The attitudes of British colonial authorities towards their subjects are reflected in Oginga Odinga’s memories of his childhood in a Kenyan village. The British government took over Kenya in 1895 after the privately sponsored East Africa Company failed to keep order or find sufficient revenues to reward investors. Although Kenya became one of the few African colonies to receive a large number of white settlers, Oginga Odinga’s village in the remote southwest Nyanza region seldom saw white people. By this time (shortly before World War I) the British had perfected a system of administration that required fewer costly European functionaries and placed responsibility for carrying out government policies in the hands of natives. In this process of “indirect rule” the British appointed headmen or chiefs to serve as intermediaries between villagers and remote district or provincial administrators who were British. Odinga’s memoir describes some of the complexity in the roles of these natives who received enhanced opportunities, wealth, and status from the government, but at the risk of being isolated from their own people.
Oginga Odinga estimated that he was born in 1911 or 1912. He was educated at an English school and became a teacher. In the 1940s he emerged as a leader of the Luo people in his native Nyanza district, pressing for economic development and political rights for Africans. He was the first vice president of independent Kenya, but quickly parted from nationalist leader Jomo Kenyatta because of his insistence that Kenya should have a multiparty political system. After his death in 1994 Odinga was honored for a lifetime of involvement in nationalist and democratic politics in Kenya.
Oginga Odinga, Not Yet Uhuru. New York: Hill and Wang (1967): 1–3, 15–16, 20–22.
Rhode Islanders were the principal American slave traders during the eighteenth century, during which a total of approximately 1,000 slave-trading voyages set out from the colony to Africa. The “triangular trade” between the Atlantic seaboard, the Caribbean, and West Africa was the main source of great wealth for many families in this small British settlement. Among these families was that of John Brown, whose donation to a struggling college in Providence would lead to the renaming of the institution in his honor. Aware of their university’s explicit connection to the profitable and lethal slave trade, archivists at Brown University have attempted to tell the full story of voyages like that of the Sally. In the excerpts that follow, lines from the ship’s log are annotated with details of the events they describe.
John Carter Brown Library, http://cds.library.brown.edu/projects/sally/documents.html
Nzinga Mbemba (Afonso I)
A Portuguese sailor came into contact with the Kingdom of Kongo, which occupied a vast territory along the Congo River in central Africa, in 1483. When he returned in 1491, he was accompanied by Portuguese priests and Portuguese products, and in the same year the Kongolese king and his son were baptized as Catholics. When the son succeeded his father in 1506, he took the Christian name Afonso and promoted the introduction of European culture and religion within his kingdom. His son Henrique was educated in Portugal and became a Catholic bishop. However, Afonso’s kingdom began to deteriorate in subsequent decades, as the Portuguese made further inroads into his territory, pursuing ruthless commercial practices and trading in slaves captured in his dominions. In 1526, the king sent desperate letters to King João III of Portugal, urging him to control his own subjects and to respect the alliance—and the common Catholic faith—that bound the Europeans and the Africans together.
In 1807 most of the countries involved in the centuries-long Atlantic slave trade signed an international agreement to abolish the shipments of Africans to the western hemisphere. The British Royal Navy established a west Africa duty station to intercept smugglers of contraband human cargo. Africans freed by the British were returned to Freetown in Sierra Leone. Surrounded by strangers and often far from their native lands, many stayed to be educated at schools set up by the Church of England’s Church Missionary Society (CMS). Often they converted to Christianity, and their knowledge of two very different worlds helped European missionaries to reach peoples of the interior.
Perhaps the most famous African to follow the path described above was Samuel Crowther (c. 1806–1891). As a young teenager Crowther was captured and sold to Portuguese slave traders. Leaving the Nigerian port of Lagos, the ship carrying him to South America was spotted by a Royal Navy squadron, which took Crowther and his fellow captives to Freetown. There Crowther was one of the first students at the Church Missionary Society’s Fourah Bay College. He became a teacher and evangelical Christian with strong ideas on the value of the Christian message for Africans. In 1841 he joined the First Niger Expedition to explore commercial and missionary opportunities away from the Nigerian coast. The mission is usually considered a failure. As was frequently the case, most Europeans could not survive the diseases they encountered in the African interior, and many of the party died. But Crowther proved himself to the British as a translator and intermediary with the village peoples. In 1842 he was sent to England for training and ordination in the Church of England.
When Crowther returned to Africa, the mission he established among the Yoruba people became a model for others. As much as possible, each mission community became self-sufficient, so that it would not be dependent on the villages around it. The residents grew cash crops that authorities hoped would replace revenues lost with the abolition of slavery, ran schools for the young, wore western clothes, and accepted any tribal peoples who wished to receive education and learn of the Christian religion. Crowther was so successful in managing the Yoruba and Niger missions that he was invited back to England to be consecrated as bishop of the Niger territories, a huge tract reaching from Nupe in the north to the Niger Delta along the coast. He was the first African to reach such a position in the Anglican Church.
Samuel Crowther, Journal of an Expedition up the Niger and Tshadda Rivers. London: Church Missionary House (1855): xiii–xviii.
In 1652, the Dutch East Indies Company established a small settlement at the Cape of Good Hope in South Africa to serve as a refueling station for its fleet of ships engaged in the Asian spice trade. The settlement was originally intended to be of limited size and duration, but Dutch emigration steadily increased throughout the eighteenth century, reaching an estimated population of more than fourteen thousand by 1793. As the pioneer settlements grew, so too did their conflicts with the local Khoisan people, seminomadic cattle herders who resented the foreign intrusion on their pastures. With superior weaponry, Dutch settlers defeated Khoisan resistance, seized their cattle, and forced many Khoisan to leave the region or remain as servile herders for the whites. At the same time, the Dutch East Indies Company began to import black slaves from West Africa to perform other forms of manual labor. Thus from the very beginning, the success of whites on the African frontier was dependent on African land and labor.
In the midst of the Napoleonic Wars, Britain seized the Cape from the Dutch in 1814 to prevent its possible capture by the French. Following the war, the British officials and settlers began to consolidate their rule at their new “Cape Colony,” establishing their own laws, language, and customs to replace those of the Dutch, who now called themselves Afrikaners (“Africans”). Afrikaner disaffection with British rule reached a peak in the 1830s, when large numbers of Afrikaners decided to leave the Cape Colony in an event that has become known as the Great Trek. In a scene reminiscent of American history, Afrikaner farmers and their families packed their belongings, hitched up their oxen-led covered wagons, and set out to find a new life beyond the known and established frontier. One of the leaders of the wagon trains was Piet Retief (1780–1838), a well-respected leader of the voortrekkers [pioneers]. Eager to present his reasons for leaving the Cape, Retief explained his motives in a brief letter titled “Manifesto of the Emigrant Farmers,” published in a colonial newspaper in 1837. In the reading selection that follows, Retief ’s specific grievances and intentions reflect his attitudes toward the British and the Africans, as well as his own sense of Afrikaner identity.
Piet Retief, “Manifesto of the Emigrant Farmers,” Grahamstown Journal (February 2, 1837), in G. W. Eybers, ed., Select Constitutional Documents Illustrating South African History, 1795–1910. New York: Negro Universities Press (1918): 143–45.
After extensive archaeological work was done at the site of Jenné-jeno in the 1980s, researchers concluded that the city was the oldest known in sub-Saharan Africa, and that it flourished throughout the first millennium CE. It is situated on a vast low mound at the heart of the Niger Delta. The site was gradually abandoned in favor of Timbuktu during the Middle Ages.
Photo by Rob Dougall
The colonial history of Tanzania (then known as Tanganyika) bears many similarities to the experiences of other African colonies. The primary intention of both the German and British colonizers was the extraction of raw materials to be processed and sold in Europe. But although the production of such cash crops as cotton, coffee, sisal, and peanuts was ultimately dependent upon low-cost African labor, there was very little reciprocal European investment in local food production, education, or public health. Overall, the colonial economy in Tanzania (as in most other African colonies) was created by Europeans to serve their interests and their profits, and for many decades Tanzania was a net exporter of goods and wealth to Europe.
When Tanzanians began to demand self-rule in the 1950s, they found a ready leader and eloquent spokesman in Julius Nyerere, known fondly as mwalimu, or teacher in the national language of Kiswahili. Nyerere was born in a small rural village in colonial Tanzania in 1922, and as a young boy, he is reputed to have walked twenty-six miles to attend one of the few primary schools established by British missionaries. His superior academic performance and hard work led to a scholarship to study at Makerere University in neighboring Uganda, and later he became the first Tanzanian to study at a British University (the University of Edinburgh). Graduating with an M.A. in history and economics, Nyerere left Britain and returned to Tanzania in 1952, where he taught for several years.
In the 1950s, Nyerere became increasing involved in the national struggle for Tanzanian independence. In 1954, he founded the Tanganyika Africa National Union (TANU), a broad-based political party that advocated self-rule through national unity and nonviolent protest. After a period of difficult and protracted negotiations, Britain agreed to grant Tanzania complete independence in 1961, and Nyerere was duly elected president in the nations first democratic elections. Serving four successive terms from 1961 to 1985, Nyerere emerged as one of Africas most popular, respected, and idealistic leaders. He was one of the founders of the Organization of African Unity, a leader of the international nonaligned movement during the Cold War, and an active opponent of racism and apartheid in colonial Zimbabwe (Rhodesia) and South Africa.
Julius Nyerere, Socialism and Rural Development, in Freedom and Socialism: A Selection from Writings and Speeches 19651967, 33739, 340, 34548, 35152, 36466. Copyright 1968 Oxford University Press, Inc.