i
THE ROLE OF MODERNITY IN THE MAASAI SOCIETY AS
SEEN IN HENRY OLE KULET’S
IS IT POSSIBLE
?
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By
Irina Peni Virgiastuti Supolo
Student Number: 084214114
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
iv
Be who you are don’t compare your self to others (onizuka)
Have faith in our strength, have courage in our hearts
(bleach)
When you are up high, all the stuff that looks confusing and
messed up... suddenly becomes crystal clear
(Bleach:memories of nobody)
We are all lke fireworks. We climb, shine and always go our
separate ways and become futher apart. But even if that
time comes, let ‘s not disappear like a firework and continue to shine forever (Bleach)
TO BE SATISFIED WITH A LITTLE, IS THE GREATEST WISDOM, AND HE
THAT INCREASETH HIS RICHES, INCREASETH HIS CARES, BUT A
CONTENTED MIND IS HIDDEN TREASURE, AND TROUBLE FINDETH IT NOT
v
This thesis is dedicated to
ALLAH SWT
My Beloved Parents
Djoko & Ponirah Supolo
vi
ACKNOWLEDMENTS
First I offer my thanks to Allah SWT who has blessed and loved me for
every minute of my life. Without His guidance I could not have done this
undergraduate thesis. So I thank Him very much. This thesis is dedicated to my
beloved parents Djoko and Ponirah supolo who have raised me since birth and
given me everything to reach the end of this university time. I thank my little
sister Esca for her prayers and company. I also want to thank my big family in
Jakarta, Ungaran and Kulonprogo for their prayers and support. I also want
special thanks to Mr. Fredrick Ndelimo who have help given me information for
my thesis.
I also want to give big thanks to my advisor, Dr. F. X Siswadi, M.A.for
being patient enough to guide and help during my thesis writing process.I thank
Dewi Widyastuti, S.Pd., M.Hum who became my co-advisor for her support and
suggestion. I would also thank all of the lecturers and the staff of English Letters
Department, Sanata Dharma University. I thank them for their help during my
study.
The presence of my friends plays an important part in my thesis writing as
well.I thank my best friends, Frida Rana Pandoyu, Sisilia Triana Dewi and Selvia
Megahsari for being my best friends, best family and great supporter in my thesis
writing process. I also thank Julian Trilidanti, Monica Imanuela Bendatu and
Hanna Maria for their support. I would also thank the 2008 students whose names
vii
I thank the people that support me directly or indirectly, I thank Eeng for
his wonderful suggestion during the writing process of my undergraduate thesis. I
thank Emmanuel Kiiza, Charles, Abel and Ntuli for the night chats in facebook
that helps me smile and raise my spirit I love you guys. I thank my basketball
team (UKF) and coach for supporting me and giving a great time at the court you
guys are the best. I also thank the crew from Beauty and the Beast, for their
prayers and support during my writing process.
viii
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Irina Peni Virgiastuti Supolo
Nomor Mahasiswa : 084214114
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
The Role of Modernity in the Maasai society as seen in Henry Ole Kulet’s Is It Possible?
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau medialain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 7 January, 2013
Yang menyatakan
ix
STATEMENT OF ORIGINALITY
This thesis entitled “ The Role of Modernity in the Maasai society as seen
in Henry Ole Kulet’s Is It Possible?” is purely made by the thesis writer. In other
words, all ideas, all phrases, and all sentences, unless otherwise states, are ideas,
phrases, and sentences of the thesis writer. The writer understands the full
consequences including degree canceling if she took somebody else’s ideas,
phrases, or sentences without proper references.
Yogyakarta, January 7, 2013
x
LEMBAR PERSETUJUAN PUBLIKASI KARYA ILMIAH………… vii
STATEMENT OF ORIGINALITY………... ix
CHAPTER II: THEORETICAL REVIEW……….. 7
A. Review of Related Studies……….. 7
A. The Character and Characterization in Is it possible?…... 19
1. Lerionka...19
2. Kariankei...24
3. Livingstone...27
B. Modernity Revealed by the Main Character………...30
xi
2. The Belief in Progress... 34
3. The Rise of the Individual and Freedom...37
4. Self Expression and Identity... 40
5. Control...43
6. The Private Sphere...45
CHAPTER V: CONCLUSION……….. 49
BIBLIOGRAPHY……… 53
APPENDIX... 56
xii ABSTRACT
IRINA PENI VIRGIASTUTI SUPOLO.
The Role Of Modernity in The Maasai
Society As Seen In Henry Ole Kulet’s Is It Possible? Yogyakarta: Department of English Letters, Faculty of Letters, Santa Dharma University, 2013.
Is it possible?, written by Henry Ole Kulet is a novel about a young Maasai boy named Lerionka who is sent to school against his father’s wishes, an order issued by the colonial government that every family must send one son to go to school. The boy’s father can see no benefits in being educated and is afraid that his only son lose his identity as a Maasai. Two worlds clash, modern and tradition ways of life, the modern world is dominating while the traditional world is struggling from being extinct.
There are two objectives in this thesis. The first objective is how the main characters are characterized. The second is how modernity reveal by the main characters of the novel.
In order to support this analysis, the data and theories are collected using the library research method. The primary data were taken from the book, Is it possible?. This study used the theory of characterization, theory of modernity and Postcolonialism.
The first analysis of the study shows that Lerionka is a young and determined Maasai who is willing to do anything to go to school. On the other his father Kariankei does not want his only son to go to school. He is afraid that he will be lost. Luckily for Lerionka, Livingstone an educated Maasai is willing to help Lerionka to get him to school. In the beginning of the novel, Lerionka had to face many obstacles from his father and the pressure from the Maasai village. Later at the end of the story Lerionka finally completed his education and his father accepted the importance of education. Based on the characteristics and the
xiii ABSTRAK
IRINA PENI VIRGIASTUTI SUPOLO. The Role Of Modernity in The Maasai Society As Seen In Henry Ole Kulet’s Is It Possible? Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2013.
Is It Possible? yang ditulis oleh Henry Ole Kulet adalah sebuah novel yang bercerita tentang seorang pemuda massai bernama Lerionka. Lerionka diharuskan untuk bersekolah dikarenakan undang-undang yang dibuat oleh pemerintah kolonial tetapi ayah Lerionka melarangnya. Sang ayah menganggap pendidikan tidaklah penting dan berakibat buruk bagi anaknya. Sang ayah takut jika Lerionka menerima pendidikan, dia akan melupakan identitas aslinya sebagai orang Maasai. inilah yang menyebabkan masalah timbul di kehidupan Lerionka. Kedua dunia, modern dan tradisional, saling bersaing untuk lebih unggul daripada yang lain.
Ada dua tujuan yang ingin dicapai dalam skripsi ini. Tujuan pertama adalah untuk mengetahui karakteristik yang dimiliki oleh masing-masing tokoh. Tujuan kedua adalah untuk mengetahui bagaimana masing-masing tokoh memiliki sifat modernitas di dalam diri mereka.
Untuk mendukung skripsi ini, data dan materi-materi dikumpulkan menggunakan metode penelitian pustaka. Data utama diambil dari buku Is It Possible? skripsi ini menggunakan teori karakteristik, teori modernisasi dan postkolonialisasi.
Analisis pertama dari studi ini menunjukkan kepribadian kuat yang dimiliki oleh Lerionka yang akan melakukan apapun agar bisa bersekolah. Sedangkan ayah Lerionka sangat menentang keinginan anaknya untuk bersekolah. Dalam usahanya, Lerionka dibantu oleh Livingstone salah satu orang Maasai yang juga menempuh pendidikan. Pada awalnya Lerionka menemui banyak hambatan dalam usahanya untuk dapat bersekolah, baik hambatan yang berasal dari ayah maupun penduduk desa Maasai. Tetapi pada akhirnya Lerionka dapat mengatasi semua hambatan itu sehingga mampu menyelesaikan pendidikannya terlebih lagi dia juga mampu meyakinkan sang ayah bahwa pendidikan itu akan berguna bagi masa depannya. Berdasarkan karakteristik-karakteristik dan teori yang dipakai dalam studi ini, penulis mampu menyimpulkan bahwa modernitas dari setiap tokoh dapat ditemukan dengan cara meneliti setiap perbuatan yang dilakukan oleh masing-masing tokoh. Penulis mampu menemukan seberapa besar modernitas yang dimiliki oleh para tokoh karena masing-masing tokoh memiliki sifat unik. Menjadi modern tidaklah berarti kita menjadi lebih pintar dari orang lain melainkan bagaimana seseorang dapat bergerak maju tetapi tetap tidak melupakan tempat asal mereka.
1
CHAPTER I
INTRODUCTION
A. Background of the study
This undergraduate thesis analyzes a novel entitled Is it possible? written
by Henry Ole Kulet. Henry Ole Kulet is a Kenyan novelist, he won the Jomo
Kenyatta literature award in 2009. He was born in 1947 in the Maasai land in
Kenya. His books greatly talk about realism of African culture. He has published
a number of novels, which has been translated in to various languages. Books like
Daughter of Maa which has great humors, Is it possible? of 1971 which is an A
level book in Tanzania, To Become a man of 1972 which is translated into
German, French and Swedish, Bandits of Kibi of 1999, Moron no More, The
Hunter and Blossoms of the Savanna published in 2008
(http://www.standardmedia.co.ke/?articleID=1144017992&pageNo=1, February
22, 2012). He has had his books accepted in Kenyan education system. Henry Ole
Kulet grew up in a conservative Maasai community. His father was a famous
escapade in his youth as a moran (
http://business.highbeam.com/438419/article-1P3-123066851/1-1-narrative-mirror-fictional-autobiography-and-problem, April
30, 2012).
The novel is about a young Maasai boy named Lerionka who is sent to
school against his father’s wishes, because an order issued by the colonial
government that every family must send one son to be educated. The boy’s father
identity as a Maasai. The story seems to concentrate more on this young Maasai
boy’s journey for the novel invites the reader to study more about the Maasai
culture and the modernity of education in this society.
According to Mbogo Expedition, the Maasai society is described as
people who wear red garments, necklaces, unique hairstyle, drinks blood and milk
from cow as their main meal. They practice male circumcision in which men
becomes warriors, to show their bravery they demonstrate by killing a lion. The
true symbols of the Maasai people are a spear and a shield http://www.mbo
goexpeditions.com/maasai_people.htm, April 30, 2012.
From the description above the Maasai society are unique and fierce.
They are pastoral people because they have a deep love for their livestock and
cattle and they are considered as food and source of income in addition of
religious symbol.
This intriguing society have been here for centuries, unlike other
societies the Maasai have been loyal to their way of life. The traditional ways of
life, are sacred their ancestors brought down their ways of life from generation to
generation. When asked how these traditions were brought down to them, they did
not have a clear answer. They do not temper with the tradition and do not ask why
they have to follow the ways of the Fore Fathers.
During the colonial Era, the Maasai people are unpopular for their
hostility because they turned their backs on prizes and temptation from the
westerners. Nevertheless, they are great people; they manage to preserve their
Postcolonial era, they were a threat to the Government. The Government with a
new law took away the land of the Maasai and ordered the Maasai to be educated.
Thomas Kibutu in his article modernity versus manhood said, “Colonial and Post
colonial policies in Kenya have combined to strip Maasai men of their sense of
place in society and, indeed of their manhood-as defined by their own social
values. As part of civilizing process of natives, Maasai men have had to adjust
their values as modernity has invaded their lifestyle.”
http:/innovation-report.com/2012 The Maasai were forced to change their lifestyle by the
Government.
To most Maasai education has not been important ever since the colonial
era the westerner wanted the Maasai to be educated. The westerners considered
the Maasai as a primitive society that needs to be taught about westerns lifestyle.
Education is very important; it is the duty of a parent to make sure that the
children get proper education so that the children can understand and development
of the world. According to Encarta Webster’s College Dictionary education is the
knowledge or abilities gained through being educated (Soukhanov, 2001:457)
Modernity refers to various characteristics, it transforms both the
structures and relationships of the world, and transforms the way people see the
world and learn. People have the ability to make decisions and speak their mind
about what we see of the world.
According to the book The Consequences of Modernity by Anthony
Giddens states that:
subsequently became more or less worldwide in their influence. (Giddens, 1990: 1)
From the above statement, modernity has been in Europe for a very long
time and now it has left its characteristics in hid somewhere.
The reason why the writer is motivated to do this study is that Maasai are
unique and interesting people. Many Asian people may not know about their
existence. They have survived through the colonial era, manage to preserve their
tradition until today. Now they are fighting to resist a new threat that is modernity.
To find a better understanding about the role of modernity in the Maasai
society, the characters in Is it possible? are a good example for understanding the
role of modernity .One of the characters is Lerionka a young Maasai boy who is
torn between two worlds, the tradition and modern. At first, he dislikes the idea of
going to school but later in the story, he seems to enjoy it. In the novel, Lerionka
is considered as a symbol where he can unite two worlds, he can still be a Maasai
warrior and the same time holds a book. There are many other characters in the
novel, each with his or her unique characteristic. That is why the writer chooses
these characters of Is it possible? for the object of my study.
B. Problem Formulation
1. How are the main characters characterized in Is it possible?
2. How is modernity revealed through the characteristic of the main characters in
C. Objectives of the study
The purpose of this paper is to study the modernity in the Maasai society
through the characters in the novel. There are two objectives of the study. The
first objective is to find out the description of the characters. The second objective
is to find out how the modernity is reveal by the characters. Finally the writer tries
to know the character’s awareness of modernity from the beginning until the end
of the novel.
D. Definition of terms
There are some terms, which the writer needs to define in order to avoid
confusion and differences in understanding about certain terms used in this thesis.
1. Society
In the book Cultural Theory: The key concepts, Society can be defined as
an arrangement of institutions, modes of relationship, forms of organization,
norms etc. Constituting an interrelated whole within which a group of human lives
(Edgar, 2002: 367).
2. Modernity
Modernity can not be defined precisely and the term has been highly
contested one. These are some definition of modernity which the writer has found
and used for this thesis.
In the Encarta Webster’s College Dictionary states that modernity is the
state of being modern or up to date. Modern is defined as somebody living in the
present period especially somebody whose tastes and attitudes are regarded as
In fact one of the greatest problems when trying to engage with the
question of modernity is that means of understanding. Human assumptions about
time, space, people, individuals, groups, histories, truths, facts, myths,
superstitions and lies are always to a certain extent determined by the forces
people trying to understand: modernity. Attitudes converning consciousness and
unconscious,reason and irrational,sanity and madness and so on have been
directed for human decided in advance and to an extent naturalized so these things
are been to be beyond question by modernity (www.courses.nus.edu.sg
7
CHAPTER II
THEORETICAL REVIEW
A. Review of Related Studies
The novel Is it possible? was first published in 1971 though It has
received few criticisms, reviews, and analysis from various critics. Thus, it is
crucial for the writer to state some of those analyze in this brief explanation in
order to prove the urgency and the originality of this thesis.
In the novel, the narrator plays an important role in the story because all
details that are presented in the story are narrated by a Maasai, Lerionka who is
the main character. By clear description of the location and condition of the
setting the narrator shows the life of people during Postcolonialism in the
Maasailand. As a new emerging country there are a lot of problems appearing.
The conflict between the modern world and the tradition is the biggest problems
revealed in the novel especially in the sense of education. In addition, those are
the common problems that are faced by most of postcolonial countries.
According Dorsey from the journal Silence of a Maasai Novel: Is it
Possible? stated:
It is from conviction that the author appeals to Maasai to accept education and integration into the second world, and it is from conviction that he displays only placid aspects of Maasai culture to all others. (http://www.jstor.org/stable/521606)
The above statement explain that the novel is very inspiring about the
Maasai society. The idea is more understandable through action than words. It is
optional reading for secondary school curriculum of two countries. These two
countries have agreeded to educate the Maasai, the author of the novel wants the
Maasai society to accept education and intergration to the modern world and he
showed the Maasai culture to the modern world.
There is a similarity between the main character of the novel and the
author. Ole Kulet grew up in what he terms as an extremely conservative Maasai
community. He was taken to school by force through the intervention of the
colonial government whose requirement that all children be taken to school was
met with resistance by the Maasai elders. It is these tensions that are captured in
his first novel, Is it possible? Surprisingly, in this novel which Ole Kulet
published at the age of twenty five, Lerionka becomes a novelist later in Daughter
of Maa (1987)
(http://business.highbeam.com/438419/article-1P3-123066851/1-1-narrative-mirror-fictional-autobiography-and-problem). The story is based from
the authors background and experience.
The main idea behind the novel makes the newspaper online Arusha
Times brings the issue about whether or not Maasai youth could balance their
community way of life and modern lifestyle. A review by Naseli Saseka states as
“Drought, Famine and other natural disasters have been killing livestock, the sole life line of Maasai people and this has prompted most youths from the pastoralist communities, to flee to urban areas in search of alternative way of survival.Education then becomes a stumbing block, as most of us are hardly past class seven, which is normally not enough for one to get a proper job. Maybe it is high time that Maasai youths stop relying on cattle and start getting proper education. We appeal to those who are already educated, to assist who aren’t” (http://www.arushatimes.co.tz/2004/33/street_talk.htm)
The writer comes to realize how important education is for Saseka,
though its not enough to get a job from just passing elementary school. He wants
Maasai youth to stop relying on cattle which they consider a main priority but get
a proper education in order for them to survive in the urban areas.
By focusing on the modernity and the characterization of the main
characters, the writer aims to reveal the means of education which in this sense is
modernity. This discussion is about the influence of western education towards
the characteristics and the conflicts of the main characters. There are some
changes about the characterization of the main characters after realizing the
importance of education. Moreover, the writer wants to reveal the role of
modernity by the main characters in the novel.
B. Review of Related Theories 1. Theory of Characterization
Robert Stanton in An Introduction to Fiction states that the important
evidence of all is the character’s own dialogue and behavior. Every speech or
action is not only a step in the plot, but also a manifestation of character
(Stanton,1964: 18).
presented in a dramatic or narrative work, who are interpreted by the reader as
being endowed with moral, dispositional, and emotional qualities by inferences
from what they say-dialogue and by what they do-the action” (Abrams, 1993: 23).
Based on the definition, we can say that character is one element of novel, which
guides the reader to know and understand the story and to get many values from
it.
Hugh Holman and William Harmon introduced two types of
characterization. The first type is static. A static character is one who changes
little if at all. Things happen to such a character without things happening within.
Some times a static character gives the appearance of changing simply because
our picture of the character is slowly reveal as we read the novel. The second type
is dynamic, which is quite different the characters show changes by actions and
experiences, and objective of the work in which the character appears is to reveal
the consequences of these actions. (Holman, 1986:82)
Hugh Holman and William Harmon also described characterization as
the author presenting the characters of actual persons and revealing the characters
of imaginary person. There are three fundamental methods of characterization;
first, the explicit presentation by the author of the character through direct
exposition; second, the presentation of the character in action; third, the
representation from within a character without comment on the character by the
Barnet in his book Literature for Composition: Essays, Fiction, Poetry and
Drama (Barnet, 1988:712) explain the way to understand the characteristic
through:
a. What the character says
How the character says will help the readers interpret his or her characteristic.
b. What the character does
The readers or audience can learn the attitudes or behaviors of a character and
they may guess how actually the author creates the characters.
c. What the other characters says about the character
A character interacts with other characters. They share their opinion and gives
comments about the character. Such opinion and comments may reflect the
characteristic of the character drawn.
Based on the way of author’s characterization, the reader or the audience
can know the characters by looking at the behavior of the characters or others who
tells what the character is like. The author may present the characters by showing
character’s action, or describe the characters by telling what they are like.
Here the writer will use both these thories of characterization to analyze
the novel.
2. Theory of Modernity
According to Arvanitakis’s article understanding modernity there are
some dimensions of modernity, they are important to understand because
modernity transformed both the structure and relationships of the world.
(http://jamesarvanitakis2007.blogspot.com/2009/03/understanding-modernity.
html).
These are some dimensions of modernity are as follows:
1. Rationality
The importatnt characteristic of modernity is that society should be organized
under rational lines rather than according to tradition. Societies used to organise
themselves according to tradition.
2. The belief in progress
Under the conditions of modernity, human beings and societies are believed to be
evolving or progressing to a better state, which can deal with injustice, poverty
and inequality.
3. The rise of the individual and freedom
It is the rise of individual and individualism, a move from traditional to modern
life was the idea that you as an individual could make a choice.
4. Self expression and identity
The move from traditional societies to modern ones was also supposed to allow us
the ability to for our own identities and express these the way we wanted to.
5. Control
In modern societies, we are meant to conrtol over our lives, but the issues is we
cannot have too much choice because this threathens the stability of society. So
6. The private sphere
The gap between the public and private sphere. In modern societies we separate
what is public and what is private though this is a division that keeps on moving.
7. Postcolonialism
In his anthology Postcolonial Discourses, Gregory Castle signifies the
diversity of perspectives within the thematic approaches of Postcolonialism itself.
He explains the Postcolonialism studies vary in its subject –matter, whether it is a
political movement, a social condition, a literary text, or concepts like gender,
nationalism, textuality and postmodernism ( Castle, 2001:xi).
Charles E. Bressler in Literary Criticism: An Introduction to theory and
Practice also gives his crucial note on the heterogenousity of Postcolonial field of
study (Bressler, 1999: 266). Likewise, Postcolonialism deals with many issues for
societies that have undergone colonialism: the dilemmas of developing a national
identity in the wake of colonial rule: the ways in which writers from colonial
countries attempt to articulate and even celebrate their cultural identities and
reclaim them from the colonizers; the way knowledge of subordinate people is
produced and used; and the ways in which the literature of colonial powers is used
to justify colonialism through the perpetuation of images of the colonized as
inferior.
In his book Colonization: A Global History, Marc Ferro analyzes Jacques
Berque’s statement, which claims that colonization was an enterprise which had
exploit him, to supplant him in all the domains of social life-political, artistic,
linguistic and casts over the other a veil of “opacity.” The Other is cut off from
history, he loses his heritage and is constrained to seek the reconstruction of his
identity in terms of the model imposed upon him by his ruler (Ferro, 1997: 181).
In his eassy The Scramble for Post-colonialism sited in The Post-colonial
studies Reader Stephen Slemon explains that the forms of colonialism is different
across cultural locations, and that the orders of oppression are always complex
and multivalent (Ashcroft, 1995:52).
In accordance with the diverse practice of Postcolonialism discussed by
the preceding writers, it is also crucial to put in some explanations on the
co-relation between colonialism and the involvement of material violence, capitalistic
economy, and the military. Moreover, upon his analysis of Fanon’s The Wretched
of the Earth, Patrick Taylor in Rereading Fanon, Rewriting Caribbean History
sited in Postcolonial Discourses and Changing Cultural Contexts: Theory and
Criticism observes that “decolonization is easily transformed into neocolonialism
with the emergence of new national elites dependent on metropolitan economic
linkages” (Rajan. 1995:18)
Additionally, in the Encyclopedia of Contemporary Literary Theory:
Approaches, Scholars, Terms Jonathan Hart and Terry Goldie also explain the
state of Postcolonialism. They assert that “Post-colonial theory is a term for a
collection of theoretical and critical strategies used to examine the culture
(literature, politics, history and so forth) of former colonies of the European
In summary, the major concern of Postcolonialism is to highlight the
struggle that occurs when one culture is dominated by another and that what all
postcolonialist critics emphatically state is that European colonialism did occur,
and that the conquerors not only dominated the physical land but also the
hegemony or ideology of colonized people (Bressler,1999:266-267). As Ania
Loomba points out in her book Colonialism/Postcolonialism, postcolonialism
should be flexibly thought as “the contestation of colonial domination and the
legacies of colonialism” ? (Loomba, 2000:12).
C. Theoretical Framework
This study provides some theories to answer the problem formulation
stated in the previous chapter, chapter I.
The first is Theory of character is to know deeper about the character,
how they look like and how they face the problems, which is in the story. It is to
answer the first problem of this research and to describe the character of the book
Is it possible?
The second theory is the theory of modernity, helps to know how the
character reveals the modernity. This theory related to the postcolonial theory,
which helps us to see the social relationship within the society of the character and
16 CHAPTER III METHODOLOGY
A. Object of the Study
The object of the study in this thesis Is it possible? by Henry Ole Kulet,
a Kenyan novelist. Is it possible? is an adventure novel consisting of 156 pages
and being divided into 12 chapters. This novel was published in 1971 by
Longhorn Publishers LTD Nairobi, Kenya.
The setting of the story takes place in the Maasailand, where the Maasai
people live in their traditional way, far away from modern life. He uses several
people who have different personalities to show the condition. The whole content
is to describe different reactions towards modern life in the Maasai society.
This novel is among the most famous works in African literature, though
it may not have won any awards but it is being studied in Universities and schools
in Tanzania. The author Henry Ole Kulet weaves his autobiography and vivid
narrative to create a story about life in the Maasailand. The story affirms and at
the same time contests the possibility of combining Maasai culture with Western
education.
The story begins with a conversation between father and son under a big
tree. Lerionka as the son and Kariankei as the father, they are talking about the
future of their family. That Lerionka is to be the next head of his family according
to the Maasai custom a father should talk to his son because Kariankei is getting
Lerionka was sent away to attend the cattles. An askari, a messager of the white
people came to his village one day, with a message straight from the government
that young boys must be sent to school. Kariankei does not like the idea of
sending his only son away. Two worlds clash, modern and tradition way of life.
One dominating and the other resisting from the ways of life.
B. Approach of the study
In this study the writer will use the Postcolonialism approach. The writer
believes this is the suitable approach to the problems.
The Postcolonialism approach is defined as an approach that concerns
itself particularly with literature that represents and concentrates on writings from
colonized cultures, place and societies that were once dominated by outside of the
white, male European cultural, political and philosophical tradition (Bressler,
1999: 265).
Furthermore, Bressler expound that “postcolonial literature and theory
investigate what happens when two cultures clash and when one of them with its
accompanying ideology empowers and deen itself superior to the other” (Bressler,
1999: 265). The writer will use the Postcolonial Approach because the approach
enables the writer to deal the analysis from perspectives; to construct the coming
across upon the novel’s particular characterization as part of a resistance toward
the oppresser that is assessed by the Kenyan author Henry Ole Kulet toward the
Western literary mainstream. By using the Approach, the writer’s state of mind
C. Method of Study
In conducting the analysis, the writer uses the method of research
procedure by re-reading the literary work, which fuctions as the primary data or
source. During this first step, the writer tried to interpret the novel and seek the
interesting things within the primary source. After understanding the basic
material of the issue, the writer then formulate the objective of the study.
The second step is the library research. In conducting the library
research, the writer collected some references relating to the object and the topic
of the study. The writer then chose and studied the related books that goes with
the topic of analysis, and those references would help the writer to find the
answers of the problem formulation. Notes of any information that were being
aquired from the reference books were taken by the writer to be used as the proof
of the thesis statement. Other than conducting library research, the writer also
browses the Internet to maintain more current information surrounding the novel
and the topic chosen by the writer.
The third step is arranging the references gathered and then analyzed
them. The fourth step which is the main core of the thesis, that is analyzing the
topic the writer used a piece of writing from the literary work, and added the
references as proof of the arguments. The last step conducted by the writer was to
go into conclusion of the analysis by answering the questions rose in the problem
19 CHAPTER IV
ANALYSIS
A. The Characters & Characterization in Is it possible?
The analysis of this study is meant to explain the characterization of the
characters that appears in the story of Is it possible?. Since the narration of the
novel spans through several generations, the writer will take three characters that
represent different generations. The writer will analyze the two features in a
literary text due to the correlation they share.
1. Characteristics of Lerionka
Lerionka is the main character in the novel Is it possible?. He is the only
son of Kariankei Ole Sururu. He can be describe as a clever, brave and
responsible. As a Maasai, he is brave, it is a customary for a Maasai to be brave
and fierce. He lives in a Mayatta also known as a Maasai warrior village. He stays
in a hut, which were plastered with cow dung on their sides and roofs. Between
the close huts, cut thorn branches were placed to ensure intruders be they people
or animals could not find a way through( p.4).
The writer will use Barnet‟s theory from the book Literature for
Composition:Essays, Fiction, Poetry and Drama to explain the characterisitc of
Lerionka.
a. Intelligent
The author delivers Lerionka‟s characterization as a primary school
this by the character‟s action who convinced his father that Maasai can get
education and at the same time be a warrior.
“My son, „my father said one day as we dipped our cattle, „i am now very happy that you went to school.”
„why, father?‟ I asked, without really meaning the question seriously. „Forgive me, my son, for refusing to let you go to school. You acted like a man to take the best course, and you tried to hide from your then ignorant father what you wanted to do. Your mother and I now depend on you. I can now see clearly that it is possible to hold a book in one hand and a spear in the other” (p. 150).
It was Lerionka‟s intelliegence that convices his father about Maasai
being educated. By being a Primary teacher as proof to his father that a Maasai
can hold a book in one hand and a spear in the other. That Maasai can still be a
warrior and the same time get education. Though Lerionka has gone against the
Maasai rule about education and what its doing to the Maasai youths. His father
has accepted the fact that he is ignorant, and appologises from tring to stop his son
from getting education. Lerionka‟s father now came to realize how important
education is for children.
Before Lerionka has no interest in getting education. When he was forced
to go to school, he changes he began to enjoys learning. When he was finally
given the second chance to go to school, he came to realize where his potential
are.
I was not very good at sports, even though I tried. But as the weeks went by, I came to know where my talents lay. I was a good talker, and could argue in debates. So I became the first chairman of the debating society (p. 131).
In the above statement Lerionka found out that he is good in talking. He
is in fact intelligent.In the novel, Lerionka is proven to be intelligrnt, he is quick
to understand what the teacher teaches and entrusted the position as a prefect.
Lerionka is indeed very intelligent, when the District Commissioner was unhappy
with the topic of the debate which was concerning about the British rule.
The District Commissioner frowned. But debating was part of education. Infact, we were putting in practice what we learned in a book which we called „How the British Empire is Governed‟. We were taught to think the British way, and that was not strange because they governed us then (p. 132).
In the above statement, it is clear that British Empire has colonized
Africa. The people of Africa were taught to think like the British people. Since the
British people taught the Native the British way then it is quite obvious the Native
would think like the British people. The Native becomes more intelligent since
they are educated and they can express what they feel. Lerionka was taught the
British way and its not strange that he thinks like the British.
b. Caring
Besides being Intelligent, Lerionka is also caring. He cared for his family
and friends. He did not leave an injury Lekakeny, when they were left to die in the
woods by their guide. „ I could not run because there was nowhere to run to. We
were surround by darkness and forest. Neither did i want to leave my injured
friend‟. (p. 62).
This evidence shows that he is caring, in the worst situation he is there to
protect his friend. This is not the first time he defend his friend. In school,
When the teacher calls out the attendence, Lekakeny was nowhere to be seen. And
Lerionka did not report him to the teacher.
Lerionka also cares for his family, his mother and father. When his
parents had decided that he should go to Arusha instead of sending him to school.
I longed to go. I wanted to tell my father that i wanted to go, but i feared that he would curse me and would call me all sorts of names. I knew he would compare me with Mpoke and Lepish, and say that those two were born to take care of their parents while i was not. I did not like to be scored by my father. I liked him very much (p. 42)
He longed to go school but he feared his father would call him all sort of
names. He does not like to be scored by his father because he loves him very
much. He would rather go to Arusha than quareling with his father. The writer
believe that the character Lerionka truly respect and care his father very much.
c. Brave
Lerionka is a young Maasai boy who is brave, he once fought a Maasai
boy from his own age group to defend Sururu‟s name.
We fought fiercely. I was hit hard on the ear and t felt dizzy, but i determined to keep on even though i could hardly see because of the tears in my eyes. My third stick broke into small bits and as i picked my fouth, Lekakeny suddenly ran away. I ran after him but he was faster than i was. The other boys ran to me and shook my hand. Leteipa said, “you are now Osokoni. You are really bitter” (p. 6).
Though he may have fought to prove himself to defend the Sururu name,
such fights is not approved by the elders, if they are not supervised by older boys.
Physically, Lerionka is not describe as like any other Maasai in the novel
though the author has not quite describe him. The writer could assume that he
strong arms since he can climb tall trees. He is able to walk for days and his is
given a new name Henry.
d. Responsible
Lerionka is also responsible person, when Pello and Saaya were fighting
because Pello wanted to kill Lerionka for spoiling his name. Saaya wounded Pello
with a sword, Pello cried in agony while Saaya went back to his hut to get a spear
to finish him off. Lerionka knew he caused Pello to get hurt.
“it roared in the air like an aeroplane. There was no time to wonder whether it reached its mark, because as soon as it stopped roaring Pello rolled down groaning in agony Saaya ran to the hut to get a spear to finish him off. I remained there puzzled. I did not know what to do next. I knew i was the cause of all the disaster. I felt pity for Pello, even though he wanted to murder me. I knew that he wanted to kill me because it was well known in that village that he left me with a sick boy to die in the forest.” (p. 74)
From his speech, it can be analyzed that Lerionka is a responsible person.
Another part where he is responsible, as a prefect. In school Lerionka was
selected to be a prefect of his class by the headmaster.
„Lerionka, the class prefect, be a good example‟
I felt trapped. I had to be a good example. I thought if i did not i would be stripped of the rank i had been given. I stood up. I remembered the songs the boys sang when i fought Lekakeny and defeated him (pp. 26-27).
From the speech above, Lerionka is given the task to be a prefect. A
prefect is someone who does special duties and helps the teachers to control the
younger pupils. Since he is chosen by the headmaster, he must show a good
2. Kariankei Ole Sururu
The character Kariankei Ole Sururu is the father of the main character
Lerionka. He can be described as Arrogant, proud and discipline. In the story, he
is seen with his two sticks one long and one short and he is seen chewing tobacco.
Kariankei has three brothers Olodi, Leperes and Pesi. Leperes stays in Osupuko
and Pesi stays in Ingoosnani. His clan is called Ilmolelian.It is the clan with goats
of the same color with spots on their sides. He is also proud of his own clan and
consider it as one of the strongest clan in the Maasailand.
a. Arrogant
Kariankei is considered arrogant, compare to other Maasai in his village
he is the most arrogant one. He cares little of other people‟s opinion like when
Lerionka tried to explain that he should go to school otherwise the Government
will take away the cattles.
„Why? Where will they go?‟ he asked quickly „The askaris will come and take them.‟
„I know but let us hope they will not take all of them and-„ „And they may take you as well,‟ I added,
„What is wrong with today‟s children is that they know too much. Let me tell you, I do not want your knowledge at all. I want you to follow this way of life...(p. 38).
In the above quotation tells us that Kariankei does not want to hear what
his son Lerionka have to say concerning the matter of him going to school. The
law clearly state that every family must send one of their son to school, fail to do
so the families cattles will be taken away from them. This is what Lerionka is
on the characteristic of Maasai society, according to Tepilit Ole Saitoti‟s book The
Worlds of a Maasai: An Autobiography states
Maasai warriors are known for their arrogance. If the white man had hit the warrior the latter would have killed him there and then. People were afraid of what might happen. The warrior said, “Mikiwosh ake aluayoni lengare” (“You‟ll be sorry if you hit me, you water youth”). The white
man, sensing the warrior‟s seriousness, simply ordered him to leave, which the warrior did proudly.(p.34)
In the above quotation it shows clearly that Maasai warrior are arrogant,
they show little though to other people. They are proud warriors and pay less
attention to other people. Especially towards the white man, the Maasai warrior
can eventually kill a white man if they were being cornerd. Maasai warrior known
to be arrogant is for their status as a warrior, they show essence of superiority.
Their status as warrior makes them having a high position, the white man dare not
to challenge the Maasai warrior to a fight. The same goes to Kariankei, he is a
famous warrior and pays less attention to what his son Lerionka have in mind.
b. Proud
In the beginning of the story Kariankei is seen with his son Lerionka.
They are talking about continuning Sururu‟s legacy. Since Lerionka is Kariankei‟s
only son, so he should know his family especially Kariankei‟s.
My name is Kariankei. My father‟s name is Ole Sururu. My age group
Iltalala called me Osokoni, meaning that my actions were bitter, like the fruits of the tree called osokoni. Yes, Osokoni, very bitter, I could fight... (p. 3).
Kariankei is proud of his youth days, he seen to be feared among his own
appears that he used to be a strong fighter in his youth. He fought a lot when he
was young, that is why he is given the name Osokoni „a man of bitter actions.‟
In the Maasai society when a boy had been circumcision and graduate
from childhood, Then they are really for the next stage of their life moranhood or
warriorhood. This is the stage where they will learn cattle raiding, war tactics and
hunting strategies in instructed by senior warriors.
c. Disciplined
Kariankei is a disciplined father. His teaching to his only son is quite
harsh. He teaches his sons the history of his clan and the tradition of the Maasai
culture. Even though his teaching to his son is harsh, he trully cares about the well
being of his son though he may not show it since he is an old man with pride.
He is considered discipline, what he says is final. There is a word for
people like Kariankei in the Maasai language called olaiguenani which means a
chief. He is like a chief making decision on his own account.
„I wish my father could understand that,‟ i said „He could, but you don‟t speak to him.‟
„Fathers are not the same. My father is like olaiguenani what he says is final. Your father listerns to opinions. My father says i will go to Arusha tomorrow and it is final. I will go not because i want to but because i do not have any choice. (p. 46)
Kariankei decides to send Lerionka to Arusha instead of going to school.
He believes that Lerionka will be safe in Arusha, he made that decision without
the concent from his son. Since his son Lerionka could not decide whether he
3. Livingstone Lerionka
Livingstone Lerionka is a young Maasai whom Lerionka met along his
journey to Arusha. He has the same name as the main character. He can be
described as responsible, wise, and friendly and patience. He has a similar
characteristic as Lerionka.
Physically, the character Livingstone can be described as intelligent and
well-built. He is an intelligent young man with the sense of independence,
responsibility as well as scholasticism. With his good natures and sense of
patriotist, he and his fellow African brothers manage to gain the country
independence.
a. Responsible
Livingstone goes through an alteration from a teacher into an activist. He
abandon his status as a teacher to become an activist. He join with other African
brothers to fight for their freedom. By being an activist he can serve his country.
„I have come here to join hands with my African brothers who are fighting for their birthright, freedom. We want to be free. We want to be equal to the white men. In other words, we want them to recognise that we are also human beings, and above all human beings in their own country‟(p.137).
This proves that he is responsible to his country, Livingstone is a
nationalist because he loves his country. He wants his country to be free from the
white colonizers. Livingstone also wants to give the best for his country. He
speaks about the value of education. According to Livingstone, we get education
when we are children, we learn to walk and talk. Learning continues and it never
educated and replace the white men. By showing what Livingstone thinks about
his country, the author applies the Murphy‟s theory number eight that the author
shows the characterization by giving direct knowledge of what a person is
thinking about.
b. Wise
In the story, Livingstone is wise which made Lerionka admire him.
Livingstone is a teacher and he teaches in two different places.
After finishing my school at Arusha I went to teach in a place called
„You know, he started the conversation, a person starts education when he is a child. He learns how to put his hand into his mouth and then to sit, stand and at last to walk. Learning continues until one sides.‟
„Do you call reading a sort of learning?‟ I was confused.
„Yes indeed. It is learning. It is not the only kind of learning though. If you were lucky enough to go out into towns, you would find that there are very many kinds of learning‟ (p. 87).
From his speech, states that Livingstone is a wise character. He is wise
when he explained to Lerionka how education is important. Since the moment a
child learns to sit, stand, walk and talk that is consider education and it stills
continue. Livingstone also explained about the two world they live in. The world
of the tradition and world of the modern, that one can not live without the other.
are going to school is never be proud. Always show people that you are like them. After all, we are not different, are we?‟(p. 93).
Livingstone tells Lerinoka that the world they are living in is not so
different. Livingstone‟s advice to Lerionka is that „if you go to school is never be
proud. Always show people that you are like them(Is it possible, 1971:93). It is
good to be educated so long as you remember where you come from.
c. Trustworthy
Other than wise, he is also trustworthy in the novel every word he said
can be trusted. When he offers Lerionka a way for him to continue his education
and Livingstone knows somebody who will help Lerionka to go to school.„Yes i
can understand that. What if you continue your journey to Arusha and then i will
tell you a person who will help you to go to school?‟I would like that.‟I felt very
happy.(p.88)
As Livingstone promised Lerionka that if he continued his journey to
Arusha, someone would help him go to school. And Lerionka indeed attended
school, the evidence shows that Livingstone‟s words can be trusted.
Another incident is when Lerionka received a letter from Livingstone
telling him to come to Nairobi as expected from Livingstone, his words are true
because he paid the bus fare and he was there in Nairobi with a job for
Lerionka.(p.144-145)
d. Patience
Besides being trustworthy Livingstone is patient, especially with his
Livingstone forgot some of the Maasai customs, he wears white men clothes and
even change his name.
“I wish you knew how much i hate those stinking garments you are wearing.‟
„Stop now, mother,‟ Livingstone said amid laughter. I want to buy you a dress.‟
„Go away, she ordered. „if all you can think of buying me is a dress you can keep your money‟(p. 91).
Though Livingstone‟s mother said negative things about his
transformation, he still smiles and does not takes it personlly.
B. Modernity Revealed by the Main Characters
In this thesis, the writer pointed out the main characters Lerionka,
Kariankei and Livingstone reavealing Modernity through the character‟s
characteristics.
1. Rationality
This is the first important characteristic of modernity, society should be
organized under „rational‟ line rather than according to tradition. The meaning of
rational is when decision and thought are made based on reason than emotions.
Before colonization, societies used to organise themselves to tradition for
instance women were the ones to raise children, after colonization the societies
came to recognize rationality or rational principle. These principle are the use of
logic and observation as a basic of what to believe and actions to take.
a. Lerionka
Lerionka has revealed the first characteristic of modernity which is
rationality. He has shown that he is in fact intelligent and cares for his father.
shown he cares. The decision made by his father on sending him to Arusha, he did
not fight back but he accepted with heavy heart because he cares and does not
want to fight with him.
In the novel, Lerionka has decided to go to school for it is the right
choice. He heard from the meeting that the Government will sell all their cattle
and arrest the father‟s of the children and send them to them to dig roads if they
do not let the children go to school.
He did not, but he has to, otherwise they will take him to an unknown place and sell our cattle, and then they will take me to school in his absence. This will leave you with great trouble. I do not want that, mother. I had better go and leave you in peace. I promise you that i will not forget you (p. 16).
Even though Lerionka does not want to go to school, he has no choice
but to go. He does not want to see his father and mother suffer. Though he is still
a boy, but he can think like an adult and make rational decision for the safety of
his family.
The second evidence is shown when Lerionka returned to his family from
school. His father decided to send Lerionka to Arusha to his brother in law instead
of school. Upon hearing this Lerionka was dissappointed with the decision made
by his father. He was beginning to like school, asked about the father‟s decision
Lerionka could not answer but he accepted his father‟s decision.
The reason he accepted his father‟s decision was not to anger him. For he
does not want to fight with his father. He had to go even though he does not want
to. Lerionka though that Arusha is far away from his homeland, he will miss it.
b. Kariankei
In the story, Kariankei made a decision for Lerionka since he could not
make a decision whether he wanted to go to Arusha. He has reveal the modernity
of rationality, a decision to send his son away from school.
„If you don‟t know,‟ he said, looking at the river as if he was not talking to me,‟i will decide for you. I think that is the best action to take. As i have told you, i doubt very much whether a man would be able to hold books at the same time as he hold his sticks and spear. You will go to Arusha, where your mother came from. I think no one will be able to trace where you have gone (p. 37-38).
Kariankei making a rational decision to send his son Lerionka to Arusha
hoping that the government would forget him. He wanted Lerionka to do the same
thing as Lekakeny the son of Saidimu, he left school and returned to the village.
Kariankei is very strict about his decision because he does not want the
government to look for him, he thought that if they would not look for Lekakeny
then they won‟t look for Lerionka.
Kariankei as a father cares for his son‟s well being by sending him to
Arusha, he should be safe from the government. He did not have any choice
because he did not want to lose his only son to the ways of the foreigners.
c. Livingstone
Livingstone wrote a letter to Lerionka saying that he no longer teaches
understand why Lerionka, with all his wisdom, left teaching to go to Nairobi‟
(p.138).
He‟s decision to become an activist so that he could fight the countries
freedom. The country is still under the rule of the white men, and to Livingstone
the country is ready to stand alone without the help of white men.
Livingstone rational decision to quit his career as a teacher was for a
good cause. He feels being a teacher is not enough, it is true that he can teach
many people and share experience. But by him being an activist he can change his
country but fighting for his countries freedom. Many young men can get educated
and replace the white men.
He has reveal the modernity rationality throught his characteristic. He is
reponsible thus revealing the modernity. As a deticated citizen he made an
important decision to help his country.
Before the arrival of the European, societies were organise according to
tradition. The traditional way was very sacred so it must be obeyed. The Maasai
society follow their traditional way of life because it was from their Forefather‟s
way and it must not be questioned. But that all changed when the European
arrived, the European introduced schools to the Maasai thus rationality was
brought in the Maasai society. They began to think with reason instead with
emotion, the rational principle emphasises mostly in the use of logic.
Like the main character Lerionka, he thinks with reason when he was
forced to go to school. Even though he didn‟t go to school yet but the sign of
2. The Belief in Progress
Under the conditions of modernity, human beings and societies are
believed to be evolving or progressing to a better state, which can deal with
injustice, poverty and inequality. This is a long-term belief that societies will have
equal rights and should be involved in making important decision and that certain
freedom will be universal. However it is sometimes universally not accept
Before colonization the societies‟s life moves in cycles relying on
weather patterns and seasons, to know which chose should the society pick but
with modernity the people are able to progress to a better state on their own. But
still their will be people who will not accept it.
a. Lerionka
The second characteristic of modernity is the belief in progress which is
reveal through Lerionka‟s characteristic Intelligent.
When Lerionka was on his way to Arusha to meet with Livingstone, he
met a man sitting next to him. The man told Lerionka not to refer a part of a
country at the land of a certain tribe. „it is not really good to refer to a part of
Kenya at the land of his tribe or that tribe. The whole country is Kenya and its
belongs to all Kenyans‟ (p.146).
Lerionka realize how vast the country is, this country belong to all
Kenyan not just the tribes. When he arrived at his destination, he met with
Livingstone. Livingstone explained everthing to Lerionka about him becoming an
activist instead of a teacher. He said that his country needs him to gain freedom.
This reminded Lerionka the incident in the government office with one
white man when he was trying to get a job. Thinking that they would be equal
with the white men. At first he doubt that it would happen, after Livingstone
explain he came to realize that people evolve and their main aim is to build a
united country.
Through Lerionka‟s characteristic intelligent the modernity is reveal.
According to the explaination belief in progress is where people evolve or
progress for the better state to solve problems. In Lerionka‟s case can think and
belief that people can progress but at first he did not think that people like him can
progress. After Livingstone has explain to him, he finally understood and thinks
that people can progress for the better for the Nation.
b. Kariankei
Kariankei, the father of Lerionka believe that it is impossible to hold a
book in one hand and a spear in the other. He was the one who does not agree in
sending their children to school.
„Gentlemen, if I had people to second me we would reject this idea. I do not see how I can let this boy, my only son, leave me. I know that they are going to be taught to defy our orders. They will be taught that cattle are nothing. After all, how do you expect a man to be able to hold the heavy spear in one hand, the sticks in the other, and books at the same time? It is impossible. Impossible, I say.If you listern to me, we will refuse this order, come what may.(p. 13)
According to the above quotation, Kariankei at a village meeting that he
can not accept that his only son should leave him to go to school, he claim that the
European will teach their children to defy the elders order and will be taught that
other people think about the issue on sending their children to school. Since the
introduction of school by the European, the Maasai society have been uneasy
beause the European have made it official law that every family must send one
child to school. The main focus for was to ensure that the Maasai society have
equal rights and make choices. But some Maasai do not believe so people like
Kariankei believed that it would lead to nothing.
c. Livingstone
Livingstone also believes in progress, he joins other African brothers
fighting for freedom. He wants African to be equal, with the white men, he joins
the campaign for a free Nation. Human beings are evolving, when one being
educated they start thinking not only about themselves but the other people
especially their country.
„My country needs me, and i have to serve it,‟ he said looking at his colleagues as if to see whether they approved.
„Sure,sure,‟ they both said, and one added, „We shall fight tooth and nail until we attain our Uhuru.‟
„We want justice, peace and equality,‟ the other said (p. 148).
From the above quotation, the flame of Nationalism is burning in
Livingstone‟s heart. He truly wants his country to be free.
Through Livingstone‟s responsibility thus reveal the modernity the belief
in progress. He is responsible for his country, he belief that his people are
progressing for the better and thus making the country a better place to live. By
joining along his fellow Africans, campaigning for a free Nation. Before
colonization the Maasai society had no desire to fight for freedom because they
