Memories of Childhood Zitkala-Sa and Bama Before you read | Class 12 English Notes

II. We Too are Human Beings

This section presents Bama’s autobiographical account of growing up as a Dalit child in Tamil Nadu, India, highlighting the pervasive caste-based discrimination and social humiliation she experienced. Unlike Zitkala-Sa’s story of cultural assimilation, Bama’s narrative focuses on the rigid caste system that enforces social hierarchy and untouchability.

Bama describes her daily journey home from school, which is prolonged not by distance but by the distractions and entertainments in the street—monkey performances, snake charmers, street plays, and various market stalls selling food and goods. These vivid descriptions paint a lively picture of her environment, reflecting the richness of everyday life despite social constraints.

The turning point comes when she observes an elder from her street carrying a packet of snacks in a peculiar manner—holding it by the string without touching it directly—before offering it to the landlord, who eats without hesitation. This act symbolizes the deep-rooted social stigma attached to Dalits, who are considered 'polluting' by upper castes. Bama’s initial amusement turns to anger and sadness when her elder brother explains the caste-based discrimination behind this behavior.

Her brother’s words inspire her to study hard and excel academically as a means to overcome social indignities. He emphasizes that education can be a tool for social mobility and dignity, encouraging her to strive for excellence so that people will respect and seek her company.

Bama’s narrative exposes the cruelty of the caste system, where even simple acts like carrying food become loaded with meaning and discrimination. It also highlights the resilience and hope of marginalized communities who seek empowerment through education and self-respect.

This section complements Zitkala-Sa’s story by showing another form of systemic oppression and the early awareness children develop about social injustice. Both narratives underscore the importance of resistance and self-assertion in the face of discrimination.

📊 Diagram: No specific diagrams are present in this section, but the vivid descriptions of street scenes and social interactions create a mental image of the socio-cultural environment.

🧪 Activity: Students can be asked to observe and write about social discrimination they have seen or read about, and discuss how education can help overcome such barriers.

🔗 Connection: This section’s focus on caste discrimination and education leads into the Reading with Insight questions, encouraging students to analyze and compare the two narratives.