It can be argued that the Arabs of and the n coast were also transformed into agents of European colonialism. At first, they resisted because European colonialism affected their own expansionist ambitions on the East African mainland, but they soon came to an arrangement which gave Europeans the ultimate powers. The Europeans reduced the small Arab clique into political and economic instruments of imperialism. European superiority over the Arabs in East and North Africa and in the Middle East demonstrates conclusively that modern imperialism is inseparable from capitalism, and underlines the role of slavery in the context of capitalism. The Arabs had acquired Africans as slaves for centuries, but they were exploited in a feudal context. African slaves in Arab hands became domestics, soldiers, and agricultural serfs. Whatever surplus they produced was not for reinvestment and multiplication of capital, as in the West Indian or North American slave systems but for consumption by the feudal elite. Indeed, slaves were often maintained more for social prestige than for economic benefit.
Guyanese Marxist, Pan-Afrianist, and historian (1942-1980)
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Colonialism meant a great intensification of exploitation within Africa—to a level much higher than that previously in existence under communalism or feudal-type African societies. Simultaneously, it meant the export of that surplus in massive proportions, for that was the central purpose of colonialism.
Over the last few decades of colonialism, colonial possessions served capitalism as a safety valve in times of crisis. The first major occasion when this was displayed was during the great economic depression of 1929–34. During that period, forced labor was increased in Africa and the prices paid to Africans for their crops were reduced. Workers were paid less and imported goods cost a great deal more. That was a time when workers in the metropolitan countries also suffered terribly; but the colonialists did the best they could to transfer the burdens of the depression away from Europe and on to the colonies.
In those parts of the continent where land was still in African hands, colonial governments forced Africans to produce cash crops no matter how low the prices were. The favorite technique was taxation. Money taxes were introduced on numerous items—cattle, land, houses, and the people themselves. Money to pay taxes was got by growing cash crops or working on European farms or in their mines. [...] Finally, when all else failed, colonial powers resorted widely to the physical coercion of labor—backed up of course by legal sanctions, since anything which the colonial government chose to do was “legal.”
By paying attention to the wealth created by human labor out of nature, one can immediately appreciate that very few underdeveloped countries are lacking in the natural resources which could go into making a better life, and in those cases it is usually possible for two or three territories to combine together for their mutual benefit. In fact, it can be shown that the underdeveloped countries are the ones with the greatest wealth of natural resources and yet the poorest in terms of goods and services presently provided by and for their citizens.
Colonialism induced the African ironworker to abandon the process of extracting iron from the soil and to concentrate instead on working scraps of metal imported from Europe. The only compensation for that interruption would have been the provision of modern techniques in the extraction and processing of iron. However, those techniques were debarred from Africa, on the basis of the international division of labor under imperialism. As was seen earlier, the non-industrialization of Africa was not left to chance. It was deliberately enforced by stopping the transference to Africa of machinery and skills which would have given competition to European industry in that epoch.
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.
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.
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.
Even the widespread resort to shifting cultivation with burning and light hoeing was not as childish as the first European colonialists supposed. That simple form of agriculture was based on a correct evaluation of the soil potential, which was not as great as initially appears from the heavy vegetation; and when the colonialists started upsetting the thin topsoil the result was disastrous. The above remarks show that when an outsider comes into a new ecological system, even if he is more skilled he does not necessarily function as effectively as those who have familiarized themselves with the environment over centuries; and the newcomer is likely to look more ridiculous if he is too arrogant to realize that he has something to learn from the “natives.”
But what is relevant here is to understand why a Shaka was possible in Africa in the nineteenth century, before the coming of colonial rule. Had Shaka been a slave to some cotton planter in Mississippi or some sugar planter in Jamaica, he might have had an ear or a hand chopped off for being a “recalcitrant nigger,” or at best he might have distinguished himself in leading a slave revolt. For the only great men among the unfree and the oppressed are those who struggle to destroy the oppressor. On a slave plantation, Shaka would not have built a Zulu army and a Zulu state—that much is certain. Nor could any African build anything during the colonial period, however much a genius he may have been. As it was, Shaka was a herdsman and a warrior. As a youth, he tended cattle on the open plains—free to develop his own potential and apply it to his environment.
Capitalism has proved incapable of transcending fundamental weaknesses such as underutilization of productive capacity, the persistence of a permanent sector of unemployed, and periodic related to the concept of “market”—which is concerned with people’s ability to pay rather than their need for commodities. Capitalism has created its own irrationalities such as a vicious white racism, the tremendous waste associated with advertising, and the irrationality of incredible poverty in the midst of wealth and wastage even inside the biggest capitalist economies, such as that of the United States of America. Above all, capitalism has intensified its own political contradictions in trying to subjugate nations and continents outside of Europe, so that workers and peasants in every part of the globe have become self-conscious and are determined to take their destiny into their own hands.