Historians From Guyana

"Finally, attention must be drawn to one of the most important consequences of colonialism on African development, and that is the stunting effect on Africans as a physical species. Colonialism created conditions which led not just to periodic famine but to chronic undernourishment, malnutrition, and deterioration in the physique of the African people. If such a statement sounds wildly extravagant, it is only because bourgeois propaganda has conditioned even Africans to believe that malnutrition and starvation were the natural lot of Africans from time immemorial. A black child with a transparent rib cage, huge head, bloated stomach, protruding eyes, and twigs as arms and legs was the favorite poster of the large British charitable operation known as Oxfam. The poster represented a case of kwashiorkor—extreme malignant malnutrition. Oxfam called upon the people of Europe to save starving African and Asian children from kwashiorkor and such ills. Oxfam never bothered their consciences by telling them that capitalism and colonialism created the starvation, suffering, and misery of the child in the first place. There is an excellent study of the phenomenon of hunger on a world scale by a Brazilian scientist, Josue de Castro. It incorporates considerable data on the food and health conditions among Africans in their independent pre-colonial state or in societies untouched by capitalist pressures; and it then makes comparisons with colonial conditions. The study convincingly indicates that African diet was previously more varied, being based on a more diversified agriculture than was possible under colonialism. In terms of specific nutritional deficiencies, those Africans who suffered most under colonialism were those who were brought most fully into the colonial economy: namely, the urban workers."

"Those who have studied the nutritional conditions of “primitive” Africans in tropical Africa are unanimous in stating that they show no clinical signs of dietary deficiency. One of the most striking indications of the superiority of indigenous African diet is the magnificent condition of the teeth. One researcher among six ethnic groups in Kenya could not find a single case of tooth decay, not a single deformation of dental arch. But when those same people were transplanted and put on the “civilized” diet available under colonialism, their teeth began to decay at once."

"Education is crucial in any type of society for the preservation of the lives of its members and the maintenance of the social structure. Under certain circumstances, education also promotes social change. The greater portion of that education is informal, being acquired by the young from the example and behavior of elders in the society. Under normal circumstances, education grows out of the environment; the learning process being directly related to the pattern of work in the society. [...] Indeed, the most crucial aspect of pre-colonial African education was its relevance to Africans, in sharp contrast with what was later introduced. The following features of indigenous African education can be considered outstanding: its close links with social life, both in a material and spiritual sense; its collective nature; its many-sidedness; and its progressive development in conformity with the successive stages of physical, emotional, and mental development of the child. There was no separation of education and productive activity or any division between manual and intellectual education. Altogether, through mainly informal means, pre-colonial African education matched the realities of pre-colonial African society and produced well-rounded personalities to fit into that society."

"The colonizers did not introduce education into Africa: they introduced a new set of formal educational institutions which partly supplemented and partly replaced those which were there before. The colonial system also stimulated values and practices which amounted to new informal education. The main purpose of the colonial school system was to train Africans to help man the local administration at the lowest ranks and to staff the private capitalist firms owned by Europeans. In effect, that meant selecting a few Africans to participate in the domination and exploitation of the continent as a whole. It was not an educational system that grew out of the African environment or one that was designed to promote the most rational use of material and social resources. It was not an educational system designed to give young people confidence and pride as members of African societies, but one which sought to instill a sense of deference towards all that was European and capitalist. Education in Europe was dominated by the capitalist class. The same class bias was automatically transferred to Africa; and to make matters worse the racism and cultural boastfulness harbored by capitalism were also included in the package of colonial education. Colonial schooling was education for subordination, exploitation, the creation of mental confusion, and the development of underdevelopment."

"A country’s wealth comes not from taxes but from production."

"Some of the contradictions between the content of colonial education and the reality of Africa were really incongruous. On a hot afternoon in some tropical African school, a class of black shining faces would listen to their geography lesson on the seasons of the year—spring, summer, autumn, and winter. They would learn about the and the river Rhine but nothing about the of or the river . If those students were in a British colony, they would dutifully write that "we defeated the in 1588"—at a time when Hawkins was stealing Africans and being knighted by Queen Elizabeth I for so doing. If they were in a French colony, they would learn that "the , our ancestors, had blue eyes," and they would be convinced that "Napoleon was our greatest general"—the same Napoleon who reinstituted slavery in the Caribbean island of , and was only prevented from doing the same in Haiti because his forces were defeated by an even greater strategist and tactician, the African Toussaint L'Ouverture."

"There is no getting away from the conclusion reached by the African educationalist Abdou Moumini that “colonial education corrupted the thinking and sensibilities of the African and filled him with abnormal complexes.”"

"What is seldom commented upon is the fact that many Africans were the victims of fascism at the hands of the Portuguese and Spanish, at the hands of the Italians and the Vichy French regime for a brief period in the late 1930s and the early 1940s, and at the hands of the British and in South Africa throughout this century. The fascist colonial powers were retarded capitalist states, where the government police machinery united with the Catholic church and the capitalists to suppress Portuguese and Spanish workers and peasants and to keep them ignorant. Understandably, the fascist colonialists wanted to do the same to African working people, and in addition they vented their racism on Africans, just as Hitler had done on the Jews."

"Like most colonial administrations, that of the Italians in Libya disregarded the culture of the Africans. However, after the fascist Mussolini came to power, the disregard gave way to active hostility, especially in relation to the Arabic language and the Moslem religion. The Portuguese and Spanish had always shown contempt for African language and religion. Schools of kindergarten and primary level for Africans in Portuguese colonies were nothing but agencies for the spread of the Portuguese language. Most schools were controlled by the Catholic church, as a reflection of the unity of church and state in fascist Portugal. In the little-known Spanish colony of Guinea (Rio Muni), the small amount of education given to Africans was based on eliminating the use of local languages by the pupils and on instilling in their hearts "the holy fear of God." Schools in colonial Africa were usually blessed with the names of saints or bestowed with the names of rulers, explorers, and governors from the colonizing power. In Spanish Guinea, that practice was followed, resulting in the fact that Rio Muni children had to pass by the José Antonio school—the equivalent of saying the Adolf Hitler school if the region were German, for the school was named in honor of José Antonio, the founder of the Spanish fascist party."

"Early educational commissions also accorded high priority to religious and moral flavoring of instruction—something that was disappearing in Europe itself. The role of the Christian church in the educational process obviously needs special attention. The aries were as much part of the colonizing forces as were the explorers, traders, and soldiers. There may be room for arguing whether in a given colony the missionaries brought the other colonialist forces or vice versa, but there is no doubting the fact that missionaries were agents of colonialism in the practical sense, whether or not they saw themselves in that light. The imperialist adventurer Sir Henry Johnston disliked missionaries, but he conceded in praise of them that "each mission station is an exercise in colonisation." In Europe, the church had long held a monopoly over schooling from feudal times right into the capitalist era. By the late nineteenth century, that situation was changing in Europe; but, as far as the European colonizers were concerned, the church was free to handle the colonial educational system in Africa. The strengths and weaknesses of that schooling were very much to be attributed to the church."

"The church's role was primarily to preserve the social relations of colonialism, as an extension of the role it played in preserving the social relations of capitalism in Europe. Therefore, the Christian church stressed humility, docility, and acceptance. Ever since the days of slavery in the West Indies, the church had been brought in on condition that it should not excite the African slaves with doctrines of equality before God. In those days, they taught slaves to sing that all things were bright and beautiful, and that the slavemaster in his castle was to be accepted as God's work just like the slave living in a miserable hovel and working twenty hours per day under the whip. Similarly, in colonial Africa, churches could be relied upon to preach turning the other cheek in the face of exploitation, and they drove home the message that everything would be right in the next world. Only the Dutch Reformed church of South Africa was openly racist, but all others were racist in so far as their European personnel were no different from other whites who had imbibed racism and cultural imperialism as a consequence of the previous centuries of contact between Europeans and the rest of the world."

"It is a common myth within capitalist thought that the individual through drive and hard work can become a capitalist. In the U.S.A., it is usual to refer to an individual like John D. Rockefeller, Sr., as someone who rose "from rags to riches." To complete the moral of the Rockefeller success story, it would be necessary to fill in the details on all the millions of people who had to be exploited in order for one man to become a multimillionaire. The acquisition of wealth is not due to hard work alone, or the Africans working as slaves in America and the West Indies would have been the wealthiest group in the world. The individualism of the capitalist must be seen against the hard and unrewarded work of the masses."

"Apart from language, the pillar of cultural imperialism in most colonies was religion."

"s are designed to function as props to a given society, and the educated in the young age groups automatically carry over their values when their turn comes to make decisions in the society."

"The only positive development in colonialism was when it ended."

"The process by which Africa produced thirty-odd sovereign states was an extremely complex one, characterized by an interplay of forces and calculations on the part of various groups of Africans, on the part of the colonial powers, and on the part of interest groups inside the metropolis. [...] It must be stressed that the move for the regaining of independence was initiated by the African people; and, to whatever extent that objective was realized, the motor force of the people must be taken into account."

"Apart from the Portuguese, the Belgians were the colonialists who were the most reluctant in withdrawing in the face of African nationalism. In 1955, a Belgian professor suggested independence for the Congo in thirty years, and he was regarded as a radical! Of course, Congo turned out to be one of the places where imperialism was successful in hijacking the African revolution. But, the order of events must still be considered. Firstly, it was the intensity of the Congolese and African demands that made independence thinkable, as far as the Belgians were concerned; and, secondly, it was precisely the strength and potential of the nationalist movement under Lumumba which forced the imperialists to resort to murder and invasion."

"In brief, it is enough to say that the African people as a collective had upset the plans of the colonialist, and had surged forward to freedom. Such a position may seem to be a mere revival of a certain rosy and romantic view of African independence which was popular in the early 1960s, but, on the contrary, it is fully cognizant of the shabby reality of neo-colonial Africa. It needs to be affirmed (from a revolutionary, socialist, and people-centered perspective) that even “flag independence” represented a positive development out of colonialism. Securing the attributes of sovereignty is but one stage in the process of regaining African independence. By 1885, when Africa was politically and juridically partitioned, the peoples and polities had already lost a great deal of freedom. In its relations with the external world, Africa had lost a considerable amount of control over its own economy, ever since the fifteenth century. However, the loss of political sovereignty at the time of the Scramble was decisive. By the same reasoning, it is clear that the regaining of political sovereignty by the 1960s constitutes an inescapable first step in regaining maximum freedom to choose and to develop in all spheres."

"As far as the mass of peasants and workers were concerned, the removal of overt foreign rule actually cleared the way towards a more fundamental appreciation of exploitation and imperialism. Even in territories such as Cameroon, where the imperialists brutally crushed peasants and workers and installed their own tried and tested puppet, advance had been made insofar as the masses had already participated in trying to determine their own destiny. That is the element of conscious activity that signifies the ability to make history, by grappling with the heritage of objective material conditions and social relations."

"As late as 1959, a friend and colleague of Albert Schweitzer defended his unsterile hospital in the following terms: Now to the domestic animals at the Hospital. People have been shocked by the informality with which animals and people mix, and although it is perhaps not always defensible on hygienic grounds, the mixture adds considerably to the charm of the place. The writer was a dental surgeon from New York, who would obviously have had a fit if a goat or chicken had wandered into his New York surgery. He knew full well that at Schweitzer’s hospital “the goats, dogs and cats visit hospital wards teeming with microbial life of the most horrifying varieties,” but he defended their habitation with Africans because that was part of the culture and charm that had to be preserved!"

"African independence was greeted with pomp, ceremony, and a resurgence of traditional African music and dance. “A new day has dawned,” “we are on the threshold of a new era,” “we have now entered into the political kingdom”—those were the phrases of the day, and they were repeated until they became clichés."

"…it becomes self-defeating for someone in the Caribbean or in the United States to suggest that Africa is the sole, or even the main, vehicle of black struggle. Because black struggle must be universalized wherever black people happen to be."