family members, but at an awful cost to
himself: his brother has lost his faith and learned how to
hate, his sister has lost her self-dignity and is little better
than a prostitute, and his son has murdered somebody.
Despite the despair the minister experiences, the book
ends on a note of hope.
C
The latest film of Cry, the Beloved Country was made in
1995.
ABOUT ALAN PATON
Alan Paton was born in 1903 in the province of Natal,
South Africa. His mother was white South African and his
father was Scottish. His mother was a teacher and his
father was a civil servant. They were both deeply religious,
an influence which is very clear in Paton’s books, which
often explore the theme of forgiveness, a very important
part of Methodist theology.
Paton also went to university in Natal, where he studied
science. He loved his homeland, and during his university
years he and some friends explored the whole province of
Natal on foot, walking as much as thirty miles a day over
very rough country. His intimate knowledge of his country
comes through strongly in his writings.
When he left university, Paton taught science at High
School to the sons of rich, white South Africans. After
recovering from a serious illness he looked closely at his
life and decided that he wanted to do something more for
the black community. He became principal of a
reformatory (prison for young black boys) and during his
time there improved the conditions for the prisoners. He
became very interested in the racial and social problems in
South Africa at the time, and started to explore these in his
writing.
In 1953, Paton helped to set up the Liberal Party in South
Africa. This was declared illegal in 1968 by the ruling
Afrikaner National Party. As well as writing books, he wrote
serious essays for liberal magazines in his middle years,
© Pearson Education 2000
much as the character Arthur Jarvis in Cry, the Beloved
Country.
BACKGROUND AND THEMES
Cry, the Beloved Country was written during the years
leading up to the apartheid regime in South Africa, and it
explores the issues of the relationship between blacks and
whites at the time. The Afrikaner National Party came to
power in 1948, the year in which Cry, the Beloved Country
was first published. This party formalized the separation of
the white and black communities in South Africa in
apartheid – a regime which created legal separation of the
two communities. Under this regime, parts of the cities
became ‘white only’, relationships and marriage between
blacks and whites became a crime, certain jobs became
‘white only’, transport became ‘white only’ and ‘black
only’, and harsh penalties were imposed on people who
broke the law.
This system lasted almost intact for forty years, but in
the late 1980s economic sanctions by the international
community and unrest within South Africa itself forced the
government to start relaxing the regime. In 1990 Nelson
Mandela was released from prison after 27 years and this
paved the way for reform of the regime. In 1994 the first
all-race elections were held and Mandela became the first
black president of South Africa.
At the time that Paton was writing Cry, the Beloved
Country, just before the apartheid regime was established,
a great distrust had grown between the whites and blacks
of South Africa. This situation forms the background to the
book.
One of the main themes in the book is the difference in
status between the white and black races, and how
different people deal with this. The main black characters
of the book, the two ministers Stephen Kumalo and
Theophilus Msimangu, have strong Christian beliefs and
treat everyone with trust and courtesy, whether white or
black. They are aware of the situation in their country but
work to change it only by peaceful means. However,
Stephen’s brother John has moved away from Christian
beliefs; he hates the white regime for what it is doing to the
blacks and encourages violent protest. The main white
character, James Jarvis, is also very tolerant, and his help
for and belief in the black community which killed his son
brings hope at the end of the book.
Penguin Readers Factsheets
T e a c h e r’s n o t e s
Another theme in the book, which may come from
Paton’s own love of his country, is the innocence of the
country villages in comparison with the crime and hatred in
the cities. Kumalo and Jarvis represent the ‘good’ of the
country, while Kumalo’s sister and his son Absalom
represent the descent into crime and squalor that awaits
people in the cities. Even Absalom’s girlfriend, a sixteen
year old who is carrying his child and who has already had
two ‘husbands’, sees salvation in the country. The
character who initially appears to remain ‘good’ in the city,
Theophilus Msimangu, decides at the end of the story to
turn his back on the city and go into a religious community.
Perhaps this signals the belief that salvation for the city is
still a distant dream.
Communicative activities
The following teacher-led activities cover the same
sections of text as the exercises at the back of the reader,
and supplement those exercises. Supplementary exercises
covering shorter sections of the book can be found on the
photocopiable Student’s Activities pages of this Factsheet.
These are primarily for use with class readers but, with the
exception of discussion and pair/groupwork questions,
can also be used by students working by students working
alone in a self-access centre.
ACTIVITIES BEFORE READING THE BOOK
Teach the word apartheid and explain it (separating blacks
and whites – see Background and themes). Put students
into pairs. They discuss how they think blacks and whites
were separated during the apartheid regime in South
Africa, and how this might have affected both the blacks
and the whites at the time. Discuss as a class.
ACTIVITIES AFTER READING A SECTION
BOOK ONE
Chapters 1–5
Put students into pairs. Ask them to look through
Chapter 1 again and to think about the images the author
presents. (Teach images if necessary.) What does he say
about the countryside? What does he feel about it?
Chapters 6–11
The people in the story use the words ‘stay well’ and ‘go
well’ when they are leaving each other. Ask students to
look back and find the words. Ask them to work out when
to use ‘stay well’ and when to use ‘go well’.
Chapters 12–17
Write the following names of characters on the board:
Theophilus Msimangu, Father Vincent, John Kumalo, the
white man from the refectory, Gertrude Kumalo
Ask students to think about how each of these characters
treats Stephen Kumalo. Does he find kindness from them?
In which ways? Is it expected or not?
BOOK TWO
Chapters 1–6
Divide students into pairs. They are John Harrison and
John Kumalo. They discuss the living conditions of black
people in South Africa. Can they come to any agreement?
(For summaries of their views, refer students to page 65
© Pearson Education 2000
for John Harrison and pages 23/4 for John Kumalo.) Then
have a class discussion. Which person do they think is
right and why?
Chapters 7–11
Write these actions on the board:
John Kumalo shuts his brother out. Msimangu goes into a
religious community. Msimangu gives Kumalo his money.
Gertrude disappears.
Ask students to discuss the reasons for these actions in
pairs, then discuss as a class.
BOOK THREE
In pairs, students prepare a dialogue between Stephen
Kumalo and his wife after Kumalo has returned from
Johannesburg. He tells her about his last few days in
Johannesburg – their son, Gertrude’s disappearance, his
brother’s behaviour. She tells him about the conditions at
home. Some pairs can act their dialogues out to the class.
ACTIVITIES AFTER READING THE BOOK
Divide students into small groups. Each group should
choose the three most important characters in the story
and give reasons why they are the most important. Then
open the discussion to the class.
Glossary
It will be useful for your students to know the following new words.
They are practised in the ‘Before You Read’sections of exercises at
the back of the book. (Definitions are based on those in the Longman
Active Study Dictionary.)
Book One
Chapters 1–5
apologetically (adv) speaking in a way that says you are sorry about
something
forlorn (adj) sad and lonely
liquor (n) alcohol
Mission (n) the building where the missionaries live and work (people
who go to other countries to teach people about Christianity)
mute (adj) unable to speak
Reverend (adj) used in the title of a Christian priest
St (adj) a shortening of saint
wearily (adv) in a tired manner
Chapters 6–11
avenue (n) a road in a town
beloved (adj) loved very much
bull (n) a male cow
compound (n) an area that contains a group of buildings and that is
surrounded by a wall or fence
reformatory (n) a special school where young people who have
broken the law are sent
shanty town (n) an area of badly built temporary homes where very
poor people live
shilling (n) a unit of money used in the past
township (n) an area of a city in S Africa where black people live
Chapters 12–17
Latin (n) the language of ancient Rome
Book Two
Chapters 1–6
plough (v) to turn over the earth in long lines so that it is ready for
planting seed
Chapters 7–11
compass (n) an instrument that shows what direction you are
travelling in
Book Three
Chapters 1–7
dam (n) a wall built across a river to make a lake
Publi sh ed and dis trib ute d by Pea rso n Education
Fac tshee t w ri tt en by Diane Hall
Fact sheet ser ies de ve loped by Louis e Ja mes
level
6
Penguin Readers Factsheets
level
E
Student’s activities
Photocopiable
These exercises can be done alone or with one or
more other students. Pair/group-only questions are
marked.
1
Cry, the Beloved Country
Activities while reading the book
BOOK ONE
CHAPTERS 1–5
Chapters 1–3
1 Who or what do these words and phrases describe?
(a) rich and thick, (b) respectful, (c) very sick,
(d) dangerous, (e) humble
2 Answer these questions.
(a) Which members of Stephen Kumalo’s family
have gone to Johannesburg, and why?
(b) Stephen Kumalo was unwilling to open the letter
because ‘once such a thing is opened, it cannot
be shut again’. What does this mean?
(c) Why does Stephen’s wife say ‘Absalom will never
go now to St Chad’s’?
(d) Why does Stephen Kumalo feel anxious when he
gets on the train?
Chapters 4–5
1 These statements about the story are incorrect.
Correct them.
(a) Kumalo is excited when he arrives at the station
in Johannesburg.
(b) The young man who takes Kumalo to the bus
station is very kind.
(c) Kumalo meets only unpleasant people before he
arrives at the Mission House.
(d) Reverend Msimangu is about the same age as
Kumalo.
(e) Gertrude Kumalo has a serious physical illness.
2 Discuss these questions.
(a) What is Msimangu’s attitude towards white
people?
(b) Do you think Kumalo feels happier after his first
few hours in Johannesburg?
CHAPTERS 6–11
Chapters 6–8
1 Choose the correct answers.
(a) Gertrude is afraid when she recognizes her
brother because she thinks ...
(i) he is bringing her bad news.
© Pearson Education 2000
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Activities before reading the book
Read the Introduction on pages v to viii of the book and
answer these questions.
(a) Where was Alan Paton born?
(b) Which political party did he help to form?
(c) What effect did the publication of Cry, the Beloved
Country have on Paton?
(d) Who is the main character in the book?
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(ii) he is going to hurt her.
(iii) he will discover how she is living.
(b) How does Stephen Kumalo feel after his first full
day in Johannesburg?
(i) happy (ii) anxious (iii) depressed
(c) John Kumalo thinks white people ...
(i) build hospitals and homes for black people.
(ii) use black people.
(iii) need different things from black people.
(d) Mrs Mkize is afraid when Kumalo and Msimangu
speak to her because she ...
(i) is frightened of priests.
(ii) thinks that she has done something wrong.
(iii) knows that Absalom Kumalo was bringing
stolen things to the house.
2 Imagine that you are Stephen Kumalo. Make a list of
things about John Kumalo that have disappointed
you. Compare your list with another student’s list.
3 Write Stephen Kumalo’s letter to his wife after his first
day in Johannesburg (page 21). Mention the journey,
his arrival in Johannesburg, Msimangu and Gertrude.
Chapters 9–11
Answer these questions.
(a) In which way does Msimangu think that the whites
treat the blacks well?
(b) Why did the reformatory allow Absalom Kumalo to
leave?
(c) What has happened to Absalom Kumalo since he left
the reformatory?
(d) According to the newspaper, why was Arthur Jarvis
murdered?
(e) What is the fear that Stephen Kumalo is now feeling?
(page 40)
CHAPTERS 12–17
Chapters 12–14
Answer these questions.
(a) Who do the police visit and in which order?
(b) What does the young man from the reformatory tell
Kumalo?
(c) What is Absalom’s defence for killing Jarvis?
(d) Why does John Kumalo think that his son will go
free?
Chapters 15–17
1 What do these phrases mean?
(a) ‘the extreme punishment’ (page 51, line 3)
(b) ‘this thing was coming’ (page 51 line 18)
(c) ‘the most terrible thing that a man can do’ (page
53 line 2)
(d) ‘pro Deo’ (page 55 line 22–3)
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ADVANCED
Penguin Readers Factsheets
Student’s activities
2 Discuss these questions with another student.
(a) Father Vincent says to Stephen Kumalo: ‘...
sorrow is better than fear. Fear is a journey, a
terrible journey, but sorrow is at least an arriving.’
Do you agree that sorrow is better than fear?
(b) How does Absalom’s girl feel when Kumalo
invites her to go and live with him and his wife?
Why does she feel this?
BOOK TWO
CHAPTERS 1–6
Chapters 1–2
1 Book Two starts in a very similar way to Book One,
but with some differences. What are the differences
in ...
(a) the description of the countryside?
(b) the method by which the characters
(Kumalo/Jarvis) receive their bad news?
(c) how they get to Johannesburg?
(d) how they are met in Johannesburg?
(e) what each character discovers about his son?
2 Discuss with another student.
What do the answers to the questions in 1 tell you
about white and black people in South Africa at the
time?
Chapters 3–6
1 Are these statements true or false? Correct the false
ones.
(a) Arthur Jarvis thought it was acceptable to use
black workers and pay them very little.
(b) John Harrison holds the same opinions as Arthur
Jarvis held.
(c) All the people in South Africa respect the judges.
(d) The trial of Absalom Kumalo and the others is the
biggest news story.
(e) The gold at Odendaalsrust will bring wealth only
to the white people.
CHAPTERS 7–11
Chapters 7–9
1 In Chapter 7, Stephen Kumalo visits Jarvis. Why does
he do this, do you think? How does he feel? How
does Jarvis feel?
2 Answer these questions.
(a) What does Mrs Lithebe talk to Gertrude about?
(b) Where does Gertrude feel that her problems
come from?
(c) Does Mrs Lithebe agree with her?
(d) Why do Msimangu and Kumalo eat with Mrs
Lithebe rather than at the Mission?
(e) Why shouldn’t Kumalo see the newspaper
headline?
Chapters 10–11
Complete these sentences.
(a) The judge drops the charges against the other two
boys because ...
© Pearson Education 2000
(b) He decides that Absalom is guilty and ...
(c) John Kumalo becomes angry with his brother
because ...
(d) Stephen Kumalo leaves Johannesburg in the morning
with ...
BOOK THREE
CHAPTERS 1–7
Chapters 1–5
Complete the gaps with phrases from the box to tell the
story of Chapters 1-5.
Arthur Jarvis’s son, almost run out, provide milk
for the children, teach the people, the girl and the
small boy, there isn’t any milk, to build a new
church, will be hanged later that month
Kumalo returns to his home with
(a) ........................................ . The land is very dry and the
corn has (b) ........................................ . Soon after his
return Kumalo meets a young boy on a horse (c) ........................................ . The boy asks for some milk
and Kumalo explains that (d )........................................ .
The next day he receives a message from Mrs Jarvis that
she will (e) ......................................... . Then Kumalo
learns that Absalom (f) ........................................ .
He meets Jarvis, who is very sympathetic to him and all
the problems with the land. He arranges for someone to
come and (g) ........................................how to farm the
valley. Then Kumalo hears that Mrs Jarvis has died and
that her last wish was (h) ........................................ at
Ndotsheni.
Chapters 6–7
1 Answer these questions.
(a) Who does the demonstrator work for? How does
he feel about that?
(b) Does Kumalo agree with the demonstrator ’s
ideas?
(c) Why does Kumalo go up the mountain?
(d) How does Jarvis try to comfort him?
(e) Why does Kumalo take off his hat and put his
hands together?
2 Does the story have a happy or a sad ending?
Activities after reading the book
Do you agree with these statements about the story?
Discuss them with another student.
(a) The writer believes that white people are bad for
South Africa and the blacks.
(b) The story is about the importance of the family.
(c) At the end, Stephen Kumalo has lost his son, but he
has also gained a lot.
(d) The story ends in hope.
Pu blished a nd dist ributed by P ear son E ducat ion
Factsheet written by Diane Hall
Fac tshe et s e ri e s devel oped by L o uise J ame s
level
6