thesis statement for dead men's path

The Short Story “Dead Men’s Path” by Chinua Achebe Essay

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Dead Men’s Path is a short story by a Nigerian-born writer called Chinua Achebe. The main character, Michael obi, is promoted to be the headmaster of Ndume Central School, an unprogressive school. With the support of his wife Nancy, this energetic and modern man decides to transform the school into a modern one by planting beautiful gardens on the fields and closing a path that villagers use to cross from their shrine to the burial site. The move backfires as villages destroy the garden and school property in detest. An education inspector visits the school and writes a negative report, citing tribal war caused by Obi’s “misguided zeal” (Achebe 12). Therefore, the central theme is the collision of cultures of the local people and the progressive headmaster. Achebe uses symbolism to illustrate the differences between these cultures and the related issues. Chinua’s Achebe’s Dead Men’s Path uses the path and school gardens to contrast the native locals’ culture from the progressive one brought about by Michael Obi.

The most prominent and easily recognizable symbol is the village path connecting the shrine to the burial site. The path represents the villagers’ connection with their historical culture. A teacher who has been at Ndume School for three years explains to Obi that the path is significant to the villagers for reasons he could not tell. Obi does not listen to him and proceeds to close the path using hedges and barbed wire fence. Even with the hedges, a village woman does not mind the trouble of navigating through to locate the old path. The village priest visits Obi to talk him out of closing the path. He explains that “the whole life” of their village is dependent on the path (Achebe 12). Therefore, the path provides identity to villagers and supports their very existence.

The path also links the village to its ancestral past and the future. The priest tells Obi that the villagers’ “dead relatives depart by it” and that ancestors use it to visit the village (Achebe 12). The priest notes the most important role of the path is assuring the villagers of a future, stating, “it is the path of children coming in to be born” (Achebe 12). After Obi refused to open the path, a woman died during childbirth, and villages attributed it to angry ancestors, forcing them to take action. They destroyed the school gardens and pulled down one building, leaving the school in ruins.

The school gardens symbolize progressive and modern culture introduced to the village by Obi and Nancy. They use beautiful gardens to represent sophistication and elegance as required by missionary authorities. In addition, the gardens separate the modern from the unprogressive, demarcating the school from the village. When answering the priest, Obi argues, “the whole purpose of our school … is to eradicate just such beliefs as that” (Achebe 12). This statement indicates that Obi is determined to set the school against the people’s culture. Destruction of the gardens by the villagers at night symbolizes the failure of modernity to replace the villagers’ cultural identity. It also implies that the dreams of Obi and Nancy were dashed as the headmaster also received a negative report from the inspector.

Some readers could argue that the villagers’ adamant to change is an illustration of backwardness and inability to embrace new ideas. While it is true that they rejected the transition, any change that scorns one’s culture is not acceptable. Additionally, losing one’s cultural identity would cause instability in several life aspects. Therefore, Obi should have sought practical and non-disruptive methods of blending modernity with the villagers’ culture.

In conclusion, Achebe uses symbolism to demonstrate how culture change can be disastrous and rejected. Attempts to close the path were perceived as angering ancestors and cutting off the villagers’ communication with their past and future. Obi and Nancy sought to delineate the school from the village, positioning it as modern and sophisticated. They erred in their approach of introducing modernity by forcing people suddenly to abandon their beliefs.

Achebe, Chinua. “Dead men’s path.” (1953). Web.

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English Studies

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“Dead Man’s Path” by Chinua Achebe

Introduction to “dead man’s path” by chinua achebe.

Written by the great Nigerian writer, Chinua Achebe, the story “Dead Man’s Path” first appeared in 1953. It was included in his collection, Girls at War and Other Stories, which hit the markets in 1972. “Dead Man’s Path” is set in a rural village in Nigeria and explores the clash between traditional African beliefs and Western education. The protagonist, Michael Obi, is a young and ambitious school principal who is determined to modernize the school and raise its profile. However, his plans face fierce resistance from the local villagers, who view the school as a sacred ground that connects the living and the dead. The popularity of the story lies in its conflictual presentation of the traditions and innovations.

Main Events in “Dead Man’s Path” by Chinua Achebe

“Dead Men’s Path” by Chinua Achebe explores the clash between traditional African beliefs and Western colonialism in Nigeria. The main events in the story are:

• Introduction: The story opens with the arrival of a new headmaster, Michael Obi, at Ndume Central School. He is young, ambitious, and determined to modernize the school.
• The Path: The school is located on land the local villagers consider sacred for them. There is a path that runs through the school’s compound, which the villagers believe is a pathway for their ancestors to reach the afterlife. The path has been used for generations. Therefore, it has become an important part of the villagers’ culture.
• Conflict : Obi wants to close the path and erect a fence around the school. He believes that the path is a primitive superstition, having no place in modern education. The villagers feel outraged by his plans and see it as a direct attack on their culture.
• Compromise: The local priest, who is also a respected member of the community, intervenes and suggests a compromise. He proposes that the path be left open, but that the school should plant hedges on either side to make it less visible.
• Destruction: Obi, who is unwilling to compromise, rejects the proposal and goes ahead with his plans. The path is destroyed, and a fence is erected around the school. The villagers are angry and feel that their culture has been disrespected.
• Retribution: On the day of the official opening of the school, the villagers retaliate by destroying the fence and pulling down the building. The school supervisor reprimanded Obi for his over-zeal for inciting almost a tribal war.
• Realization: In the aftermath of the tragedy, Obi begins to understand the importance of cultural traditions and the need to respect them. He realizes that his arrogance and ignorance have caused great harm and that he needs to find a way to reconcile with the villagers.
• Conclusion: The story ends with Obi looking out over the destroyed path and realizing that he has failed in his mission to modernize the school. He feels a sense of shame and regret and understands that he has a lot to learn about the culture and traditions of the people he is meant to serve.

Literary Devices in “Dead Man’s Path” by Chinua Achebe

• Allusion : A reference to a historical or literary figure, event, or object that enriches the text. In “Dead Man’s Path,” Achebe alludes to the religious and cultural traditions of the Igbo people, such as the importance of ancestors, and the belief in reincarnation.
• Dialogue: The dialogue between characters, such as the conversation between the headmaster and the village priest, reveals their different beliefs and values, and contributes to the conflict in the story.
• Foreshadowing : A hint or suggestion of events to come. In “Dead Man’s Path,” the conversation between the headmaster and the village priest foreshadows the conflict that will arise between the headmaster and the villagers over the closing of the path.
• Imagery : The use of vivid and descriptive language to create mental images in the reader’s mind. In “Dead Man’s Path,” Achebe employs imagery to evoke the beauty of the surrounding landscape, the lush vegetation, and the rich culture of the Igbo people.
• Irony : A contrast between what is expected and what actually happens. In “Dead Man’s Path,” there is irony in the fact that the headmaster, who is supposed to be educated and open-minded, is so dismissive of the villagers’ traditions and beliefs.
• Juxtaposition : Achebe juxtaposes the headmaster’s belief in progress and modernity with the villagers’ reverence for tradition and their ancestors.
• Metaphor : A comparison between two things without using “like” or “as”. In “Dead Man’s Path,” the path itself is a metaphor for the cultural divide between the headmaster and the villagers.
• Point of view: The story is told from the third-person omniscient point of view, allowing the reader to understand the perspectives of both the headmaster and the villagers.
• Repetition: Achebe uses repetition of phrases such as “dead” and “ancestors” to emphasize the importance of the village’s traditions and beliefs.
• Satire: The story can be seen as a satire on the idea of progress and modernity being imposed on traditional societies without consideration for their customs and beliefs.
• Symbolism: The use of objects, actions, or images to represent abstract ideas or concepts. In “Dead Man’s Path,” the path symbolizes the clash between tradition and modernity, and the conflict between the headmaster and the villagers.
• Tone: Achebe’s tone is critical of the headmaster’s arrogance and ignorance, but also empathetic towards the villagers and their cultural traditions.
• Theme: The story’s theme of the clash between tradition and modernity is conveyed through the conflict between the headmaster and the villagers over the path.

Characterization in “Dead Man’s Path” by Chinua Achebe

Here are the major and minor characters in “Dead Man’s Path” by Chinua Achebe, along with a brief description of each:

Major Characters:

• Michael Obi: The headmaster of the Ndume Central School who is committed to bringing progress and modernity to the village.
• Nancy Obi: Michael’s wife who shares his belief in progress and supports him in his efforts to improve the school.
• The village priest : A respected elder who represents the traditional values and beliefs of the villagers, including the importance of the ancestral spirits and the sacredness of the path.
• The old woman: A villager who tells Michael the story of the path and warns him of the consequences of disrespecting the ancestors.

Minor Characters:

• The supervisor – Michael’s supervisor who is responsible for overseeing the school’s operations.
• The villagers – The local people who use the path to visit their ancestral graves and believe that it is sacred and should not be closed.
• The workmen – The men hired by Michael to clear the path and prepare it for paving.
• The dead man – A former villager whose grave lies on the other side of the path.
• The school inspector – The government official who inspects the school and praises Michael for his efforts to improve it.

Note: Some of these characters may be considered major or minor, depending on the reader’s interpretation.

Writing Style in “Dead Man’s Path” by Chinua Achebe

Achebe’s writing style in “Dead Man’s Path” is characterized by its conciseness, clarity, and use of irony . He employs vivid imagery and symbolism to convey the setting and themes of the story, while his use of dialogue reveals the perspectives and motivations of the characters. Achebe’s writing is empathetic towards the villagers and their cultural traditions, while also criticizing the headmaster’s ignorance and disrespect. He employs satire to expose the flaws and contradictions of Western-style progress and modernity, as well as the hypocrisy of those who promote it without regard for local cultures and beliefs. Overall, Achebe’s writing style is straightforward, accessible, and powerful, conveying a powerful critique of cultural clashes and the dangers of unchecked progress.

Major Themes in “Dead Man’s Path” by Chinua Achebe

• The clash between tradition and modernity: The story explores the conflict between the headmaster’s Western-style progressivism and the villagers’ traditional beliefs and practices, particularly regarding the sacredness of the path.
• The dangers of arrogance: The headmaster’s dismissive attitude toward the villagers’ beliefs and practices leads to his downfall, demonstrating the dangers of arrogance and the importance of respecting local cultures and traditions.
• The power of storytelling and myth: The story shows how the villagers’ oral traditions and myths shape their worldview and understanding of the world, while also providing them a way to pass on cultural values and beliefs from generation to generation.
• The influence of the past on the present: The story suggests that the past, particularly the legacy of colonialism and the imposition of Western values and beliefs, continues to shape the present, leading to cultural clashes and tensions.
• The need for balance and compromise: The story suggests that progress and modernity can coexist with tradition and culture, but only if both sides are willing to compromise and find a balance between the two.
• The consequences of disrespecting the ancestors: The story shows how the headmaster’s disrespect for the path and the ancestors leads to a violent confrontation and his ultimate failure, suggesting that ignoring or disrespecting the spiritual and cultural beliefs of others can have serious consequences.

Literary Theories and Interpretation of “Dead Man’s Path” by Chinua Achebe

• Postcolonial Theory: The story can be read through the lens of postcolonial theory, which examines the effects of colonialism on colonized cultures and societies. The story critiques the imposition of Western values and beliefs on traditional African cultures and shows how this can lead to cultural clashes and tensions.
• Cultural Studies: Cultural studies theory examines how cultural practices and beliefs shape our understanding of the world and our social and political identities. The story can be read as a critique of cultural arrogance and the need to respect and value local cultures and traditions through the characters of Obi, Nancy and local priest.
• Structuralism: Structuralism is a theory that examines the underlying structures and systems that shape our understanding of the world. The story can be read through a structuralist lens, which would analyze the binary oppositions (such as tradition vs. modernity) that underlie the conflict in the story.
• Reader-Response Theory: Reader-response theory suggests that meaning is constructed through the interaction between the text and the reader. The story can be read through a reader-response lens, which would examine how readers interpret and respond to the themes and symbols in the story. It will show how readers from different part of the world interpret story through their own worldview.
• Feminist Theory: Feminist theory examines issues of gender and power in literature and society. While there are no explicit references to gender in the story, a feminist interpretation might examine how gender roles and expectations are reinforced or challenged by the cultural practices and beliefs depicted in the story.
• Marxist Theory: Marxist theory examines issues of class and power in society and literature. The story can be read through a Marxist lens, which would examine the power dynamics between the headmaster and the villagers, as well as the economic and political structures that shape their interactions.

Questions and Thesis Statements about “Dead Man’s Path” by Chinua Achebe

• What is the significance of the path in the story, and how does it reflect the conflict between tradition and modernity?

Thesis Statement: The path in “Dead Man’s Path” represents the clash between tradition and modernity, highlighting the importance of respecting local cultures and traditions in the face of Western-style progressivism.

• What is the role of the headmaster in the story, and how does his character contribute to the themes of cultural clash and arrogance?

Thesis Statement: The headmaster’s character in “Dead Man’s Path” serves to critique cultural arrogance and demonstrate the dangers of imposing Western values on traditional African cultures.

• How does Achebe use irony and satire to critique Western-style progressivism and modernity in the story?

Thesis Statement: Achebe’s use of irony and satire in “Dead Man’s Path” satirizes Western-style progressivism and underscores the importance of finding a balance between tradition and modernity.

• What is the role of storytelling and myth in the story, and how do they reflect the cultural values and beliefs of the villagers?

Thesis Statement: The role of storytelling and myth in “Dead Man’s Path” reflects the cultural values and beliefs of the villagers, offering a way to pass on cultural knowledge and preserve local traditions.

• How does the story depict the influence of colonialism on African cultures and societies, and what insights does it offer into the ongoing effects of colonialism?

Thesis Statement: “Dead Man’s Path” depicts the ongoing effects of colonialism on African cultures and societies, illustrating the need to confront the legacy of colonialism in order to build a more just and equitable future.

• How does the story demonstrate the importance of compromise and balance between tradition and modernity, and what lessons can be drawn from the conflict between the headmaster and the villagers?’

Thesis Statement: The conflict between the headmaster and the villagers in “Dead Man’s Path” demonstrates the importance of compromise and balance between tradition and modernity, offering lessons for how to navigate cultural clashes in a rapidly changing world.

Short Questions-Answers About “Dead Man’s Path” by Chinua Achebe

• What is the central conflict in “Dead Man’s Path”?

The central conflict in “Dead Man’s Path” is the clash between traditional African beliefs and Western education. The protagonist, Michael Obi, is determined to modernize the school and its surroundings by clearing a path that runs through an ancestral burial ground. However, the local villagers believe that the path is sacred and that the spirits of their ancestors will be angered by its desecration. The conflict between Michael and the villagers escalates until it culminates in a tragic outcome.

• What themes are explored in “Dead Man’s Path”?

“Dead Man’s Path” explores themes such as cultural conflict, tradition, modernization, and the impact of colonialism on African society. The story highlights the tension between Western education and traditional African beliefs, as well as the consequences of disregarding cultural traditions and values through the characters of Obi, his wife Nancy, the village woman and the priest.

• How does the setting of “Dead Man’s Path” contribute to the story?

The setting of “Dead Man’s Path” is a rural village in Nigeria, which contributes to the story in several ways. The village is portrayed as a place where tradition and modernization are in conflict , and where the legacy of colonialism sees coming into conflict with the local traditions. The path that Michael wants to clear runs through an ancestral burial ground, which symbolizes the connection between the living and the dead. The setting also reflects the cultural richness of Nigeria and highlights the importance of cultural heritage.

• What is the significance of the title “Dead Man’s Path”?

The title “Dead Man’s Path” is significant because it refers to the path that Michael wants to clear, which runs through an ancestral burial ground of the local people. The title suggests that the path is haunted by the spirits of the dead, and that Michael’s actions will have consequences beyond his understanding. The title also highlights the conflict between the living and the dead, and the importance of respecting cultural traditions and values.

Relevant and Important Quotations from “Dead Man’s Path”

• “He had many wonderful ideas and this was an opportunity to put them into practice.”
• “We shall have such beautiful gardens and everything will be just modern and delightful.”
• “What will the Government Education Officer think of this when he comes to inspect the school next week?”
• “Our fathers never meant any harm to your school or to you.”
• “You think you can clear away the bush and the dirt and make it civilized?”

“Dead men do not require footpaths. The whole idea is just fantastic.”

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Dead Men's Path by Chinua Achebe | Summary, Themes & Analysis

Michel has taught college composition and literature for over16 years. He has a BA from DePauw University and a Master's degree from Texas A&M International University. He has worked as an educator, speechywriter, ghostwriter, and freelancer.

Beth holds a master's degree in integrated marketing communications, and has worked in journalism and marketing throughout her career.

What happened at the end of Dead Men's Path?

After a woman dies, the community is enraged and attack the school. Michael's efforts are finally seen as overzealous by his superiors.

Why did the author write Dead Men's Path?

Chinua Achebe wrote the story as an analysis of the conflict between Christianity and traditional African beliefs. He also wanted to explore how colonization could come from unlikely sources.

What does the 'dead men's path' symbolize?

The dead men's path symbolizes a connection to the past. It is the path by which new souls enter the world according to the belief, and to destroy it or otherwise cut off access to the community would be to deny them their past and their future.

Table of Contents

'dead men's path' by chinua achebe, 'dead men's path' summary, 'dead men's path' by chinua achebe analysis, lesson summary.

'Dead Men's Path' is a short story by Chinua Achebe . First published in 1953, the story is set in 1949 and shows the social conflict between modernity and tradition. Achebe wrote the story as a way to analyze the friction between Christianity and traditional African customs. The narrative shows how colonization can come from anywhere and from any perpetrator.

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• 0:03 Summarizing 'Dead Men's Path'
• 1:27 The Ancestral Footpath
• 3:05 Analyzing 'Dead Men's Path'
• 4:30 Lesson Summary

The short story focuses on Michael Obi, the new headmaster of the Ndume Central School, in 1949. As an educated black man, Michael holds a dim view of those he perceived as "narrow-minded." Having just arrived in the community, his goal is to modernize and beautify the school, a task he eagerly performs with his wife, Nancy. Both are eager to enforce their own agendas and changes in various ways, with Michael focusing on the school while Nancy focuses on the staff.

Michael sees his goals as a good thing for the community, but he soon finds resistance from the villagers. A marigold patch and hedge on the school's property cut through an old path the community used for religious reasons. As a newcomer, Michael is further astonished that the villagers routinely use the path and trample on the flowers, cut through school property, and pay no attention to the school's appearance. The path, he is later told by a village priest, is the path the souls of the departed take to the afterlife and the path new souls take to arrive in the world. The priest explains to Michael that it is a custom going back generations and a custom that will remain for just as long, but Michael smugly claims that his job is to get rid of such superstitions. In the end, the priest asks simply for the people to be allowed to practice their faith and have access to the path, and Michael's proposed solution to simply building a new path will not work because it's not the existence of a path that is important, but the existence of the old path.

Two days later, a woman in the village dies. The fear of the closed footpath enrages the villagers, and they forcibly reopen it and even tear down a building in protest. Michael's plan fails and a white inspector notes his zealousness has hurt the school and the village.

'Dead Men's Path' is an analysis of the clash between modernity and tradition. The dead men's path is a symbol of the persistence of tradition in the modern world. As the villagers explain to Michael, they don't know where the tradition came from or who created it, but they know they have always used the path and it is central to their beliefs. Michael, for his part, wants nothing but growth and prosperity for the school and the community. There is no malice in his plan, and he also does have a point that the path cuts through the school and he cannot allow people to simply walk through the campus.

The path symbolizes the old ways. It has always been there and has no clear creator. However, the colonizers came and built a new school over the path without ever asking about it. Such an act is the same either ignoring or suppressing a native culture. The path's role in helping people go into the afterlife and be born is also symbolic of a culture's connection to the past. Without the past, a culture dies, just as without the path, new life cannot be born and the connection to the past is lost.

The resolution to the conflict is destroyed property and destroyed relations between the school and the villagers. Michael did not even attempt to discuss the matter or offer alternative solutions. Such a clash between worlds is indicative of the way native faiths and cultures are often treated and were treated by colonizers.

Michael's motivations are not evil in themselves. Providing education and modern facilities for the villagers would provide them and their children with opportunities they would not otherwise have had. However, forcing these changes without any regard for the native faith and customs robs the community of any choice and is the tactic of the colonizer. Michael Obi, as an educated man, should be aware of the historical horrors of these acts, yet he somehow believes his own actions are above them.

Themes of 'Dead Men's Path'

The themes in 'Dead Men's Path' deal with conflict.

Modernization vs. Tradition: The story presents both sides of the conflict between the villagers and the school. At least at first, both sides have reasonable arguments. The villagers wish to continue using the path and have no qualms about it being on school grounds. The school, for its part, can't have people simply wandering the grounds. However, no attempt is made to compromise or find some solution. It could be argued that no solution exists, however, as the school had been built long before Michael arrived and back then had not even considered the villagers' opinions.

Education: Michael Obi is initially described as an educated man, and the school is designed to help the community. However, education, like technology is not itself a goal. How that education is used is just as important as achieving it. Michael believes that progress means giving up the past and moving forward, and he scoffs at the idea of learning anything from the past or even the people around him. As someone who takes pride in his own degrees, his own closed-mindedness is in stark contrast to the superiority he feels about others who have lacked his opportunities.

Colonization: Both the previous two themes feed into the overall theme of colonization. Michael Obi has no ill will towards the people and offers a half-hearted solution to the problem. He seeks progress and to improve the lives of those in his care, but he ignores the community's real concerns and dismisses them. By destroying their past and forcing them to change, he is guilty of the same colonialism that destroyed many societies in Africa and beyond. As an African himself, he should have known better.

'Dead Men's Path' is a short story by Chinua Achebe . It focuses on the conflict between Michael Obi, and the local community where he now lives. Michael plans to modernize everything about the school, showing that colonization can come from everywhere. His disregard for the community and its traditions leads him to scoff at the use of an ancestral pathway that cuts through the school grounds. He offers to build a new path, but the community needs their old path back, not just a replacement. In the end, the conflict between tradition and modernization ends with the new path being reopened and the school being partially destroyed.

Video Transcript

Summarizing ''dead men's path''.

Have you ever heard someone say, ''But, we've always done it that way?'' What they're trying to tell you, perhaps, is that they're happy or comfortable performing a task the old way and that they're hesitant to try your new thoughts or ideas.

The characters in the short story, ''Dead Men's Path,'' are experiencing a similar problem. The new headmaster at a local school is eager to cast aside things of old and make things new and fresh. Unfortunately, the community around him is not so eager.

Much to his pleasure, Michael Obi has been hired as the new headmaster at Ndume Central School in Nigeria. Ndume School is unprogressive and backward, so many are hoping that Obi's youth and energy will turn things around.

Obi and his wife engage in a conversation about all the hopes and plans they have for his promotion, specifically making everything ''modern and delightful.'' His wife hopes to start a beautiful garden and become the envy of the wives of the school's teachers. Yet, Obi tells her that the teachers are all young and unmarried, giving them plenty of time to devote to the school. Obi's wife, Nancy, is momentarily disappointed before the couple, again, turn their thoughts toward showing people ''how a school should be run.''

Obi has two goals : to insist on a high standard of teaching and to turn the school compound ''into a place of beauty.'' Nancy installs gardens and they flourish.

The Ancestral Footpath

One evening while admiring his and his wife's handiwork, Obi is disappointed to see an old village woman using a footpath through the schoolyard to navigate the village. One of the teachers remarks: ''The path appears to be very important to them. Although it is hardly used, it connects the village shrine with their place of burial.'' Obi questions what that has to do with the school and says that the path will no longer be used. In fact, sticks and barbed wire are positioned to block off the path from the villagers.

Three days later, the village priest, armed with his walking-stick that he uses to tap on the floor to make his point, visits Obi and questions the closure of their path. Obi confirms the news. The priest continues by telling Obi that the ancestral footpath has been around for a very long time and that it serves as a path for the dead to depart and the children to be born.

Obi is unmoved: ''Our duty is to teach your children to laugh at such ideas,'' he says. The priest tells Obi that the practices of their forefathers must be honored. Again, Obi is firm in his position that the school will not be used as a path for the villagers. He offers that the villagers might build another path around the school's premises. The priest tells Obi, ''Let the hawk perch and let the eagle perch,'' and departs.

A few days later, a young woman in the village dies. A diviner , or prophet, orders that the villagers make sacrifices to their ancestors for insulting them by closing the path. Obi is cited by the visiting school examiner for starting a tribal war between the school and the village, virtually ensuring his demise as headmaster of the program.

Analyzing ''Dead Men's Path''

Chinua Achebe's story illustrates a clash between the new and the old, between the wisdom and tradition of a culture and the ''misguided zeal'' of Obi and his wife. Instead of being receptive of the village's culture and including it in the school, he is quick to want to stamp it out in favor of new and modern ideas.

Though the path appears to be bothering no one, Obi takes offense to it and works to block it, even arrogantly suggesting that a different path could be built around the school's grounds. Obi seems to take on the village's priest, a sacred position, by standing up to him and being unwilling to listen to the words of his elder. The priest's statement to ''let the hawk perch and let the eagle perch'' is a call to Obi to allow the new and the old to stand side-by-side. Obi's desire to control the situation, however, prevents him from seeing things from the opposing perspective.

The entire story is based around themes of modernization and tradition, and how one man's ego prevents him from considering the thoughts of others before making decisions. Some experts have suggested that Achebe was attempting to showcase how colonization of a native culture can come in many forms.

In Obi's attempt to make things new and modern, he has turned what could have been a positive experience into a negative one. Despite his formal training and education, Obi is ignorant of the needs of the village near the school and ultimately risks his own career because of his arrogance.

What could have been a positive for the unprogressive and backward Ndume School becomes a clash of new versus old when Michael Obi , the new headmaster, arrives on-scene. Obi, who wants to transform everything to new and modern, attempts to block an ancestral footpath through the schoolyard used for many generations by the local villagers and as a symbolic path for the dead and newly born. A local priest attempts to reach Obi, but Obi continues his arrogance by suggesting a new path be built. A few days later, a young villager dies and a diviner suggests that sacrifices need to be made for the blocking of the pathway. Achebe's story is a battle of wisdom and culture versus progress and modernization. In many ways, it's a story of the impact of colonization, regardless of its perpetrator.

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Dead Men’s Path

31 pages • 1 hour read

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Summary: “dead men’s path”.

Recipient of the Man Booker International Prize in 2007 for his literary career, Nigerian writer and critic Chinua Achebe is known as the “Father of Modern African Literature.” His short story “Dead Men’s Path” raises issues central to many works of postcolonial writing such as modernity versus tradition, urban versus rural life, and Christianity versus Indigenous religion, as well as the overall effects of European colonization on life in his native Nigeria. Originally published in 1953 while Achebe was still an undergraduate, the story later also appears in a collection of short stories entitled Girls at War (1972). Although an early work that predates his most renowned novel Things Fall Apart (1958) by several years, the themes and conflicts of this story are ones Achebe grappled with throughout his career. The story also points more broadly to the human condition, the dangers of hubris, and the need for cultural tolerance and respect.

This guide refers to the 2010 Anchor Canada publication of Chinua Achebe’s short story collection Girls at War: And Other Stories .

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The story opens with an unnamed, omniscient narrator introducing the setting and main character of the story. It is January 1949, and a young Nigerian man, Michael Obi , has been sent by the Church Mission authorities to modernize an “unprogressive” rural school. He had been marked as a special or “pivotal teacher” by the authorities, and he is enthusiastic about the opportunity to put his progressive ideas into practice and erase what he views as the “narrow views” of those with less than his “sound” secondary school education (70).

His fervor for “modern methods” and denigration of those who are more traditional or uneducated is shared by his wife Nancy, who is already imagining herself beautifying their new home with gardens and becoming a local celebrity, or “queen of the school” (71). While temporarily disappointed upon learning that there will be no other wives to admire her, she quickly returns to her enthusiasm in support of her husband’s “happy prospects” (71). The narrator then reveals more about Mr. Obi (as he is called), this time about his physical appearance. He appears older than his 26 years and is frail and round-shouldered yet “not unhandsome.”

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The next paragraph finds the couple at the “backward in every sense” (72) Ndume school, where they work hard to satisfy two aims: Imposing a high standard of teaching and beautifying the school compound. Their success is marked visibly by the flower beds, which separate the cultivated school gardens from the surrounding wild bush. Mr. Obi is dismayed to find that this separation is not respected by the villagers when he spies an older woman crossing through the flower beds on what he discovers is an infrequently used path.

On confronting the other teachers for allowing this, he is timidly told that the path connects the village shrine with burial grounds and seems to be important to the villagers. Although he is warned that there was a problem in the past when access to the path was blocked, Mr. Obi is more concerned about what the colonial government supervisors will say during the nearing inspection than any effect on or backlash from the “pagan” villagers (73). He has the path blocked with wooden stakes and barbed wire to create a visual and physical barrier.

Three days later, the village priest of Ani (the goddess of morality who rules the underworld in the local Igbo religion) visits the headmaster and tries to explain to him the importance of the path, which has existed since the time of the ancestors and is religiously vital to the community. Not only does it link the village to their deceased, but it is also the path by which newborn children enter the community. Mr. Obi receives this information with a smug attitude, telling the priest that he has come to rid the community of these fantastical and ridiculous beliefs.

The priest, unlike Mr. Obi, seeks a compromise and uses a proverb to explain his solution: “Let the hawk perch and let the eagle perch” (74). Mr. Obi suggests that the villagers create a new path that goes around the gardens and even tells the priest that the schoolboys can help make it. The priest does not agree and tells Mr. Obi that he has nothing more to say.

When a young woman dies in childbirth two days later, the villagers are told by a diviner they must make major sacrifices to appease the ancestors, who have been offended by the fence. Mr. Obi awakens the next day to find major damage has been caused not only to the fence but to the garden and even one of the school buildings. Later that day, the supervisor (identified for the first time as white) comes to inspect the school and writes a “nasty” report about the disaster he finds and his more serious concerns about mounting local hostilities. A quoted line from his report describing a “tribal-war situation developing between the school and the village, arising in part from the misguided zeal of the new headmaster” ends the story (74).

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Is Ignorance a Problem with Cultural Tradition? A Critical Essay on “Dead Men’s Path”

In Chinua Achebe’s short story, “Dead Men’s Path,” he describes the conflict about a newly appointed headmaster of a school, Michael Obi, and his efforts to bring modern education into the village of Ndume. Throughout the story, Achebe focuses on a contrast between traditionalism and modernism to teach a lesson. Obi had the energy and ambition to modernize the school while the village priest tried to convince him of the importance of traditional values. The elements of fiction such as the character, themes, and diction frame the story from start to finish and play off of each other to get the true meaning of the story across. The portrayal of specific characters helps the reader distinguish what their beliefs are on the main conflict of the story.

To begin with, the use of characters is important in this story to get the main point across to the reader. This story is a parable which means it is meant to teach the reader a lesson. The lesson goes along with this concept of traditionalism versus modernism and that one should never force change into a culture. Traditionalism means that society embraces their culture and traditional values as it grows and changes while modernism means that certain aspects of culture or society should be updated to what the norms are at that point in time. Ultimately at the end of the story, Michael gets what he deserves because he wasn’t respectful of the Ndume culture. Michael was a young man who was twenty-six years old and he was “young and energetic” (Achebe, 248). He was appointed headmaster of Ndume Central School and he saw it as his job to introduce modern ways into the school system. He wanted to illuminate his opinion that the villagers’ beliefs were nothing more than pure superstition.

Additionally, Michael’s wife, Nancy, was excited of his promotion and said “‘We shall have such beautiful gardens and everything will be just modern and delightful’” (Achebe, 248). She caught on with Michael’s passion for modernizing their culture. Her dream of having a beautiful garden on the grounds of the school came true with the planting of many colorful flowers. Another character who is important to this story is the village priest. He is a foil of Michael with him being quiet and very modest. A foil is a character that contrasts with another character in order to highlight particular qualities of the other character. This device enhanced the story because you see a clear line that their desires were completely different and that is where the main conflict took place. Their views clashed in what they each wanted for the school and village. He simply asked Michael to respect and honor the traditions of the villagers and their ancestors because the path “connects the village shrine with their place of burial” (Achebe, 250). The priest suggested a simple compromise that would lead to a peaceful co-existence but Michael wanted nothing to do with that. He was set on closing the path just because of his stubborn attitude. Nancy was on Michael’s side because she wanted to modernize the school as well. She doesn’t disagree with Michael about destroying the path so she was most likely uninformed about the Ndume culture and their values as well.

Character is also important in “Hunters in the Snow” by Tobias Wolff because the use of this element is important to see how the story unfolds. A character can be round or flat or an antagonist or protagonist. Tub, and Kenny, two of the main characters, were both round characters because they both encountered conflict and were changed by it. At the beginning, Kenny was physically dominant over Tub and Kenny exerted his power on Tub who was overweight at his own pleasure. Tub was exhausted from being bossed around by Kenny and shot Kenny in the stomach and that’s what exemplified the decisions you make and the way you treat people will someday come back and do the same to you. Now Tub was physically dominant over Kenny and their character roles are totally switched. This is conveyed when Wolff says “Tub grabbed Frank by the collar and backed him hard up against the fence. Frank tried to pull his hands away but Tub shook him and snapped his head back and forth and finally Frank gave up” (Wolff, 343). This goes to show that their character either went from dominant to weak or weak to dominant. Eventually, Tub became the dominant one of the group and this portrayed that Kenny’s actions on Tub came back at him and their roles switched.

Going back to “Dead Men’s Path,” Achebe uses point of view to help readers understand the story better because it is told in third-person omniscient. According to study.com , “In third person omniscient, the narrator knows all the thoughts and feelings of all the characters in the story. The author will move from character to character, allowing the events to be interpreted by several different voices, but always maintaining an omniscient distance” (Surber). Michael Obi is one of the main characters who strongly believes that this path that goes through the school grounds should be closed off. The reason the path is there is because it is sacred and very important to the village of Ndume.

Furthermore, theme and imagery are significant elements in getting the main point across because the theme is the basis of this story while imagery can help the reader picture what is going on in the story. The main theme is modernization versus traditionalism. Michael is ignorant when it comes to the traditions and values of the villagers, and he fails because he does not realize how strong their traditions truly are. His lack of respect for ancient beliefs and traditions leads to conflict and failure in what he originally wanted to do with the school. The priest says “‘The whole life of this village depends on it. Our dead relatives depart by it and our ancestors visit us by it. But most important, it is the path of children coming in to be born…” (Achebe, 250). The priest explained to Michael the importance of the path and why he should just let it be. He even warned Obi of the consequences once a spiritual pathway is intervened by a human force but he did not care. The use of imagery goes along with this because it can help the reader grasp what is happening. Achebe uses this element when he states “The beautiful hedges were torn up not just near the path but right round the school, the flowers trampled to death and one of the school buildings pulled down…” (Achebe, 251). Just by this, one can really see the true consequences of what happened when Obi did not respect cultural values and just did what he wanted to do as a result of his stubbornness.

Another element of fiction that can help the reader understand the main point of this story is the author’s use of diction. Achebe uses different modes of language to characterize the protagonists as well as the antagonists. He characterizes the language of Michael and Nancy as more modern and just by the way they talk, products of a western form of education. Achebe talks about Michael saying “He was outspoken in his condemnation of the narrow views of these older and often less-educated ones” (Achebe, 248). The language of the priest reflects his native language and one of the main features Achebe uses is the use of proverbs. This is portrayed when the priest says “‘Let the hawk perch and let the eagle perch” (Achebe, 251) and believes that this would be the answer to the conflict. According to Naeem “Achebe, who believes that cultures use folklore to pass on great cultural richness thinks such folklore can provide solutions to a people’s questions and problems” (Naeem). This means that Achebe strongly believes that keeping traditions and its culture can easily solve people’s problems because certain elements of culture are sacred. Sacred culture and values are looked at having extreme value in one’s life if it ever had a positive aspect for society.

Ultimately through these specific elements of fiction, Achebe wanted to convey that this story is a parable and that it is meant to teach the reader an important lesson. The lesson is that one should never force change into a culture and that balance and understanding is needed when figuring out a solution to a conflict. Achebe is not saying that modern ways are bad and always will be but he is trying to portray that culture is important. Long-standing traditions cannot be changed with the blink of an eye and especially never without the cooperation of the people who the conflict might concern.

The use of elements of fiction in a story such as use of characters, point of view, theme, imagery, and diction can allow the reader to further understand and analyze the story. Character, point of view, and diction all go together because with these elements combined, one can see how the narrator portrays them without bias, what the character thinks is moral, and how they convey what they feel. The author does not seem to favor one character over the other in what they think or feel. He portrays what they think in an unbiased fashion and does not seem to favor one solution to the conflict over the other. Theme and imagery go together because with such a conflicting theme, the reader can use imagery to picture what is going on as a result of the contrast between the character, specifically traditionalism versus modernism. Using these elements helps the reader figure out what the main point of “Dead Men’s Path” which in this case was a parable which is meant to have a lesson to be learned by the end. All of these elements of fiction work with each other in a way that make the analysis come together into one coherent message to portray what the story is trying to illuminate.

Home — Essay Samples — Literature — Chinua Achebe — Interpreting Cultural Clashes in ‘Dead Men’s Path’

Interpreting Cultural Clashes in 'Dead Men's Path'

• Categories: Chinua Achebe Short Story

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Published: Mar 14, 2019

Words: 1009 | Pages: 2 | 6 min read

Table of contents

Colonial encounters and cultural disruption, religious imperialism and cultural hegemony, symbolism and cultural loss, resistance and resilience, references:.

• Achebe, C. (1972). Dead men’s path. Heinemann.
• Achebe, C. (1994). Things fall apart. Anchor Books.
• Emenyonu, E. (Ed.). (2012). Emerging perspectives on Chinua Achebe. Africa World Press.
• Gikandi, S. (1991). Reading Chinua Achebe: Language and ideology in fiction. James Currey Publishers.
• Innes, C. L. (1990). Chinua Achebe’s Things Fall Apart: A casebook. Oxford University Press.
• Maja-Pearce, A. (Ed.). (2008). African literature: An anthology of criticism and theory. John Wiley & Sons.
• Ogundipe-Leslie, M. (1994). Re-creating ourselves: African women and critical transformations. Africa World Press.
• Okpewho, I. (1992). The African writer and the English language. Heinemann Educational Books.
• Oyewumi, O. (1997). The invention of women: Making an African sense of Western gender discourses. University of Minnesota Press.
• Soyinka, W. (1999). The burden of memory, the muse of forgiveness. Oxford University Press.

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Dead Men’s Path

Chinua achebe, ask litcharts ai: the answer to your questions.

Michael Obi

Village priest, government education officer / white supervisor.