2024 Soweto Uprising Youthday

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Intro & Einführung zum Youth Day

[00:00] Gastredner: Thank you very much. Moin — I only know that word — and I'm really humbled and very proud and honoured to be here at the German school. Well, about the 16th of June 1976.

[00:30] Moderator: June 16th is an important day in the history of South Africa. Youth Day, as it is popularly known, is a day on which South Africans honour fallen heroes, mainly the youth ambushed by the apartheid regime's police in Soweto on the 16th of June 1976. On this day, black students protested against discrimination and an order requiring black students to be taught in Afrikaans, a language they associated most closely with apartheid.

Die Vorbereitungen: Pläne für den Protest 1976

[01:10] Gastredner: It was thoroughly planned. You know, we were told in 1975 that things are going to change in the new year. But you know how students are — “Ah, we'll see when the time comes.” Yes, the new year came and we were very excited. We just summed everything up. Whatever news you are going to be told at schools is obviously something exciting. It's a new year.

Yes, we went to different schools and we were thoroughly explained that the syllabus has changed. That means already that you are going to be taught in the medium of Afrikaans — subjects like mathematics, biology, physical science. You know, there and then there was disruption. Why should we learn in our oppressor's language? Where on this planet are we really going to speak Afrikaans besides South Africa and Namibia?

Well, some thought maybe Germany or Sweden, but at the end of it all, we really had to come up with plans. Some thought we can just write a memorandum and hand it over to the Department of Education. But some said, “Hey, wait. By the way, we need to keep this as a secret. If not, we should be discreet. So what now?”

While the last option was to approach high school students, of which there were certain political organisations — like Black Consciousness, South African Student Movement, South African Students Organisation — even though we were doubtful and pulling one another. And we were told that, “Well, we know about the situation. We are still trying to find an amicable way to resolve the matter.” You know, with us we wanted things to happen speedily before we could reach the month of June, where we had to wait.

While waiting, you know, some students started to moan and groan like, “This is really taking long. It's best if you go back to the drawing board. We've got better plans now.” Well, it was too late. All we had to do was to be patient and wait for the results.

On the 13th of June, that was the final straw. With the spread of mouth, we were told that on the 16th of June, we'll be demonstrating around Soweto. We were very excited, but it was also emphasised that we must make sure we don't tell our parents. Oh, that was scary. But anyway, we just said we'll go with the flow.

Der 16. Juni 1976: Morgens an der Schule

[04:44] Gastredner: So, the eve of the 16th of June came already. We had our placards with messages on — “Away with Afrikaans,” “To hell with Afrikaans.” Actually, there wasn't much that we could write. Most of the placards were repeating themselves.

On the very same day, as I was walking to my school, I saw students from other schools in groups. So you couldn't tell whether they were excited or afraid. Even when I got to my school, it was time for assembly, which would hold everything. We wouldn't start a class without going to the assembly.

It was normal. As usual, we sang, and while we were praying, there was this disturbing sound — like a big aeroplane jumping on top of our heads. Obviously, it was disturbing. And I realised that even when your eyes are closed, you can still investigate. By listening, hearing, and sound.

So at the assembly, there was this sequence where they would say “Short ones in the front and tall ones at the back,” and usually teachers concentrate at the back rather than in the front. So I was always in the front and I loved it to bits. You know, in a way I felt special. So I just told myself, well, why not take advantage of being short and investigate?

And actually, the sound came from one of the neighbouring school students from Morris Isaacson High School. They were singing and chanting, proceeding through our school gate. You know, we just pretended as if we don't really know what's going on, because my principal was very strict and we were so afraid of him — even neighbouring schools.

So he just left us at the assembly and approached those students. I heard him say, “My children are not going anywhere.” But one student said, “Father, you had your chance. This is our chance.” And there it was — what a relief. So we just took our school bags and put them nicely on the veranda. Some just threw them there. And those who had placards, they just pulled out the placards and we followed the procession.

Der Marsch nach Orlando West

[08:05] Gastredner: Yes, we went from location to location collecting students. Our aim was to go to a historical area which is called Orlando West. That is the only location in Soweto where you'd find most of our prominent leaders — like former President Mr Mandela, Archbishop Desmond Tutu, the founder of Pan Africanist Congress Robert Sobukwe, and Walter Sisulu.

In a way, we knew that the leaders might rot or die in jail, but the struggle still continues. So we chose the school on Vilakazi Street, the famous street around the whole world, and the school is called Orlando West High.

So, upon arrival, already police were there with dogs and batons. So we just ignored the police. We kept on singing. And later our leaders told us that other schools are on the way. We can just hang around, waiting for those schools. We were so excited. Imagine, we came from different parts of Soweto and we had never encountered any problems. You know, already it felt like, “Oh, this is cool. It looks like things are going our way.”

Die ersten Schüsse

[09:43] Gastredner: While waiting with excitement, all of a sudden there was a shot. And the turnout was plus-minus 20,000, believe it or not.

So we ran amok in confusion, running for cover, dashing into other people's homes. And it was so scary and confusing. Remember, we never told our parents. And when that was happening — well, it was something else. I'll just call that scene “hide and seek.” As soon as you hear the shot, we'll go into hiding, and when it's calm, we emerge back to the pavement.

Der Bruder — Die persönliche Tragödie

[10:43] Gastredner: During that hide and seek, I spotted my younger brother on the opposite side of the pavement. You know, I became restless. I knew he was not supposed to be there. He was too young to understand what was really going on. But still, I could not just ignore his presence.

So I decided that I will call him, but I will use his cultural name, which was Zele. Zele means “calmness.” So I called out his name. He quickly looked around. You could see that he heard that somebody called out his name. And when he looked from where I was, I just waved and he came closer, smiling.

You know, I just said to him, “It seems as if things are getting out of hand. I'll make sure we get home. We'll be okay.” Well, I was just saying that, you know, trying to be brave and bold. I was very scared.

So while I continued talking to him, there was another shot. So we had to go back into hiding. Unfortunately, we went two separate ways. When it was calm, as I marched back to the pavement, he was nowhere to be seen.

Yes. I looked around, my eyes roving, thinking I might spot him again. But not very far from where I was, something happened there, and already students were busy gathering at the scene. So I sort of had two minds — whether I should go and investigate or stay. Eventually I chose to stay, you know, because I thought he might come around looking for me and we are going to miss one another. But I was very anxious to know what was happening there. I had to stay.

Yes, my eyes were rolling, and at the same time trying to think that if he comes around we can take any street. If not, we should wait for other students to be in a group of five or six, then we can hit the road.

I don't know. Maybe because my mind was wandering and I was also confused. I just saw a man coming from nowhere, running towards me. As that man passed me, my eyes followed him, and actually he was focusing on that crowd where students were gathered. When he got there, you could see that he was making way, pushing the other students aside.

And it also seemed like he was struggling or trying to get something from these other students' hands. As he lifted — yes, I could see it's a body. As he lifted for the second time, the first thing that I spotted was my brother's shoes.

So I tried running to the scene. Already they were on their way, running towards me. I joined them. And as we continued running, I was asking this man, “Who are you? This is my brother — I've been looking for him. Where are you taking him?” The man just kept on running.

Then I looked at my brother. I saw blood coming from the side of his mouth. You know, I panicked. “Who are you? Can't you see my brother's hurt? Where are you taking him?” He never said anything.

A car just stopped in front of us, and one lady jumped out of the car, introduced herself as a journalist, and said she can help us. As that man was about to put my brother in the car, he said, “Oh, he's dead.”

Hearing that, I was sort of like turning in two. You know, I could see myself on the other end, crying in desperation. To me, it was like — this is not real. It can't be happening.

The next moment I was at the clinic, and the clinic looked very strange, like it had been long deserted. But I knew there were people there. So I had to bang and knock on windows, crying out for help. And one white doctor came out. He took my brother out of the car, inside the clinic, and he said to me there was nothing more that he could do. I understood him very well.

Die Nachwirkungen: Gewalt und Vergeltung

[16:54] Gastredner: Yes. I stood there, you know, trying to find myself. Then I decided, let me just go next to the window inside the clinic. And as I looked through the window outside, there it was — another chapter.

In fact, students were retaliating. Like, everywhere else in the morning we had delivery vans for bread and milk. Even some of our white colleagues used to work in Soweto — teachers, administrators, you name them — and they were caught in the act.

In amazement, while I was watching the storming of the delivery vans — already some students had looted those vans, loaves of bread in their hands. From the other side of the window, a van came rolling down, like it was stoned. Three blocks away from the Hector Pieterson Museum, and on the side of the door there was an abbreviation of “West Rand Administration Board.” That means that car belonged to the government. And at that moment, anything that belonged to the government was destroyed in any form.

Yes, that car lost control and swerved to where most of the students were. You know, when that man was pulled out of the car, he was a white man. Each and everything that could kill a human being was used on him. You name them. Knives, spades, stones, anything. You know, I just froze. Then I thought — now my mind is really playing with me. It was unbelievable.

Days later, we heard that the very same man who was killed was Dr Edelstein, who was assigned to Soweto as a social worker, and so many people knew him. That was sad. But all those who died did not die in vain. As people, we managed to take out good from bad, to live by today, to shape ourselves and our country. Thank you very much.

Fragen der Schüler: Reaktion der Eltern

[19:50] Moderator: So, is there any questions you would like to ask? You can do that now.

[20:19] Schüler/in: So you told us that you were not allowed to tell your parents. When your parents found out that your brother died, how did they react?

[20:32] Gastredner: Okay. Not only my parents — most of the parents were like, “Oh, who do you think you are? And what — who said you can face the apartheid regime?”

You know, I was very lucky because, while I was at the clinic, some ladies came around. They actually asked if they could accompany me home. You know, I had to say yes. I was really out of it. So we went to my granny's home, and those ladies are the ones who told my granny what happened.

But now we had a bigger problem: how do we tell my parents? They were obviously staying four locations away from my granny. And I said to my granny, you know, it's best to call the neighbours to give them a message.

So around about 6:00, 6:30, already neighbours and other people flooded my granny's home with the newspaper, asking if it was me and who are these other people. I just denied everything. The picture did not make sense, you know, because that lady said she's a journalist and she never had a camera.

So while on that, my mother approached us. And as she was greeting, you know, neighbours were like shying away from her. So she decided that she'd go inside the house, and I followed her. And my granny did not waste any time. She bluntly told my mother that your son was killed, and I think you have heard the news that students were protesting. Some of them have been wounded, arrested, and some of them have been killed.

You know, my mother did not react or show any emotions. You know, I was very, very worried. But well, we had to give her space. But I think after two or three days, I was very, very worried. You know, so I had to ask her, “Are you okay? How do you feel? What is on your mind?”

She just said, “Well, I'm very thankful that you managed to see your brother while he was alive and after he died.” Considering that some parents don't know what happened to their children. At least I was not blamed. So that gave me courage.

Fragen der Schüler: Gefühle beim Anblick des Fotos

[23:13] Schüler/in: Youth Day has a big impact for us and for the future that we live in today. But what are your feelings when you see that picture? Do you feel powerful because of the impact, or do you feel more sad towards your brother's death?

[23:38] Gastredner: Okay. You know, when I see the picture, it used to break me in pieces. I couldn't really look at the picture. But you know, I just told myself, well, I cannot live like this. If this is a second chance for me to live, let me actually confront the picture.

Okay, it was not easy, but I had to, you know, to find answers, solutions, because you only live once. Okay, so I had to challenge the picture. So I looked at the picture. No, it was very hard, but I had to.

So, I looked at the picture. My mind was like, at some point I'd look at it and look the other way, but something just came up from my mind. Okay, like, you can just say you know those people in the picture. If not, you have read a book or seen a movie or whatever, but you are not part and parcel of the picture. But I actually had to work on that. It was not easy.

But also, that gave me courage. You know, like, today I am humbled and very honoured to still talk about the day. And also, looking at the picture, it actually encourages me more — to know that I was actually given a second chance so that I can relive my life and still talk about the future.

Fragen der Schüler: Meinung über Afrikaans

[25:35] Schüler/in: Has your opinion changed on the Afrikaans language?

[25:48] Gastredner: Well, you know what? Afrikaans was not as bad as that, you know. It's only that we just felt like it's our oppressor's language. Why? Yes, we know we are oppressed, but why should we learn in Afrikaans?

In actual fact, we didn't even understand what Afrikaans actually is, the name itself. And what I know about Afrikaans is that when you mix Afrikaans with other cultural languages, it tops — you know, it stops — unlike, say, pure Afrikaans.

To us, it was like they should have at least introduced a vernacular language. If not, you know, leave us with that street language. Then for me, it would have gone better. And remember, we had a very, very big problem: when teachers were trained, most of them never took Afrikaans as a subject. You know, they just felt like, “We are going to teach in these other languages.” So we really struggled.

But with Afrikaans, for me, I'd say it's fine, you know. But that pure Afrikaans — I think it was going to be tough for us. So for me, Afrikaans is just like a street language and it's number one. Maybe they should have introduced that rather than the academic one. You know, then we'd be talking and having fun.

But well, it's a language and we cannot do anything about it. I think the only thing is that we felt like, because they are our oppressors, why should they choose for us what to do and what not to do? That was the main problem. And remember, we did Afrikaans at school as a subject, twice a week, like our different cultural languages. So English was taught as the main subject. We didn't have a problem. But I think the enforcement of learning those critical subjects in Afrikaans, that caused a spark — you know, like mathematics, biology, and physical science. Even in English, it's a little bit hard. So that made us see that — uh-huh, if we don't take a stand now, and also paving the way for generations to come, that means we are failing.

Fragen der Schüler: Der Film „Sarafina“

[28:35] Schüler/in: So basically, if you've watched the movie Sarafina, which is based on what happened on Youth Day, do you think it's a good interpretation of what really happened?

[28:48] Gastredner: In actual fact, it's a depiction of what was happening. Yeah, it's a depiction of what was happening, but at least it gives people some light — you know, like, “Yeah, this and this unfolded.” Even though the music there was very different — you know, if you know our culture, most of the time in Africa — basically they had to act something as a youth, they had to act it in a different way.

Even if you can see how it unfolded, how people were being harassed, how people's human rights were violated. So it's a depiction of what was happening on the day. And if you have listened to my story — it's like it was a script that was written down. It only needed actors. Unfortunately, it had to be real.

But with Sarafina, I know the youth of today, whenever you talk about the 16th, it all comes back to Sarafina. You know, maybe because of the dance — you know, they love the dance. So there's nothing we can do about it. But at least that's a depiction of what was happening on the day. Sarafina showed that from the pain, people can still be happy by doing whatever they're doing with music, because, you know, music soothes one's heart. Yeah.

Fragen der Schüler: Youth Day als Feiertag

[31:43] Schüler/in: What was your initial reaction when you found out that this day became a public holiday?

[31:55] Gastredner: You know, we never thought going out there in the streets of Soweto, protesting and conveying the message, would become history. Okay. We just felt like, “Ah, we are the youth — let's shake up the government.” Because in actual fact, the demonstration was to convey the message, and that was it. We never thought of being part of history or changing people's lives.

But after that, only then we realised — oh, even though blood was shed, but that brought a huge change in South Africa. So when the 16th of June was named Youth Day, I don't want to tell a lie — I was very proud, because that will be a constant reminder to generational youth that on this day, this and this happened. So they must actually hold on to that so that it will change their lives.

So for me, I'm very, very honoured about the day, even though the way we celebrate or commemorate the day — it's a little bit awkward, you know. So I think the youth think they should celebrate the life of those who died. Some feel both commemoration and celebration. But even if we celebrate, I think it should be in a respectful way. Not to say people should sit in the corner and think that others will feel sorry for them, but it should be in a respectful way. Because you yourselves still have to teach your children about what happened on the 16th of June.

So the more you practise in a respectful way, the better — you know, unlike now, when you find students drunk in a school uniform. So it doesn't reflect quite right. Why drink on the day? It's not a party, even though they say they are celebrating. The day mainly should change — it should be strictly commemoration, unlike celebrating. Because obviously, when you celebrate, you will go on a drinking spree, playing loud music. So maybe that should change. But well, it's how I see it — some people think differently.

Fragen der Schüler: Schulalltag unter der Apartheid

[35:15] Schüler/in: How was it to go to school as a black person at this time?

[35:24] Gastredner: During the apartheid era, you know, as a child or youngster, it was very fulfilling. And during that time, our parents, our grandparents were very, very strict. Yes, we were based in Soweto, but most of the things we had to do right. By 8:00, we should be at school. You would never find a school kid by 8:00 in the streets of Soweto. Never.

By 8:00, everybody's in the classroom. Our parents were strict, the government was strict. No one should be loitering around in the street. Whether you are a scholar or somebody who's working. Everything was on par. Everybody would make sure they don't want to get caught by the police.

Even if you were walking around doing nothing, you would be asked, “Is there nothing that you can do? Are you not working?” If you say, “I'm not working,” then, “What do you do?”

So during that time, to me it was like — this is good. Even though we were oppressed, to conduct ourselves in an appropriate manner, that was very, very important.

So even the parents would always — you know, when you are sick, your parents should go to school. If they are working, they'll make a note and give it to maybe somebody who goes to school with you, and they give it to the teacher. And after school, the teacher will come by. It's not just a letter. After school, the teacher will come and see if you're okay or not.

If you lie — “Hey, I'm sick” — and you are not even sick, you are going around. Always the teacher will make sure that they come to your homestead, because they knew that most of the parents who were working, by 5:00, half past 5, they're back from work. So they'll come to your house. If you're lying — you're going to be in trouble.

But everything was strict. So for me, it was good. It actually moulded us to be where we are today. No wonder we did not even tell our parents about the 16th of June. Obviously, when we woke up, we'd find police and soldiers in schools. So we had to make sure it's hush-hush and we keep quiet. No wonder it was successful. Yeah. We were afraid. We were afraid because we were oppressed, and we did not want our parents to suffer because of us.

Fragen der Schüler: Warum diese Interviews?

[39:37] Schüler/in: I mean no disrespect in asking, but why do you do interviews like this?

[39:42] Gastredner: In actual fact, for me it's like — you know, it's a teaching. And whatever I say to people, like doing these interviews or just talking about the day, actually gives me great pleasure.

If you were in my shoes, would you really stand in front of people, talk about the day, what unfolded? Because it's all about pain, trauma, and suffering. Most of the people would just say to me, “I wouldn't do what you're doing. I don't think I would cope with it.”

You know what? I realise that life is very complex, but it's up to individuals how you want to lead your life. Do I hang on to that pain, the stress, and trauma, or do I find other means to keep on living? To me, this is a second chance.

So I just told myself, I have to use this second chance wisely and in a positive way. So the stories that I talk about, the interviews that I do — it's all about teaching, about motivating — to know that life is unfair, and as we journey through life we meet these obstacles, of which there's nothing we can do about it. If it happened, it happened. Can you reverse it? Can you fix it? If not, you find something positive to live by.

There are so many stories in different people, different families, the whole way through. But how you want to live your life — you have to pick up something good out of bad so that you live your life in a positive way. Because you see how life is like today. And remember, even after COVID, people were shut out. So it's like a motivational talk — you know, that yes, things happen, but we can still come out. You know, in that pain, live your life to the fullest, but not forgetting where we are coming from. It's a constant reminder. It may be generational, but it keeps on reminding that — by the way, I am from there.

Yeah, because when people are trapped in a corner, what do they do? They kill themselves. They don't even want to talk about their pain. So talking about pain, even though you never went for counselling, it's a therapy. It's like a healing therapy. The more you talk about it, the better you feel. That's what I've realised from all my talks. The more I talk about it, the better I felt. And it made me always be positive about life. Yeah.

Fragen der Schüler: Der Mann, der den Bruder trug

[43:12] Schüler/in: Do you still have contact with the man that helped you carry your brother?

[43:31] Gastredner: That's unfortunate. You know, the man who carried my brother — I just saw him for that moment, and that was it. Otherwise I've never ever seen him again.

I think two years later, I had to go and look for him, and only then I was told that, you know, because of police harassment and because of the photo, he had to leave our country. So he went to Botswana. That's what I was told. And while in Botswana, as a refugee, he got a scholarship. So he had to go to Nigeria, actually, to continue with his education. Up to date, nobody knows what really happened to him. You know, we only hear rumours, but we need something solid to share with the story.

Fragen der Schüler: Persönliche Auswirkungen

[44:47] Schüler/in: So it has impacted many others, but how has it impacted you?

[44:53] Gastredner: Yeah, you know, I never thought one day I'll be talking to people. Yes, I wasn't born shy, but I never thought one day I'd be talking to people, especially with that — you know, what happened on the 16th of June. It started as an interview from different media, so I just took it lightly — like, “Oh yes, you know, the paparazzi.”

And you know, I never thought one day I'll be addressing people about what happened on that day. But well, it's life. Things change. So why not?

Sometimes I feel like — seriously, is it me talking to people? It doesn't make sense. You know, but it's life. What can I do? Things change. You know, it's just like your dreams — sometimes you choose, “Okay, I've got four or five goals. If I don't become a doctor, become a physician, maybe social work.” But along the way, all five of them won't happen. Something will come out from nowhere, and all of a sudden you are there. You forgot about all your goals. Maybe not necessarily forgotten, but you find that it's better than all those goals that you had set yourself.

It's something like that. It just happened, and then here I am. But well, anyway, the change was good, even though I never finished school. I only went back to school in the 1980s just to write my matric. And from there on, I never went to university or college. So what I did — there were some short courses that were offered. So I had to do them, just to upgrade myself.

Fragen der Schüler: Würdest du etwas anders machen?

[47:09] Schüler/in: Do you wish that you had done something differently on that day?

[47:20] Gastredner: In actual fact, I don't think I should have done anything differently. Remember, as an individual, I felt like — yes, I should be part and parcel of the demonstration because I wanted change. Okay. So we just felt like, as the youth, united we stand, then our voices will be heard.

So for me, I was very anxious and also wanted to be part and parcel of the demonstration. So for me, that was something different — you know, to be part of it. Even though we never knew that at the end of the day it would be sad, you know — there would be pain. But for me, I just told myself, I need to put my name in that change. Yeah.

Fragen der Schüler: Opfer und Demokratie

[48:21] Schüler/in: Do you believe that your brother's sacrifice gave South Africa the glimmer of hope for democracy?

[48:35] Gastredner: Well, I'll say 50/50. I like the 50/50, or half-half, you know. It takes me back to Mahatma Gandhi, Martin Luther King Jr. Like, I always question myself up to date — was it worth it for them to sacrifice? Was it worth it for them to die? Was it worth it for them to sacrifice their lives to change other people's lives?

No wonder I say it's half, 50/50. Partly I would say yes, and partly I would say no. Can you really sacrifice your life for people to live their lives in a — let me just say — moderate way, with no one harassing you, violating your human rights? Seriously, is it worth it?

Well, it's part of life. You know, as we journey through life we meet these obstacles, and at some point they actually change the course of life. So yes, you may wish this and that, but if it doesn't happen, what do you do?

But for me, even though that was a teaching, at the same time — yes, there are individuals who feel like, if I sacrifice my life, people would live better, people would have access to almost everything. But well, to me it's like — oh yes, partially yes. But what do we do then, as for people who should be appreciating those who suffered for us, who died for us?

Well, the world is evolving. Yeah, we may feel like, “Why do they have to suffer like this?” Yes, it's a question, because we are human beings. But partially, I'd say maybe that was a teaching that we must hold on to, so that we can actually teach other generations that you can sacrifice. It's up to that generation. If not, we cannot. But taking a stand will also benefit us.

So for me, like I said, it's 50/50. Well, yes, we actually need a change, but obviously it won't be 100%. Some of the things we'll complain about, some of the things we say, “Ah, we have hope — it's a milestone, we'll be okay.” That's where we are now.

Schlusswort: Botschaft an die Jugend

[51:52] Gastredner: So I don't want to tarnish that, because obviously we wanted people to live a better life and have peace within ourselves. Yeah. But well, things change. But I still have hope that things will be okay.

Just like you, as a youth, I always emphasise that — you know, as a youth, you're sort of reluctant to vote. I don't know why. But remember, we paved the way for you. So you are here with fresh ideas, fresh minds. No wonder we always want you to vote. We insist on you as the youth to vote, because we need to see change. You've got fresh ideas, fresh minds. Why not?

And what I've realised is that the youth think that to change people's lives, you have to be a politician. For me, no — anyone can do it. You don't have to be a politician to change people's lives. As long as you believe in yourself, you can change people's lives.

You know, with us, during the time, we never had social media. But think about it — if in one place there are plus-minus 20,000, and it could have been more, it's just an estimation — with no social media. With you as the youth, in one second, whatever you write as a youth, I'm telling you, billions in seconds you'll find the youth, billions of youth, supporting what you're doing. So it's easy for you.

And who is going to fix your problems? It doesn't mean you don't have problems. Who's going to fix your problems? As the youth, you have to change our lives. It doesn't matter where you come from, who you are, but you have to. Because now that we have paved the way for you, we rely on you as the youth.

Don't be afraid of yourself. Take a stand in a responsible way, because you cannot do what you want when you like, because you can. But being responsible, we can shape the future of our countries. So no one is going to come and say, “I'm from this country. I've come here to fix your problems.” We have to solve our problems. And as parents, we are going to step in your shoes. We both walk the path so that we can fix our countries. It just needs some boldness. Be brave. And with your fresh ideas — that's it.

And what do you do about the problems that you do have? Teenage pregnancy, gender-based violence, drugs — who should actually be dealing with those problems? As parents, we will motivate, support, and always encourage you. But you have to take the first step. You are fixing your future and your children's future. So it's generational. You cannot run away from it. It's generational, whether you like it or not. So we really need you. Our lives depend on you as the youth.