Dead Men’s Conflict

Topics: Teacher, Belief, Chinua Achebe Pages: 2 (604 words) Published: December 18, 2009
Dead Men’s Conflict
In “Dead Men’s Path” Chinua Achebe uses a path that passes through a school to represent the turmoil often generated when traditional belief systems are challenged by new progressive ways of thinking. Achebe uses Michael Obi, the head master, to portray the misguided attempts often made to modernize people that have a deep seeded belief in the superstition of their ancestors. Achebe demonstrates that when the new do not respect the traditional beliefs that define a community conflict will eventually arise.

The author uses the first dialogue between the headmaster and his wife to show the blind arrogance some have towards the customs and traditions of religious people. He told his wife “We shall make a good job of it, shan’t we” and his wife replied “We shall do are best” which showed they have good intentions. But, in the same conversation he describes the other teachers as “old and superannuated” and “would better serve as simple traders” (Achebe 463).

The headmaster places his views far above the traditions of the community. He believes he can fix the “backwards” school and the people will be grateful (463). Nancy believes she will plant flowers and bring beauty to the grounds while her husband teaches the villagers his “modern methods” (Achebe 463). They believe everyone should live in a modern way and do not consider that many people wish to live as their ancestors did.

The headmaster observes a villager cross school grounds through some of the flowers his wife planted. He told a teacher “it amazes me that you people allowed the villagers make use of this footpath” (464). He immediately condemns the villager as disrespectful without consideration. The teacher informed him that “the path appears to be very important to them” and “it connects the village shrine with their place of burial” (464). He is naïve and doesn’t understand the connection between the school and the beliefs of the...
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