Members of the privileged groups inside Africa always defend themselves by saying that they pay the taxes… — Walter Rodney
Members of the privileged groups inside Africa always defend themselves by saying that they pay the taxes which keep the government going. At face value this statement sounds reasonable, but on close examination it is really the most absurd argument and shows total ignorance of how the economy functions. Taxes do not produce national wealth and development. Wealth has to be produced out of nature—from tilling the land or mining metals or felling trees or turning raw materials into finished products for human consumption. These things are done by the vast majority of the population who are peasants and workers. There would be no incomes to tax if the laboring population did not work. The incomes given to civil servants, professionals, merchants, come from the store of wealth produced by the community. Quite apart from the injustices in the distribution of wealth, one has to dismiss the argument that “the taxpayers’” money is what develops a country. In pursuing the goal of development, one must start with the producers and move on from there to see whether the products of their labor are being rationally utilized to bring greater independence and well-being to the nation.
p. 19Source: Wikiquote · CC BY-SA 4.0
More from this book
The removal from history follows logically from the loss of power which colonialism represented. The power to act independently is the guarantee to participate actively and consciously in history. To be colonized is to be removed from history, except in the most passive sense. A striking illustration of the fact that colonial Africa was a passive object is seen in its attraction for white anthropologists, who came to study "primitive society." Colonialism determined that Africans were no more makers of history than were beetles—objects to be looked at under a microscope and examined for unusual features.
p. 225
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.
p. 446
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.
p. 246
