Walter Rodney

Shaka was able to invest his talents and creative energies in a worthwhile endeavor of construction. He was not concerned with fighting for or against slave traders; he was not concerned with the problem of how to resell goods made in Sweden and France. He was concerned with how to develop the Zulu area within the limits imposed by his people’s resources. It must be recognized that things such as military techniques were responses to real needs, that the work of the individual originates in and is backed by the action of society as a whole, and that whatever was achieved by any one leader must have been bounded by historical circumstances and the level of development, which determine the extent to which an individual can first discover, then augment, and then display his potential.

Religion is an aspect of the superstructure of a society, deriving ultimately from the degree of control and understanding of the material world. However, when man thinks in religious terms, he starts from the ideal rather than with the material world (which is beyond his comprehension). This creates a non-scientific and metaphysical way of viewing the world, which often conflicts with the scientific materialist outlook and with the development of society.

Revolution is the most dramatic appearance of a conscious people or class on the stage of history; but, to greater or lesser extent, the ruling class in any society is always engaged in the developmental process as conscious instruments of change or conservatism.

An army has to be trained, disciplined, and organized so that it is a meaningful unit in peace and in war.

John Hawkins made three trips to West Africa in the 1560s, and stole Africans whom he sold to the Spanish in America. On returning to England after the first trip, his profit was so handsome that Queen Elizabeth I became interested in directly participating in his next venture; and she provided for that purpose a ship named the Jesus. Hawkins left with the Jesus to steal some more Africans, and he returned to England with such dividends that Queen Elizabeth made him a knight. Hawkins chose as his coat of arms the representation of an African in chains.

At the social and cultural level, there are many features which aid in keeping underdeveloped countries integrated into the capitalist system and at the same time hanging on to the apron strings of the metropoles. The Christian church has always been a major instrument for cultural penetration and cultural dominance, in spite of the fact that in many instances Africans sought to set up independent churches. Equally important has been the role of education in producing Africans to service the capitalist system and to subscribe to its values. Recently, the imperialists have been using new universities in Africa to keep themselves entrenched at the highest academic level.

The question as to who, and what, is responsible for African underdevelopment can be answered at two levels. First, the answer is that the operation of the imperialist system bears major responsibility for African economic retardation by draining African wealth and by making it impossible to develop more rapidly the resources of the continent. Second, one has to deal with those who manipulate the system and those who are either agents or unwitting accomplices of the said system. The capitalists of Western Europe were the ones who actively extended their exploitation from inside Europe to cover the whole of Africa. In recent times, they were joined, and to some extent replaced, by capitalists from the United States; and for many years now even the workers of those metropolitan countries have benefited from the exploitation and underdevelopment of Africa. None of these remarks are intended to remove the ultimate responsibility for development from the shoulders of Africans. Not only are there African accomplices inside the imperialist system, but every African has a responsibility to understand the system and work for its overthrow.

There is a substantial difference between the dependence of the s on the and the subjugation of the colonies under a foreign capitalist yoke. The capitalist countries are technologically more advanced and are therefore the sector of the imperialist system which determined the direction of change. [...] A formerly colonized nation has no hope of developing until it breaks effectively with the vicious circle of dependence and exploitation which characterizes imperialism.

Development and underdevelopment are not only comparative terms, but that they also have a dialectical relationship one to the other: that is to say, the two help produce each other by interaction. Western Europe and Africa had a relationship which insured the transfer of wealth from Africa to Europe. The transfer was possible only after trade became truly international; and that takes one back to the late fifteenth century when Africa and Europe were drawn into common relations for the first time—along with Asia and the Americas. The developed and underdeveloped parts of the present capitalist section of the world have been in continuous contact for four and a half centuries. The contention here is that over that period Africa helped to develop Western Europe in the same proportion as Western Europe helped to underdevelop Africa.

A culture is a total way of life. It embraces what people ate and what they wore; the way they walked and the way they talked; the manner in which they treated death and greeted the newborn. Obviously, unique features came into existence in virtually every locality with regard to all social details. In addition, the continent of Africa south of the great Sahara desert formed a broad community where resemblances were clearly discernible. For example, music and dance had key roles in “uncontaminated” African society. They were ever present at birth, initiation, marriage, death, as well as at times of recreation. Africa is the continent of drums and percussion. African peoples reached the pinnacle of achievement in that sphere.

Africans conducting trade on behalf of Europeans were not merely commercial agents, but also cultural agents, since inevitably they were heavily influenced by European thought and values. [...] The mulatto sons of white traders and the sons of African rulers were the ones who made the greatest effort to learn the white man’s ways. This helped them to conduct business more efficiently. One Sierra Leone ruler in the eighteenth century explained that he wished “to learn book to be rogue as good as white man”; and there were many others who saw the practical advantages of literacy. However, the educational process also meant imbibing values which led to further African subjugation. One West African educated in this early period wrote a Ph.D. thesis in Latin justifying slavery. That was not surprising. The Reverend Thomas Thompson was the first European educator on the Gold Coast, and he wrote in 1778 a pamphlet entitled, The African Trade for Negro Slaves Shown to be Consistent with the Principles of Humanity and the Laws of Revealed Religion.

All Europeans had derived ideas of racial and cultural superiority between the fifteenth and nineteenth centuries, while engaged in genocide and the enslavement of non-white peoples.