Second Class Citizen

by

Buchi Emecheta

Second Class Citizen: Chapter 2: Escape into Elitism Summary & Analysis

Summary
Analysis
Adah’s dream suffers a terrible setback. Shortly after she starts school, Pa goes to the hospital and dies. As is customary, the family disperses: Ma’s brother takes Adah as a servant, and Boy goes to live with Pa’s cousin. The family’s money goes to Boy’s education; Ma’s brother keeps sending Adah to school only because the family can get a larger dowry for her when she marries if she’s educated.
The family spends more money on Boy’s education than it does on Adah’s, another detail emphasizing that girls are valued less than boys in Adah’s family and cultural context. Ma’s brother allows Adah’s education as a purely economic investment, implying that he doesn’t care about her learning but does plan to make money off her marriage.
Themes
Class, Gender, and Race Theme Icon
Economics vs. Aspiration in Education Theme Icon
At 4:30 every morning, Adah starts making trips to the public pump to fetch the household’s water. At 6:30, her Ma’s brother goes to work, where he has Adah run errands for him. Making Adah work seems normal to everyone—it is culturally ordinary for children her age to work, and Adah is more interested in carving out a life for herself than in thinking about whether she’s being exploited. When Adah is about 11, the family starts talking about taking Adah out of school and marrying her off to a much older man. Adah does her best to scare the suitors away by misbehaving.
Adah doesn’t protest being forced to work, though the narrator implies that Ma’s brother is exploiting her, because it helps her make a life for herself. But when the family starts talking about ending her education and marrying her off at an extremely young age, Adah uses one card in her hand—making herself undesirable by traditional cultural standards—to prevent any such marriage and stay in school. Even at 11, Adah seems to understand that getting more education will increase her personal freedom and future opportunities.
Themes
Culture vs. Individual Freedom Theme Icon
Economics vs. Aspiration in Education Theme Icon
One day when Adah is at school, the headmaster tells the students about the secondary schools they can apply to enter. Adah hears her “Presence” tell her she’ll get into the best school and smiles. The headmaster asks what she thinks is funny; when she denies finding anything funny, he says that she has called him a liar and decides to cane her. A group of boys holds her while she is caned; overwhelmed by pain, she bites one boy so hard that she gets flesh “between her teeth.” The headmaster says she’ll go to jail for the biting, but the police never come.
The “Presence” refers to Adah’s personification of her dream of going to the UK. Its reassurances to her here indicate that Adah sees getting a good education as a necessary condition of reaching the UK—a means to an end, rather than an end in itself. The headmaster’s unjust caning of Adah shows the power of cultural institutions like school to control and hurt people. Adah’s decision to bite one of her tormentors so hard she gets flesh stuck literally “between her teeth” represents Adah’s commitment to her personal freedom: she will not submit to abusive cultural power without a fight. 
Themes
Culture vs. Individual Freedom Theme Icon
Economics vs. Aspiration in Education Theme Icon
Later, Adah is given two shillings to buy meat for the household. The entrance exam fee for secondary school is exactly two shillings. Adah knows that Jesus told people not to steal, but the Bible also says to “be clever as the serpent but harmless as the dove.” She reflects that people can always distort the Bible to suit their needs. Then the “Image” in Adah’s mind seems to indicate that she should take the shilling, so she hides it and goes home.
Adah quotes Matthew 10:16, in which Jesus instructs his disciples to be “wise as serpents” but “harmless as doves,” to justify stealing money for her exam fees. Adah is distorting a culturally powerful belief system, Christianity, to serve herself—and clearly knows that she is doing so, which shows her savvy. The “Image” in Adah’s mind is likely the same entity as the “Presence,” Adah’s personification of her dream of traveling to the UK.
Themes
Culture vs. Individual Freedom Theme Icon
Quotes
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Adah’s cousin, Vincent, says that he is going to cane Adah until she tells him what happened to the money. After Vincent hits Adah 50 times with the cane, he tells her he’ll stop if she cries. Adah refuses, imagining herself a “martyr” suffering for her ideals. After Cousin Vincent hits Adah 103 times, he says he will never speak to her again. Adah is pleased with that, feeling she deserves the two shillings.
Adah knows that she twisted the meaning of the Bible to justify stealing the two shillings—yet she also feels like a “martyr” when she is punished, which implies she to some extent believes her own justifications and has imbued her quest to get an education with an almost religious value.
Themes
Culture vs. Individual Freedom Theme Icon
Economics vs. Aspiration in Education Theme Icon
Adah worries that she won’t be able to pay for secondary school. After learning that the students who excel on the entrance exam get scholarships, she aims to do that. Yet she isn’t sure how to get away from home to take the exam. She fears that if she lies her family will find out and keep her home. Stuck, she simply tells her mother’s brother that she’s taking the exam—and he lets her, seeming uninterested in where she got the money. Adah wins a full scholarship. At her new boarding school, when she can’t return home for holidays, she feels dependent on the Presence.
Adah has to excel at her examinations simply to have the chance to go to high school, which emphasizes how, as a girl, she has to do better than her brother to access the same opportunities. Oddly, though Adah was just severely beaten for stealing, no one asks how she paid for her exams; this lack of curiosity shows how little Adah’s extended family cares about her. This lack of care explains Adah’s growing attachment to the personified “Presence” of her dream.
Themes
Class, Gender, and Race Theme Icon
After five years boarding at the Methodist Girls’ School, Adah plans to attend Ibadan University—but for that, she needs a place to live. Teenagers, especially girls, can’t live alone in Lagos, so Adah decides that she must get married. The husband she finds, Francis, is a teenage boy studying to be an accountant, too poor to pay 500 pounds for Adah like Adah’s Ma and relatives ask. As a result, none of Adah’s relatives will attend the wedding. 
Adah doesn’t protest the sexist cultural norms that inhibit unmarried teenage girls’ freedom to move around. Instead, she takes steps to increase her freedom within those cultural norms—by getting married to a young, poor boy, someone less likely to get in her way than the older, richer men her family wanted her to marry. While it remains to be seen whether Adah’s marriage is a good decision, her actions show how well she understands sexist cultural norms and her determination to pursue her aspirations and education despite them. Meanwhile, her relatives’ refusal to attend her wedding because they didn’t make money from it shows how little they care for Adah.
Themes
Culture vs. Individual Freedom Theme Icon
Economics vs. Aspiration in Education Theme Icon
The sole witness to the wedding, Francis’s mother, signs with her thumbprint. Because Adah and Francis forgot to buy wedding rings, the man officiating makes them go buy rings and come back the next day. After the wedding, Adah is depressed for months—until she and Francis have a baby daughter, Titi, who makes them both happy.
When Adah’s mother signs with her thumbprint, it implies that she can’t write, emphasizing again that women are often denied educational opportunities in this cultural context. Adah’s depression after the wedding hints that she didn’t want to marry Francis, even though marrying Francis allowed her to circumvent cultural restrictions on single girls’ behavior. Her happiness at having a baby despite her young age, which may seem counterintuitive to some readers, indicates that she wants to be a mother even if she didn’t particularly want to be a wife.
Themes
Class, Gender, and Race Theme Icon
Culture vs. Individual Freedom Theme Icon
Motherhood and Art Theme Icon
Adah gets a job at the American Consulate Library. Francis asks his father whether he should let Adah take the job, given that she’ll make much more than he does and his coworkers may mock him. Francis’s father tells him not to be stupid: because Adah has been cut off from her family, Francis can take all her pay himself. Francis, overjoyed, decides to meet Adah at work and walk her home on her first payday, when she receives about 60 pounds, more money than she or Francis has ever seen.
Francis assumes that he gets to decide whether Adah takes a job or not, revealing that he shares the sexist cultural assumptions of this time (Nigeria in the early 1960s) that husbands have a right to make unilateral decisions about their wives’ lives. He also worries that his coworkers will laugh at him if Adah makes more money than he does, betraying his insecurity and perhaps foreshadowing conflict between him and Adah in the future. Francis’s father, meanwhile, advises Francis to exploit Adah economically because her family is no longer around to do so—advice that hints Adah’s in-laws don’t value her as a person any more than her extended family did.
Themes
Class, Gender, and Race Theme Icon
On the walk, Adah abruptly admits her long-held dream of traveling to the UK and suggests that she and Francis do it. Francis fantasizes about going to the UK first, while Adah works, sends him money, and supports herself, their children, and Francis’s school-age sisters. Adah doesn’t begrudge being the breadwinner; she is working to turn her family into “elites” like Lawyer Nweze. However, she thinks Lawyer Nweze is strange: he’s done nothing to help Ibuza but has made lots of money unsuccessfully defending a Hausa millionaire against forgery charges. Still, Adah feels as though she’s achieving her dreams: she has four maids, and her in-laws like her because she’s so fertile that other wives she knows have nicknamed her “Touch Not.” 
When Adah shares her dream of traveling to the UK, Francis immediately imagines going by himself while Adah works to support him, their children, and her in-laws. This reaction shows his selfishness: he wants to appropriate Adah’s dream for himself while leaving her to do the work that makes the dream possible. By contrast, Adah wants to turn her whole family into “elites.” However, her only point of comparison for an “elite” is Lawyer Nweze, who seems odd in that he has done nothing for his own people and instead made his fortune defending people from a different ethnic group (the Hausa). Adah feels she is becoming “elite” because she has maids and because she’s fertile. This suggests that, despite her nascent understanding of her own value as a person, Adah still accepts cultural values according to which people are worthwhile only if they’re rich and women are worthwhile primarily for bearing children.
Themes
Class, Gender, and Race Theme Icon
Culture vs. Individual Freedom Theme Icon
In the future, Adah will wonder why she wasn’t content with her post-marriage life, despite her maids and loving in-laws. She will suspect that she resented how elders in Francis’s family had power over decisions in her life, especially economic ones, even though Adah was making all the money. In the present, Adah’s Ma dies at age 38 while Adah is giving birth to her daughter Titi. None of Adah’s relatives come see her, not even Boy: her family is disappointed in her for not becoming a doctor after finishing secondary school. Given all that, she prays to God that she and Francis—with whom she is falling in love—can go to the UK.
This passage suggests that Adah wants to travel to the UK partly to flee her own Ibo/Igbo culture, where family elders have great sway over younger people’s decisions. But she also wants to escape reminders of her unloving family, who don’t visit her even after she gives birth to her first child because they believe she hasn’t made enough of her education—the education that she had to fight every step of the way to get.
Themes
Culture vs. Individual Freedom Theme Icon
Economics vs. Aspiration in Education Theme Icon
Quotes
One day, Francis tells her that his father has agreed to the UK. Adah dances for joy—until Francis adds that his “old-fashioned” father doesn’t think women should go to the UK, so Francis will go alone and come back after three years. Adah will support him and herself, since she already makes a lot of money without a UK education. Due to his thoroughly “African” cultural background, Francis believes that, as Adah’s husband, it’s right for him to tell her what to do in this way.
This passage makes a broad generalization about “African” culture: it suggests not only that the entire continent shares a traditional culture but that that culture is sexist, believing men can order their wives around. Regardless of the truth of this claim, Francis’s announcement shows his insensitivity to Adah’s feelings: he casually blames his “old-fashioned” father for keeping Adah at home but never acknowledges that going to the UK was Adah’s dream first, not his.
Themes
Class, Gender, and Race Theme Icon
Culture vs. Individual Freedom Theme Icon
Adah feels that “the romantic side of her life” has been destroyed, Francis has failed to appreciate her worth, and her in-laws are uneducated people whose cultural beliefs she doesn’t want her children exposed to. Rather than argue with Francis, who she feels won’t grasp why she’s angry, Adah pretends to agree to the plan. However, she secretly intends to convince her in-laws to send her to the UK after Francis’s departure.
Adah married Francis to further her educational goals, but she was willing to love him and felt she was coming to love him. His poor treatment of her here, however, badly damages “the romantic side of her life,” which suggests that Adah, to feel love for Francis, needs him to reciprocate that love in some meaningful way. Adah’s anger here constitutes a thoroughgoing rejection of the early-60s Nigerian cultural norms according to which husbands tell their wives what to do. But rather than attack those norms directly, she plans to undermine them by manipulating the people around her. These plans show Adah’s powerless position in the family but also her determination and savvy.
Themes
Culture vs. Individual Freedom Theme Icon
Family and Love Theme Icon
 Adah and Francis spend Adah’s entire income on bribing various officials to get Francis a passport. The evening before his departure, the family ceremonially eats kolanuts and prays to Oboshi to protect Francis on his journey. They also take a family photo. Adah refuses to join the photo, with the excuse that she’s too obviously pregnant. She also worries that the Christian God will hate them for performing a ceremony to the goddess Oboshi. Francis is a Jehovah’s Witness when it suits him, but otherwise he ignores the faith’s rules—he donated blood to Adah during her first childbirth, for example. Adah has a guiltier conscience, but she recalls the Bible passage about how “one should give unto Caesar” and stops worrying.
Earlier in the novel, Adah quoted the Bible to justify stealing money for her entrance exam fees. Now, she quotes Matthew 22:21 to justify the sin of idolatry (worshipping what Christians would consider false gods). Adah’s cultural flexibility (not to mention Francis’s sporadic commitment to being a Jehovah’s Witness) suggests that religion is a cultural phenomenon which people can endorse or subvert depending on whether it benefits them at the time.
Themes
Culture vs. Individual Freedom Theme Icon
 At the airport, Adah hopes to sob so Francis will remember her fondly in the UK, but as he says his goodbyes to the family, she can’t cry. However, she feels deeply sad. After Francis boards, the plane door closes with “finality,” and Adah recalls how her Pa’s coffin had the same “aura of finality.” She begins sobbing. Francis’s family thinks Adah is bizarre to cry when it’s too late for Francis to see her tears. Later, Francis writes her a letter accusing her of wanting him to leave because she didn’t cry for him. Adah believes he’ll think she’s insane if she explains how she cried after he left, so she simply doesn’t respond. 
Up to this point, Adah has met—and manipulated—cultural expectations around marriage and motherhood to achieve her educational goals. In this scene, by contrast, the novel shows the limits of Adah’s ability to control her responses: she can’t cry on command for Francis even when she’s sad, but an incommunicable, personal memory evoking the “finality” of her Pa’s death makes her break down.
Themes
Culture vs. Individual Freedom Theme Icon
After Francis leaves, Adah sends him money, bears their second child (a boy named Vicky), and returns to work 12 days later. When several months have passed, Francis informs the family that he has passed the Part I examination. Adah, knowing that the exam has Parts II and III, estimates it will take Francis five years to study for and pass both. When she writes to Francis asking how she is supposed to spend these years, he replies that after the airport, he doesn’t think she loves him, though he’d like her to join him. Galvanized, Adah convinces her in-laws that she’ll make much more money if she goes to the UK. 
Adah clearly wants to love and be loved by Francis. Though she already wanted to travel to the UK, Francis’s doubts about her love motivate her to join him as quickly as possible. And once again, she manipulates her family by claiming her worth will increase if they allow her to do what she wants, just as she did when she fought to go to school as a girl.
Themes
Family and Love Theme Icon
From the deck of the boat that will take Adah, Titi, and Vicky to the UK, Adah spots Boy on the wharf, crying over her departure. Adah begins to weep at the sight of her own family member crying for her. Boy knows that, according to Ibo culture, Adah has been “bought, though on credit,” by Francis’s family and so no longer belongs to his family. Adah is working for her children now, not her brother; the only way she can show care for her brother is by making him proud of her accomplishments. Adah waves until the boat is so far away from shore that Boy vanishes. Then she resolves to become a cultural “élite” in the UK.
Though Adah’s family disapproves of her marriage to Francis, it is Boy—not Adah’s in-laws—who weeps for her departure from Nigeria. Adah spontaneously cries over Boy’s tears as she wasn’t able, at first, to cry for Francis. This set of reactions suggests that despite the cultural belief system that states Adah has been “bought” by Francis’s family and no longer belongs to the same family as Boy, the siblings still love one another. (The phrase “though on credit” refers to the fact that Francis’s family was too poor at the time of Adah’s marriage to pay her bride-price.)
Themes
Culture vs. Individual Freedom Theme Icon
Family and Love Theme Icon
Quotes