Born a Crime: Stories From a South African Childhood(17)

They looked shocked for a moment, and then they started laughing. “Oh, sorry, dude. We thought you were something else. We weren’t trying to take anything from you. We were trying to steal from white people. Have a good day, man.” They were ready to do me violent harm, until they felt we were part of the same tribe, and then we were cool. That, and so many other smaller incidents in my life, made me realize that language, even more than color, defines who you are to people.

I became a chameleon. My color didn’t change, but I could change your perception of my color. If you spoke to me in Zulu, I replied to you in Zulu. If you spoke to me in Tswana, I replied to you in Tswana. Maybe I didn’t look like you, but if I spoke like you, I was you.

—

As apartheid was coming to an end, South Africa’s elite private schools started accepting children of all colors. My mother’s company offered bursaries, scholarships, for underprivileged families, and she managed to get me into Maryvale College, an expensive private Catholic school. Classes taught by nuns. Mass on Fridays. The whole bit. I started preschool there when I was three, primary school when I was five.

In my class we had all kinds of kids. Black kids, white kids, Indian kids, colored kids. Most of the white kids were pretty well off. Every child of color pretty much wasn’t. But because of scholarships we all sat at the same table. We wore the same maroon blazers, the same gray slacks and skirts. We had the same books. We had the same teachers. There was no racial separation. Every clique was racially mixed.

Kids still got teased and bullied, but it was over usual kid stuff: being fat or being skinny, being tall or being short, being smart or being dumb. I don’t remember anybody being teased about their race. I didn’t learn to put limits on what I was supposed to like or not like. I had a wide berth to explore myself. I had crushes on white girls. I had crushes on black girls. Nobody asked me what I was. I was Trevor.

It was a wonderful experience to have, but the downside was that it sheltered me from reality. Maryvale was an oasis that kept me from the truth, a comfortable place where I could avoid making a tough decision. But the real world doesn’t go away. Racism exists. People are getting hurt, and just because it’s not happening to you doesn’t mean it’s not happening. And at some point, you have to choose. Black or white. Pick a side. You can try to hide from it. You can say, “Oh, I don’t pick sides,” but at some point life will force you to pick a side.

At the end of grade six I left Maryvale to go to H. A. Jack Primary, a government school. I had to take an aptitude test before I started, and, based on the results of the test, the school counselor told me, “You’re going to be in the smart classes, the A classes.” I showed up for the first day of school and went to my classroom. Of the thirty or so kids in my class, almost all of them were white. There was one Indian kid, maybe one or two black kids, and me.

Then recess came. We went out on the playground, and black kids were everywhere. It was an ocean of black, like someone had opened a tap and all the black had come pouring out. I was like, Where were they all hiding? The white kids I’d met that morning, they went in one direction, the black kids went in another direction, and I was left standing in the middle, totally confused. Were we going to meet up later on? I did not understand what was happening.

I was eleven years old, and it was like I was seeing my country for the first time. In the townships you don’t see segregation, because everyone is black. In the white world, any time my mother took me to a white church, we were the only black people there, and my mom didn’t separate herself from anyone. She didn’t care. She’d go right up and sit with the white people. And at Maryvale, the kids were mixed up and hanging out together. Before that day, I had never seen people being together and yet not together, occupying the same space yet choosing not to associate with each other in any way. In an instant I could see, I could feel, how the boundaries were drawn. Groups moved in color patterns across the yard, up the stairs, down the hall. It was insane. I looked over at the white kids I’d met that morning. Ten minutes earlier I’d thought I was at a school where they were a majority. Now I realized how few of them there actually were compared to everyone else.

I stood there awkwardly by myself in this no-man’s-land in the middle of the playground. Luckily, I was rescued by the Indian kid from my class, a guy named Theesan Pillay. Theesan was one of the few Indian kids in school, so he’d noticed me, another obvious outsider, right away. He ran over to introduce himself. “Hello, fellow anomaly! You’re in my class. Who are you? What’s your story?” We started talking and hit it off. He took me under his wing, the Artful Dodger to my bewildered Oliver.

Through our conversation it came up that I spoke several African languages, and Theesan thought a colored kid speaking black languages was the most amazing trick. He brought me over to a group of black kids. “Say something,” he told them, “and he’ll show you he understands you.” One kid said something in Zulu, and I replied to him in Zulu. Everyone cheered. Another kid said something in Xhosa, and I replied to him in Xhosa. Everyone cheered. For the rest of recess Theesan took me around to different black kids on the playground. “Show them your trick. Do your language thing.”

The black kids were fascinated. In South Africa back then, it wasn’t common to find a white person or a colored person who spoke African languages; during apartheid white people were always taught that those languages were beneath them. So the fact that I did speak African languages immediately endeared me to the black kids.