Colonial Rule in East Africa PDF

FOR ONLINE USE ONLY DO NOT DUPLICATE Chapter Eight Colonial rule Introduction In Chapter Seven, you learnt how African heroes resisted colonial domination and how they were eventually defeated. In this...

FOR ONLINE USE ONLY DO NOT DUPLICATE Chapter Eight Colonial rule Introduction In Chapter Seven, you learnt how African heroes resisted colonial domination and how they were eventually defeated. In this chapter, you will learn LY about colonial rule. In particular, you will learn about the establishment of German colonialism in East Africa. You will specifically learn about colonial administration, the colonial economy and the Maji Maji war of 1905-1907. N You will also learn about British colonialism and the British colonial economy. Finally, you will learn about the struggle for independence in Tanganyika and O Zanzibar. Meaning of colonialism SE Colonialism is the practice by which a powerful country controls and U dominates another country economically, politically, socially and militarily. Mainland Tanzania was colonised by Germany from 1891 to 1918 and by Britain from 1919 to 1961. Uganda, Kenya and Zanzibar were colonised by Britain. In the case of Zanzibar, the British colonised it through the Sultan of E Zanzibar. The establishment of colonialism in Africa followed the agreements N reached during the Berlin Conference of 1884-1885, which were discussed in Chapter Six. LI Establishment of German colonialism and the German East N Africa colony As discussed in Chapter Six, Germany was given Tanganyika, Rwanda and O Burundi. The establishment of German East Africa was the result of the Anglo-German and Heligoland Agreements signed in 1886 and in 1890, R respectively. FO The German colonial conquest and the establishment of the German East Africa colony followed three main steps. (a) The first step was coordinated by the German Colonial Association. This association operated from 1884 to 1887. The first step involved 79 SOCIAL STUDIES STD 5.indd 79 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT establishing German DUPLICATE presence in East Africa through the work of missionaries, explorers and traders and telling other Europeans like the British that the territories of present-day Mainland Tanzania, Burundi and Rwanda belonged to Germany. (b) The second step, which started in 1887, was coordinated by the German imperial company known as the German East Africa Company (GEACO). This company was led by Carl Peters and it was given the power to administer German East African territories on behalf of the German metropolitan government. This company established the colony and controlled the economic and commercial activities of the LY territory. The company was not very successful because it did not have enough money to run the colony, extensive resistance from Africans, the absence of the necessary infrastructure of governance as well as N geographical and environmental challenges. O (c) The failure of the first two steps led to the third step which was effective colonisation of German East African territories. This step was SE coordinated by the German imperial government in Berlin. The German government appointed the first governor to supervise the establishment of German East Africa. His name was Julius von Soden. He was given financial and military resources to wage aggressive military U interventions against the people who resisted German colonialism. By 1903, many parts of Mainland Tanzania, Rwanda and Burundi had been placed firmly under German colonial rule. The governor was a E political and military leader of the colony. He had an Advisory Council, N which consisted of only Germans. No African was a member of the Council. LI German colonial rule and its structure N All German colonies were under the Secretary of Colonies, whose office was in Berlin, Germany. Each colony was under a governor. Governors O assisted and reported directly to the Secretary of Colonies. Each colony was divided into districts. For example, the Germans divided German East R Africa into districts in order to simplify the administration of the territory. By 1914, there were 24 districts in German East Africa. As Figure 1 shows, the FO districts were Songea, Lindi, Kilwa, Mahenge, Iringa, Langenburg, Rufiji, Dar es Salaam, Morogoro, Bagamoyo, Pangani, Tanga, Wilhelm, Moshi, Arusha, Mwanza, Kondoa, Dodoma, Bismarckburg, Ujiji, Tabora, Burundi, Rwanda and Bukoba. 80 SOCIAL STUDIES STD 5.indd 80 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT DUPLICATE LY N O SE U E N LI N O Figure 1: Map of German East Africa showing 24 districts R Each district was under a District Commissioner (DC). The District Commissioners lived and worked at the headquarters of the districts. They FO represented the Governor in the district, ensured peace and security and ensured that everybody followed the directives of the colonial government. 81 SOCIAL STUDIES STD 5.indd 81 30/07/2021 11:49  FOR ONLINE USE ONLY DO into Each district was divided NOTsmaller DUPLICATE areas of administration. Each of these smaller areas was ruled by a leader who was known as a Jumbe or an Akida or a Liwali. The Jumbe or Akida or Liwali was answerable to the District Commissioner. They helped the District Commissioner to administer the district. Most of the Jumbes or Akidas or Liwalis were Arabs or some Swahili people from the coastal areas. Most of them were Muslims. These were preferred by the German colonial government over others because they knew how to read and write. Some local African chiefs continued to be given chiefly status by the Germans. However, they served under the directions of the Jumbes or Akidas or Liwalis. They lost their independence LY and autonomy. Duties of Jumbes, Akidas or Liwalis included the following: N (a) Collecting taxes; O (b) Mobilising labourers to work in the colonial economic activities; (c) (d) SE Ensuring peace and security in their areas of jurisdiction; and Reporting to the District Commissioner anything that threatened the security of the colonial government in the district. U The administrative structure of German colonial rule, as seen in Figure 2, was bureaucratic and hierarchical. Starting with the Secretary of Colonies, it moved downwards through the Governor, Advisory Council and District E Commissioners to the Jumbes, Akidas and Liwalis. Below the Jumbes, N Akidas and Liwalis were peasants, civil servants, colonial settlers and Indians or Arabs. LI N O R FO 82 SOCIAL STUDIES STD 5.indd 82 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT DUPLICATE LY N O SE U E N LI N O Figure 2: Chart of German colonial administrative structure Activity 1 R In collaboration with your fellow pupils, draw the German FO government leadership structure from the district level to the village level and the current government structure from the district level to the village level. Then show their similarities and differences. 83 SOCIAL STUDIES STD 5.indd 83 30/07/2021 11:49  FOR ONLINE USE ONLY DOinNOT The colonial economy DUPLICATE German East Africa As discussed in the previous chapter, the main objective of establishing colonies in Africa was economic exploitation. The colonialists wanted materials such as animal skin, rubber, wax, honey, ivory, tortoise shells, diamond, copper and gold. They also wanted markets for their industrial products, cheap labour for their agricultural plantations, mines and areas in which to invest surplus capital. The Germans established the following colonial economic sectors in German East Africa. LY (a) Colonial agriculture The Germans established agricultural plantations on which they produced N agricultural raw materials. Sisal was the most important cash crop in the coastal areas in German East Africa in areas such as Morogoro, Bagamoyo, O Lindi, Mikindani, Kilosa, Dar es Salaam and Tanga. Figure 3 illustrates how sisal plantation activities looked. Other important crops were cotton in Mwanza, Lindi, Tabora, Morogoro and Rufiji, and coffee in Kilimanjaro, SE Rungwe, Songea, Arusha and Kagera. Other crops included tea in Arusha, Rungwe and Mufindi. U E N LI N O R FO Figure 3: A warden overseeing labourers as they cut sisal 84 SOCIAL STUDIES STD 5.indd 84 30/07/2021 11:49  FOR ONLINE USE ONLY (b) Colonial mining DO NOT DUPLICATE Small-scale mining was conducted during the colonial period. Important minerals were gold in some parts of the Lake Zone and mica in Morogoro. (c) Colonial trade The colonialists also invested in trade. This trade involved exporting agricultural products and minerals to Europe for industrial production. It also involved importing industrial commodities, which could not be produced in the colonies such as wine, alcohol and medicine. LY (d) Colonial hunting Hunting was another important colonial economic activity. German East N Africa had very rich wildlife in the present-day game reserves and national parks of Ngorongoro, Serengeti, Mikumi and Selous. Europeans hunted O animals such as elephants for ivory, rhinoceros for horns and tortoise for their shells. They also hunted animals for skins and meat. Hunting was one SE of the profitable colonial activities that destroyed natural resources in the colonies. (e) Colonial transport and communication U These were the economic sectors in which the Germans invested in the development of various infrastructure in German East Africa. The Germans built the central railway from Dar es Salaam to Kigoma, which later branched E to Mwanza. This railway was built between 1905 and 1914. They also built N another railway from Tanga to Moshi from 1893 to 1911, which was later extended from Moshi to Arusha by the British. Apart from the railways, they LI built ports as well. They established ports along the Indian Ocean such as Tanga, Mtwara and Dar es Salaam. They also built ports in lakes such as N Lake Tanganyika, Lake Nyasa and Lake Victoria. In other places, they built roads. O Transport and communication facilitates were needed for transporting raw materials from the interior to the coast. Second, they were required for R transporting migrant labourers to the colonial agricultural plantations and FO other colonial investments. Third, they were required for peace and security, since the colonialists could easily transport colonial armies to stop resistance. Fourth, they were needed for opening up the economic riches of the colony, and finally, they were necessary for the promotion of import and export trade. 85 SOCIAL STUDIES STD 5.indd 85 30/07/2021 11:49  FOR ONLINE USE ONLY (f) DO NOT DUPLICATE Colonial industries The Germans also built some small-scale industries in German East Africa. They built two types of industries. First, they built import-substitution industries. These were industries built to produce products needed by Europeans. They built small industries such as bread-making, meat-packing and soap-making industries. Second, they built processing industries. These were industries built to process raw materials in order to reduce their bulkiness. For example, they built cotton-processing industries and sisal-processing industries in order to reduce the bulkiness and cost of transporting them from the farms LY to the coast for shipment to Europe. Exercise 1 N Answer the following questions: O 1. What do you understand by the term colonialism? 2. SE Mention the main officials who constituted the colonial government in German East Africa. 3. Mention three functions of Jumbes, Liwalis and Akidas. U 4. Mention the main colonial economic activities done in German East Africa. E N Colonial social services The German colonial administration established a number of social services. LI The social services included the following: N (a) Colonial education O The colonial government opened schools in German East Africa for two reasons. First, they provided education to African children who would serve as civil servants in the colonial government after completing their studies. R Second, they used colonial education to spread colonial ideologies and FO European culture. The first government school was built in Tanga, where Africans were taught from Standard One to Standard Four. Most of the children who received education in those schools came from chiefs’ families and from the families of other local leaders. Those who learnt to read, 86 SOCIAL STUDIES STD 5.indd 86 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT write and count were employed DUPLICATE in the lower positions in the colonial civil service. By 1914, the German colonial government had established 89 schools in the colony with about 1894 pupils. Christian missionaries also provided education. Until 1914, missionaries had about 1852 in the colony. The schools had 108,550 pupils. This means that the missionaries provided more schooling opportunities than the colonial government. Colonial education was based on racial segregation. European children were given education that prepared them for higher positions in government. Indians and Arabs were given education that prepared them to run LY businesses. The education given to Africans was of the lowest quality and prepared them to support colonialism at the lower levels. Many schools had four years of learning, from Standard One to standard Four. But Tanga N school had Standards One to Six. O (b) Colonial health services The colonial government established some health services in some parts of SE German East Africa. They were mostly established in the district headquarters. In essence, health services were established to meet the health needs of Europeans. The colonial government established health services for three U reasons. The first was to care for the health needs of Europeans. The second was to take care of African labourers who worked in the colonial economic investments. The third was to control infectious diseases which could also E kill Europeans. As with colonial education, many health services were also provided by Christian missionaries. N Resistance against German colonialism LI In the previous chapter, we learnt about African heroes who led the resistance N against colonial rule in Africa. Even after failing in the resistance wars, Africans continued to resist colonial exploitation and oppression. In German O East Africa, the Germans used almost 15 years to consolidate colonial rule. This long span of time was a result of the resistance of many ethnic groups R in the territory. The following are specific examples of the ethnic groups that resisted German colonialism. FO (a) Resistance movements in the coastal areas In the coastal areas, the resistance against colonialism was led by traders. The most important traders were Chief Abushiri bin Sultan of Pangani and 87 SOCIAL STUDIES STD 5.indd 87 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT Bwana Heri of Uzigua. Chief DUPLICATE Abushiri was well prepared to oppose German invasion in his territory. The Germans had to reinforce military power by sending in Major von Wissmann to end Abushiri’s military base. Over time Abushiri’s military power was eroded. He temporarily escaped to Usagara, where he was eventually captured by the German colonial armies. The Germans hanged him to death in public in order to terrify other Africans. Bwana Heri also offered formidable resistance, although it was short lived compared to that of Abushiri. He was defeated after about six years of military resistance. Another formidable resistance came from Makunganya in Kilwa. LY (b) Resistance in the northern areas In the northern areas of German East Africa, the Chagga put up resistance against German colonial invasion. Heroic leaders of the Chagga that led N such resistance were Mangi Sina of Kibosho and Mangi Meli of Moshi. O Mangi Meli waged military resistance from 1892 to 1893. His army killed many Germans, including the military commander Von Bullow. The Germans eventually captured him in 1893 and hanged him to death in public. (c) Resistance in the western areas SE In the western parts of Tanzania, the most important resistance came from U the Nyamwezi. The Nyamwezi had courageous leaders such as Mtemi Isike, Mwana Kayugi and Mtemi Mirambo. They organised resistance against German colonialism from 1886 onwards. Mtemi Mirambo was defeated E when the Germans captured his fort. However, the Germans did not capture N Mirambo. When Mtemi Mirambo found himself surrounded by the Germans, he killed himself and his family using a firearm. LI (d) Resistance in central areas N The Gogo also provided strong resistance in 1893 against German colonial invasion. The leaders of Gogo resistance were Mtemi Kigole of Kilimatinde O and Mtemi Sinyangaro. R (e) Resistance in the southern areas Many ethnic groups resisted German colonialism in this region. The Hehe FO provided the strongest resistance. The Hehe were led by Mtwa Mkwavinyika Mkwawa, whose portrait appears in Figure 4. 88 SOCIAL STUDIES STD 5.indd 88 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT DUPLICATE LY N O Figure 4: Chief Mkwavinyika Munyigumba Mwamuyinga (Mkwawa) SE Under the leadership of Mtwa Mkwawa, the Hehe fought the Germans from 1891 to 1898. The first battle took place in the area known as Lugalo. In this battle, the German forces were defeated and many German soldiers were killed. The second important battle took place in 1894 in Kalenga, which U served as the headquarters of Mtwa Mkwawa. As this war grew deadly, Mkwawa and his army retreated and ran to the forests where he continued to mount regular attacks against the Germans. In 1899, the Germans came E with more military reinforcements and overpowered Mkwawa. However, Mkwawa did not surrender. He committed suicide with his own gun. When N the Germans arrived and found his body, they beheaded him and took his LI head to Germany. His skull was returned to Tanzania in 1954. The skull can now be seen at the Mkwawa Museum in Kalenga. N Another formidable resistance in the southern areas came from the Yao. The Yao were led by Chief Machemba. They resisted German colonialism O from 1890 to about 1899 when they were defeated. The Ngoni also provided resistance against German colonialism. R Generally, the examples provided are about the communities which put up FO substantial military resistance against German colonial rule. The reality is that virtually all societies in Tanzania opposed colonialism, but the degree of resistance differed from one society to another. There were over 50 wars of resistance against German colonial rule between 1890 and 1903. 89 SOCIAL STUDIES STD 5.indd 89 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT DUPLICATE The Maji Maji war (1905-1907) The Maji Maji war was the most significant uprising mounted by the people of German East Africa against German colonial rule. The ethnic groups that participated in the war included the Matumbi, Ngindo, Yao, Bena, Lugulu, Mbunga, Pogoro, Zaramo, Ngoni and Matengo. The war started in 1905 and ended in 1907. This war was called Maji Maji because of the belief which was instilled in the people and soldiers, that is, the bullets of German soldiers would turn into water. The person who created that belief was known as Kinjekitile Ngwale. Ngwale was a traditional healer among the Matumbi. LY He gave the people the sacred water, which they believed would protect them from harm. He lived in Ngalambe in Lindi District. The war started at Nandete in the Matumbi highlands, near Kipatimo. The Matumbi resisted N the cultivation of cotton. The war spread to many areas in Rufiji, Kilosa, Morogoro, Coast Region, Mahenge, Songea and Njombe. Figure 5 shows O all the areas where the Maji Maji war was fought. SE U E N LI N O R FO 90 SOCIAL STUDIES STD 5.indd 90 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT DUPLICATE LY N O SE U E N LI N O Figure 5: Areas affected by the Maji Maji war R Causes of the Maji Maji war FO There were many causes of the Maji Maji war, as shown below. 91 SOCIAL STUDIES STD 5.indd 91 30/07/2021 11:49  FOR ONLINE USE ONLY (a) Forced labour DO NOT DUPLICATE The Germans forced the people of Tanganyika to grow cotton and forced them to do so without paying them. This angered the people and they decided to resist German colonial rule. (b) Dictatorial practices The Germans used dictatorial practices to rule German East Africa. They used corporal punishment. They beat people when they made even small mistakes. Local leaders such as chiefs Jumbes and Akidas could also be LY punished in public if they did not implement colonial government directives. (c) Taxation N The Germans forced people to pay taxes. Those who failed to pay taxes were humiliated in public, faced corporal punishment and were sent to prison. O (d) Land alienation SE The German colonial officials and settlers took people’s land by force and without any compensation. All fertile land was taken by the Germans for settlement, agricultural production and other colonial investments. The U people were not happy to lose their arable land. (e) Low wages E The wages paid to labourers were extremely low compared to the amount of work they did. This angered many labourers. N LI (f) Despising of African culture The Germans despised African culture. They said it was primitive and N barbaric. People were not happy with this attitude. O (g) Missionaries’ inhuman acts Christian missionaries spread Christianity by despising African cultural R traditions, taboos and customs. They despised traditional medicine and healing and they considered traditional healers as witches or wizards. In FO some cases, they burnt the houses used by traditional healers and forced them to convert to Christianity. Africans could not tolerate these tendencies. 92 SOCIAL STUDIES STD 5.indd 92 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT A combination of the factors above DUPLICATE led to the outbreak of the Maji Maji war and to its spread to many parts of southern German East Africa. The people did not want to be under the Germans because they were dictators, exploiters and oppressors. Although they wanted to end colonialism, they were defeated. Reasons for the failure of the Maji Maji war (a) Poor weapons compared to those used by the German colonial armies; (b) Lack of unity among African ethnic groups, each group fought on its LY own; (c) Language barriers among them; N (d) There were puppets among the Africans who leaked African military secrets to the German colonial armies; O (e) A weak economy which could not support the Africans to fight for a long time; and (f) SE The Germans’ violent pacification strategies that involved burning houses, destroying farms, burning food granaries and killing women U and children. Effects of the Maji Maji war E (a) Many people were killed, it is estimated that over 100,000 people died; N (b) Hunger and famine were experienced in many parts of southern Tanzania because the people could not engage in farming; LI (c) Thousands of families were displaced during the war; N (d) Local political authorities declined as the Germans tried to eliminate the chiefly domains that mobilised the people to fight them; O (e) Some Germans lost their lives during the war; and R (f) The Germans changed their administrative style and allowed local communities to grow cash crops. FO 93 SOCIAL STUDIES STD 5.indd 93 30/07/2021 11:49  FOR ONLINE USE ONLY Exercise 2 DO NOT DUPLICATE Answer the following questions: 1. Why did the German colonial government establish health services in the colony? 2. Mention examples of the resistance movements organised against German colonial invasion in Tanzania. 3. Mention at least four causes of the Maji Maji war. LY 4. Mention the effects of the Maji Maji war. N End of German colonial rule O German colonial rule in German East Africa ended after the First World War (1914-1918). Germany was defeated in the war by the British allies. The war involved the imperialist nations of Europe and their constituted colonies. SE There were two camps in this war. One camp consisted of Britain, France and the United States. The other camp comprised nations such as Germany, Italy, Austria-Hungary and Russia. The latter camp was defeated. The U victorious nations held an international conference in the city of Versailles in France and agreed to dispossess Germany of her colonies. Germany lost all her colonies, including German East Africa. The League of Nations gave the part of German East Africa which is now Mainland Tanzania to Britain as a E mandate territory. Rwanda and Burundi were given to Belgium. This marked N the end of German colonial rule in East Africa. LI British colonial rule The British government officially replaced the German colonial administration N in Tanganyika in 1919. It renamed the colony as Tanganyika and Britain appointed Sir Horace Byatt as the first Governor of Tanganyika in 1920. O The second Governor, Sir Donald Cameron, was appointed in 1925. Other British Governors who ruled Tanganyika were Sir Edward Twining who R began ruling the colony in 1948 and Sir Richard Turnbull from 1958 to 1961. It was Turnbull who handed over power to the people of Tanganyika on 09th FO December 1961. During the first six years of British administration, that is, from 1919 to 1924, the British used direct rule, which had been established by the Germans. The 94 SOCIAL STUDIES STD 5.indd 94 30/07/2021 11:49  FOR ONLINE USE ONLY DOofficials, British appointed all colonial NOT DUPLICATE including Jumbes, Akidas and Liwalis. In 1925, the British changed the system of administration and used indirect rule. This system was different from direct rule because it used African local chiefs as agents of colonial administration. Indigenous chiefs became officials in the local governments. They replaced the Jumbes, Akidas and Liwalis, who had been appointed by the Germans. Structure of British colonial administration The structure of British colonial administration in Tanganyika was hierarchical, as Figure 6 shows. LY N O SE U E N LI N O R FO Figure 6: British administrative structure 95 SOCIAL STUDIES STD 5.indd 95 30/07/2021 11:49  FOR ONLINE USE ONLY DOunder All British colonies were NOTthe DUPLICATE Secretary of Colonies, whose office was in London. The Secretary of Colonies was assisted by the Governor of Tanganyika. The Governor was assisted by the Executive Council. This Council provided immediate support to the Governor. The Governor and the Executive Council were assisted by the Legislative Council. This Council handled all matters of laws and legislation. There was also a special advisory body to the Governor which was responsible for African affairs. The colony of Tanganyika was divided into provinces. Each province was led by a Provincial Commissioner. Similarly, each province was divided into LY smaller administrative units called districts. Each district was administered by a District Commissioner. Furthermore, each district was divided into different units of administration on the basis of the boundaries of indigenous N political institutions of chiefdoms. Local chiefs were made officials of the colonial government and they were known by different names, depending on O the local language of a particular area. For example, among the Nyakyusa and the Ndali, they were known as Malafyale. Among the Hehe, they were SE known as Mtwa. Among the Ngoni they were known as Nkosi. The Chagga called them Mangi. The Nyamwezi called them Mtemi. The local chiefs were responsible for implementing the directives from the District Commissioners. U Each chief had assistants, whose titles differed from one ethnic group to another. Among the Ndali and Nyakyusa they were known as Mafumu. Activity 2 E N  ith your fellow pupils, discuss the responsibilities of the W colonial leaders in the British government and then write them LI in your exercise book. N British colonial education in Tanganyika O Like the Germans, the British provided colonial education to few Africans. Most of the children who attended colonial schools were from the families R and relatives of chiefs as well as from the families of civil servants such as clerks and teachers. Christian missionaries also provided education. FO Thus, schools in Tanganyika were ran either by the colonial government or by Christian missionaries. While the highest level of education during German colonialism was four years (Standard One to Standard Four) with the exception of Tanga school, which had six years, the British education 96 SOCIAL STUDIES STD 5.indd 96 30/07/2021 11:49  FOR ONLINE USE ONLY DO system increased the years NOT DUPLICATE of schooling to eight (Standard One to Standard Eight). It later extended it to Standard Ten and later to Standard Twelve for secondary schools. Objectives of British colonial education The British colonial education had the following objectives: (a) To provide skills that would increase productivity in agriculture; (b) To prepare people who would work in the colonial civil service as clerks LY and others; (c) To prepare few people, especially children from chiefly families, who would help assume lower level positions in the colonial administration; N (d) To inculcate European culture and values into African learners; O (e) To prepare people who would be loyal and obedient to the colonial government and its rule; and (f) SE To undermine indigenous cultural values, traditions, taboos and customs. U From Standards One to Five the language of instruction was Kiswahili. From Standard Six onwards (including in colleges), the language of instruction was English for all subjects, except for Kiswahili. E The provision of colonial education was based on racial segregation. N Europeans were given the best and high quality education; they were followed by Indians and Arabs. The quality of the education which was LI provided to Africans was low compared to that of the education provided to the other racial groups. Thus, colonial education created a sense of N superiority complex. The Africans who received colonial education tended O to despise those who did not. In addition, they despised indigenous cultural ideas and practices such as traditional dances, clothes, languages, manners and taboos. R British colonial economy in Tanganyika FO Like the Germans, the British established a colonial economy in order to produce raw materials, to exploit cheap labour, to expand markets for industrial products, to invest surplus capital in profitable economies and to 97 SOCIAL STUDIES STD 5.indd 97 30/07/2021 11:49  FOR ONLINE USE ONLY solve unemployment inDO NOTLike Britain. DUPLICATE the Germans, the British undermined the indigenous subsistence economies of Tanganyika which were based on barter trade and encouraged the commodification of social and economic relations. They also promoted colonial economies by investing in various sectors such as agriculture, industry, trade and mining. British colonial economic sectors (a) Agriculture The British promoted the production of cash crops for export to Europe and LY industrialised nations. They promoted the cultivation of cotton in Mwanza, Shinyanga, Tabora and Morogoro. They promoted coffee cultivation in Rungwe, Ileje, Mbozi, Kagera, Kilimanjaro and Mbinga. Cashewnuts were N grown in Mtwara, Lindi and Tunduru. Tobacco was promoted in Tabora, Urambo, Songea, Iringa and Chunya. Sisal was prominent in Tanga, O Morogoro, Lindi and in some parts of Kilimanjaro such as Makanya, Lembeni, Kisangara and Kiruru. Tea was grown in Arusha, Rungwe, Njombe and Mufindi. SE The colonial plantations depended on migrant labourers. Some ethnic groups were very popular for supplying migrant labourers. They included U the Sukuma, Ngoni, Bena, Nyamwezi, Ha, Fipa, Makonde, Nyakyusa, Ndali, Nyaturu, Nyiramba and Rundi. The colonial government created special institutions for mobilising and recruiting migrant labourers. One of them E was the Sisal Labour Bureau (SILABU), which ensured constant supply N of labour to the sisal plantations in the coastal areas in Tanganyika. Some institutions found labourers who went to work in such colonies as South LI Africa, Zimbabwe (Southern Rhodesia) and Zambia (Northern Rhodesia). One of these institutions was WENELA, which mobilised and recruited N migrant labourers who were transported to South African mining centres. O (b) Industries The British built few industries for producing commodities for immediate R consumption by Europeans, Indians, Arabs and few Africans. The commodities included cigarettes, soap, beef, soft drinks and beer. They FO also built industries for processing agricultural raw materials such as cotton, coffee, tobacco, tea and sisal before they were exported to Europe. They processed them to reduce their bulkiness, and therefore reduce the cost of transporting them to Europe. 98 SOCIAL STUDIES STD 5.indd 98 30/07/2021 11:49  FOR ONLINE USE ONLY (c) Mining DO NOT DUPLICATE Mining was another important economic sector during the British colonial period. The colonial government mined diamond in Mwadui, gold in Chunya (Lupa goldfields) and salt in Bagamoyo, among others. Mining companies were owned by Europeans. (d) Trade Trade was also organised as part of the colonial economy. Colonial trade was largely under the control of Indians and Arabs. The colonial government LY allowed them to engage in retail and wholesale trade. There were also big trading corporations from Britain and America which opened branches in Tanganyika. The companies included the British and American Tobacco N (BAT) and Smith Mackenzie. BAT dealt in tobacco, while Mackenzie supplied industrial commodities to many parts of Tanganyika. O Methods used to establish and consolidate British colonial rule SE Europeans used the following methods to establish and consolidate colonialism: U (a) Use of military force This method was regularly used to establish and consolidate colonialism. It was an effective strategy in areas which refused to accept colonialism, to E sign treaties and to respect colonial rule. N (b) Using indigenous rulers LI Europeans befriended some indigenous rulers and promised them that they would defend them against their local enemies. Such rulers collaborated N with the colonial invaders against their neighbours. The Sangu, for instance, accepted to collaborate with the Germans against the Hehe because the two O ethnic groups had sour relations. (c) Use of threats R European colonial agents and officials threatened local communities using FO military forces that roamed in the villages where there were elements of resistance. They used instruments of state power such as colonial armies, the prisons, courts and police to instil fear into African populations. These instruments of state power were also known as coercive forces. 99 SOCIAL STUDIES STD 5.indd 99 30/07/2021 11:49  FOR ONLINE USE ONLY (d) DO NOT DUPLICATE Use of colonial education Europeans used colonial education to make Africans loyal to the colonial government and to promote their acceptance of colonialism. The children who went to school were taught to respect colonial administration and European culture and to despise indigenous cultural values, taboos and traditions. (e) Use of Christianity Europeans, especially Christian missionaries, used Christian religious LY doctrines to instil politeness into Africans as well as respect for and loyalty to the colonial regime and its institutions. These were taught as values of Christian life. The missionaries were agents of colonialism who normalised N colonialism and made it acceptable among Christians. O Exercise 3 Answer the following questions: 1. SE Describe the structure of British colonial government in Tanganyika. 2. Mention the objectives of colonial education during the British colonial U period. 3. Name at least three important agricultural raw materials produced in E Tanganyika during the colonial period. N 4. Mention the main economic activities during the British colonial period. LI 5. List the coercive instruments used during colonialism. N The struggle for independence in Tanganyika O Struggle for independence is also called nationalist struggle. These movements were intended to end colonialism so as to regain African R independence politically, economically and socially from the colonial powers. FO Indeed, they were intended to abolish all kinds of exploitation, oppression, dehumanisation, segregation and racism which were associated with colonialism. 100 SOCIAL STUDIES STD 5.indd 100 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT DUPLICATE Early struggle for independence during the German colonial period Tanganyikan societies started struggling for independence right at the beginning of colonialism in the late 19th century. Almost all societies resisted German colonial rule. In the previous chapters, we have seen examples of the societies in eastern, northern, western, central and southern German East Africa that resisted German colonial rule. Similarly, we have seen that local communities resisted colonial rule and its exploitative, oppressive and dictatorial practices. The Maji Maji war is a case in point. LY Struggle for independence during the British colonial period There were three forms of struggle for independence during the British N colonial period. They are elaborated below. O (a) Use of peasant cooperative societies Cooperative societies were peasant organisations that fought against SE colonial exploitation. They used these societies to demand their rights and independence. They also used them to make sure that they benefited from their cash crops. U Examples of peasant cooperative societies are mentioned below. E N LI N O R FO 101 SOCIAL STUDIES STD 5.indd 101 30/07/2021 11:49  FOR ONLINE USE ONLY DOinNOT Table 1: Peasant societies DUPLICATE Tanganyika Year of No Name of peasant society Abbreviation establishment 1 Bukoba-Buhaya Union BBU 1924 2 Kilimanjaro Native Cooperative Union KNCU 1925 3 Usambara Native Growers Association UNGA 1931 4 Ngaka Coffee Growers Association NCGA 1934 LY 5 Ngoni-Matengo Co-operative Union NGOMAT 1936 6 Bugufi Coffee Cooperative Society BCCS 1936 N 7 Lake Province Growers Association LPGA 1949 O 8 Rungwe African Cooperative Union RACU 1949 9 Meru Growers Cooperative Union MGCU 1954 10 Victoria Federation of Cooperative Union SE VFCU 1954 11 Nyanza Cooperative Union NCU 1954 U These cooperative unions also played an important role in fighting for fair prices of crops. E (b) Use of workers’ associations N Workers’ associations were formed by civil servants who worked in the colonial government. The servants included teachers, clerks, drivers, railway LI workers, dock workers, elites and urban dwellers. They formed workers’ associations in order to fight for good working conditions, improved salaries N and to fight against colonial exploitation, oppression and segregation at O work. The best example was the Tanganyika Territory African Civil Servants Association (TTACSA), which was formed in Tanga in 1922. It was under the leadership of Mr Martin Kayamba. This association was later transformed R into a new organisation called Tanganyika African Association (TAA) in 1929. Its headquarters were in Dar es Salaam. After the Second World War, this FO association was very active in the struggle for independence in Tanganyika. In 1955, all the workers’ associations united to form a national organisation. This national organisation was called Tanganyika Federation of Labour 102 SOCIAL STUDIES STD 5.indd 102 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOTofDUPLICATE (TFL). It was under the leadership Mr Rashid Mfaume Kawawa, as its Secretary General. (c) Use of political parties After the Second World War, there was intense pressure for Africans to end colonialism and to get political, economic and social independence. The Tanganyika African Association (TAA) was the most active institution that advocated the ending of colonial rule in Tanganyika. A major change happened in 1954 when Tanganyika African Association held its General Assembly. The main objective was to discuss its structure and constitution. LY During that Assembly, members agreed to transform Tanganyika African Association into a political party. The political party that was formed was known as Tanganyika African National Union (TANU). It was formed on 07th N July 1954. Mwl Julius Kambarage Nyerere was elected Chairman of this O new political party. The main objective of TANU was to unite all the people of Tanganyika so that they could fight for independence. SE More parties were formed in Tanganyika in the late 1950 and in 1960. One of them was known as United Tanganyika Party (UTP). It was formed in 1956. Its formation was strongly supported by the British colonial government U because the Governor wanted to contain the power and spread of TANU. The founding members of the party were European businessmen, Asian businessmen and some African chiefs. Another party was African National E Congress (ANC). It was formed in 1958. It was under the leadership of Mr Zuberi Mtemvu. This party was formed because of some disagreement N among TANU members. Mtemvu left TANU and formed his own party, ANC. In 1960, another party was formed. This party was known as All Muslim LI National Union of Tanganyika (AMNUT). It aimed at defending the interests N of all Muslims in Tanganyika. It claimed that Muslims were being excluded from many aspects, especially education. However, later some Muslim O leaders stopped supporting this party. The three political parties (TANU, ANC and UTP) participated in general R elections in 1958, 1959 and 1960. The purpose of these elections was to get a winning party that would rule independent Tanganyika. In these FO three elections TANU won the elections. After the 1960 election, an interim government of Tanganyika was formed. It was that government that started preparations for the transfer of power from the British colonial state to 103 SOCIAL STUDIES STD 5.indd 103 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT Tanganyika. In May 1961, DUPLICATE a Responsible Government was formed and Mwl Julius Kambarage Nyerere was appointed as Prime Minister. On 09th December 1961 Tanganyika became independent, marking the end of British colonialism in the colony. On 09th December 1962, Mwl Julius Kambarage Nyerere became president. Struggle for independence in Zanzibar Like in Tanganyika, the struggle for rights and freedom in Zanzibar were started by associations in the 1930s and 1940s. Political parties began fighting for independence in the 1950s. In Zanzibar such efforts were based LY on racial lines. (a) Formation of associations in Zanzibar N Three associations were formed in Zanzibar. O (i) Arab Association -– This was formed by Arabs in the 1920s in order to protect Arab privileges in Zanzibar. (ii) SE African Association – This was formed in 1934 in Zanzibar by Africans who were mostly former slaves. They formed this association in order to fight for Africans’ welfare. It had close relations with the African U Association (later Tanganyika African Association) of Tanganyika. (iii) Shirazi Association – This was formed in 1939 by indigenous Africans E who called themselves Shirazi. They formed it so that they could fight for their rights and welfare. N (b) Formation of political parties in Zanzibar LI Towards the beginning of the independence struggle in Zanzibar, three N parties were formed on the basis of race or because of conflicts within political associations. The parties were: O (i) Zanzibar Nationalist Party (ZNP) R This party was formed in 1953. It was dominated by Arabs. Arabs wanted to protect their economic, political and social power. They wanted to rule FO Zanzibar and to make Zanzibar an Arab territory. The British favoured this party. 104 SOCIAL STUDIES STD 5.indd 104 30/07/2021 11:49  FOR ONLINE USE ONLY (ii) DO NOT DUPLICATE Afro-Shirazi Party (ASP) The African Association and Shirazi Association united to form the Afro- Shirazi Party (ASP) in 1957. ASP elected Abeid Aman Karume its president and Thabit Kombo its secretary general. In terms of objectives, ASP sought to end colonialism, Arab domination and the Sultanate. The British were not comfortable with this party. In the same year, that is, in 1957, an election was held in Zanzibar. The parties contested 6 seats. ASP won five seats and ZNP won only one seat. LY (iii) Zanzibar and Pemba People’s Party (ZPPP) The formation of this party was the result of some misunderstanding within the ASP leadership and the 1957 election. Following the victory of ASP in N the 1957 election, ZNP, in cooperation with the British, convinced the Shiraz O of ASP to leave ASP and form their own party. Some of them agreed and formed a new party known as Zanzibar and Pemba People’s Party (ZPPP). Two of the members who left ASP were those who had won same of the SE seats in the election. Therefore, they left with their seats, leaving ASP with three, instead of five seats. U Zanzibar elections Three elections were held in Zanzibar between 1961 and 1963. E (a) January 1961 election N A general election was held in Zanzibar in January 1961. Three political parties participated in it, namely ASP, ZNP and ZPPP. The parties contested LI the seats. N The results of this election were as shown in Table 2. O Table 2: January 1961 general election results No Political party Number of seats won R 1 ASP 10 FO 2 ZNP 9 3 ZPPP 3 105 SOCIAL STUDIES STD 5.indd 105 30/07/2021 11:49  FOR ONLINE USE ONLY As table 2 shows, ASPDO wonNOT DUPLICATE this election. However, two members of ZPPP joined ZNP and one member of ZPPP joined ASP. Thus, the two sides became equal, each party with 11 seats. Another election was thus held in June 1961. (b) June 1961 election In June 1961, another election was held. It was characterised by rigging and fighting all over the territory. ASP won 10 seats and the ZPPP and ZNP coalition won 13 seats. Thus, the coalition formed a government with Mohamed Shamte, the leader of ZPPP, as Prime Minister. ASP complained LY about rigging and unfairness in the election and demanded its nullification. The elections were not nullified. N (c) June 1963 election O A fresh election was held in 1963. In this election, the colonial state increased the number of seats in the areas where ZNP and ZPPP were predominant. Some 135,032 people voted in this election. The results were as shown in Table 3. SE U Table 3: Results of June 1963 election Percentage of Number of No Political party Number of votes all votes seats E 1 ASP 87,082 54 13 N 2 ZNP and ZPPP 47,950 45 18 LI The coalition of ZNP and ZPPP won the election. Once again, ASP N complained of rigging and called for the nullification of the results. The results were not nullified. Instead, the ZNP and ZPPP coalition was allowed O to form a government. Zanzibar was formally granted independence on 10th December 1963. It was actually an independence for the Arabs in Zanzibar, not for the majority Africans. The Sultan became the Head of State and R Mohamed Shamte the Prime Minister. FO The Zanzibar Revolution Because of being denied their right in the election, ASP adopted violent techniques in order to restore African majority rule to Zanzibar. On 12th 106 SOCIAL STUDIES STD 5.indd 106 30/07/2021 11:49  FOR ONLINE USE ONLY DO NOT January 1964, ASP successfully DUPLICATE overthrew the Sultan and his Arab-based government. The Sultan and the government of Mohamed Shamte and his ZNP and ZPPP puppets were overthrown and removed from power. The government by the Africans for the Africans replaced the previous government. Sheikh Abed Amani Karume was installed as the first President of the Revolutionary Government of Zanzibar. Three months after the revolution, Tanganyika united with Zanzibar to form the United Republic of Tanzania. The union of the two countries was established on 26th April 1964. Effects of colonialism LY The effects of colonialism can be divided into three groups, namely economic, social and political effects. N (a) Economic effects O (i) Introduction of taxation; (ii) Development of a money-based economy which killed barter (iii) trade; SE Introduction of cash crops such as sisal, coffee and tea; U (iv) Introduction of migrant labourers who went and worked in colonial plantations and mines; (v) Construction of transport networks such as railways and roads for E transporting raw materials and people; N (vi) Land alienation, which saw people’s land being taken by Europeans by force; LI (vii) Intensive exploitation of people as well as natural resources such N as minerals and wild animals; and O (viii) Discrimination in trade. Europeans dealt in the import-export trade and Arabs and Indians dealt in the retail and wholesale trade; Africans were not allowed to engage in trade. R (b) Social effects FO (i) Introduction of new social services such as colonial education and colonial health services; 107 SOCIAL STUDIES STD 5.indd 107 30/07/2021 11:49  FOR ONLINE USE ONLY (ii) DO Disintegration NOTbonds, of family DUPLICATE especially in families with husbands who were migrant labourers for a long period; (iii) Decline in food security in areas where colonialists emphasised cash crops at the expense of food crop production and in areas which supplied many migrant labourers who were mostly able- bodied men; (iv) Emergence of social classes among Tanzanians, for example the elites and non-elites; LY (v) Spread of new diseases such as tuberculosis, venereal diseases and sleeping sickness because of increased interactions and movements of people; N (vi) Racism. People were divided and segregated according to colour O and were given different privileges on the basis of their colour. Europeans were considered superior. They were followed by Indians and Arabs. Africans were at the lowest level; and SE (vii) Disruption of indigenous cultural values and traditions because of the imposition of Christianity, colonial education and other U European cultures. (c) Political effects E (i) Domination of Tanzanians by European colonial officials; N (ii) Africans were not allowed to hold higher leadership positions in government; LI (iii) Government civil servants were not allowed to participate in political activities; N (iv) Indigenous political rulers such as chiefs lost their autonomy and O began to rule as agents of the colonial government; (v) Colonial administration undermined democracy and promoted R oppressive and dictatorial governing practices; and FO (vi) Decline of the kingdoms and chiefdoms that flourished before colonialism. 108 SOCIAL STUDIES STD 5.indd 108 30/07/2021 11:49  FOR ONLINE USE ONLY Exercise 4 DO NOT DUPLICATE Answer the following questions: 1. Mention at least five peasant societies which were formed in Tanganyika during the British colonial period. 2. What was the objective of forming the Tanganyika African National Union? 3. Mention the main political parties formed in Zanzibar in the 1950s. LY 4. Zanzibar got her independence in _______. 5. Why did Tanganyika establish workers’ associations? N 6. Why do you think the Afro-Shirazi Party staged a revolution in 1964? O 7. Mention the economic and social effects of colonialism. SE Vocabulary U Colonialism  the policy or practice of acquiring full or partial political control over another country, occupying it with settlers and exploiting it economically E N Election a formal and organised choice by vote of a person for political office or other position LI Racism  discrimination which is directed against someone of N a different race and which is based on the belief that one’s own race is superior O Revolution a forcible overthrow of a government or social order in favour of a new system R Political party  an organised group of people who have the same FO ideology 109 SOCIAL STUDIES STD 5.indd 109 30/07/2021 11:49