History Debunked Demolishes The Black Curriculum

This is another fascinating and well-argued video by Simon Webb of History Debunked. This time he takes aim at The Black Curriculum, the group behind the demands that the teaching of Black History should not just be for a month, but all through the year.

Black History Not Inclusive, Solely for Black Minority

Webb starts his video by stating that, demographically, only three per cent of this country’s population are African or Caribbean. This is a problem for those groups desperate to show that Blacks have made a major contribution to British society. There are other, larger ethnic groups. Indians comprise 8 per cent, and we could also reasonably ask why there also shouldn’t be an Asian history month, or Chinese, Polish or Irish. But the demand is specifically for history that concentrates exclusively on Blacks. He returns to the same point at the end of the video.

The Black Curriculum

He then moves on to Black Curriculum group themselves, who have been favourably mentioned by the Beeb, the Groaniad and other newspapers. Their website, to which he provides a link, contains template letters for people to use to send to government ministers. They also produce educational videos which they distribute free. One of these is about Mary Seacole, the Afro-Caribbean who supposedly nursed British squaddies during the Crimean War, and whom Black activists have claimed was a rival to Florence Nightingale. Webb describes it with the Russian term disinformazia, which means deceitful propaganda. He wonders whether this is a bit a harsh, as they might actually believe it. The Black Curriculum also runs workshops for schools and want to have their video widely adopted. He then proceeds to demolish their video on Seacole.

Lies and Bad History in Seacole Video

It starts by claiming that she came to England to nurse British soldiers because she’d heard that conditions were so bad. Not true. She came to England, leaving her restaurant in Panama, because she’d invested in mines in Grenada, and wanted to know why her shares weren’t doing well. She felt they should have been sold on the British stock exchange. It goes on to claim that she applied to be a nurse, but her application was refused. Wrong again. Those applying to be nurses had to send a written application accompanied by references. She didn’t do that, but lobbied one or two people but never made a formal application. It also claims that she opened a hotel for sick and wounded officers. But it was simply a bar and restaurant. There was no accommodation there at all. He backs this up with a contemporary picture of the ‘hospital’, which shows exactly that it wasn’t one.

He notes that there are other problems with the video, but says that these will do for now, though he might say more in a later video about it and The Black Curriculum. He offers two explanations why they made a video as terrible as this. The first is that they knew nothing about Mary Seacole, and hadn’t read her autobiography. The other possibility is that whoever made the video knew the facts, and set out deliberately to deceive adults and children, which is quite malicious. Someone like that – either ignorant or malicious – should definitely not be in charge of what is taught in the curriculum.

Important Mainstream Subjects that Might Have to Be Dropped to Make Room for the Black Curriculum

Webb also wonders how the issues demanded by the Black Curriculum could be fitted into the present curriculum, as it is packed as it is. There is already enough struggle fitting the present material in. He looks at some of the material the Black Curriculum is already putting forward, and what important subjects in history might have to be dumped to make room for it. This, Webb suggests, might be the Magna Carta, or the Bill of Rights, or perhaps the Holocaust. He then looks at the modules The Black Curriculum suggest on their website. This is material aimed at 7-8 year olds, in other words, kids at Key Stage 2. It’s a time when children are learning basic literacy, arithmetic, science, art and PE. It’s very intensive and there’s a lot of work there. Well, reading and writing might have to be cut back to make room for ‘Collectivism and Solidarity’. A few maths lessons could be dropped in favour of ‘Cultural Resistance’ and ‘Food Inequality’. Science is obviously not as important to children as ‘Activism’, ‘Colonialism’ or ‘Systemic Racism’. He describes this proposed curriculum as ‘largely agitprop’. It’s political propaganda.

He then sums up the problems of the Black Curriculum. There are three.

1. It’s concerned mainly with Black people. If it was geared to broaden the cultural understanding of the average child he might be in favour of it. He states that he homeschooled his daughter, and as result they visited various different cultures. These included a Black evangelical church, a mosque, synagogue, Hindu temple and Sikh gurdwara. If the proposed syllabus included these as well, he might be in favour of it. But it is not.
2. It seems prepared by the ignorant or malicious. And that’s an insurmountable object to adopting material of this kind.
3. And if you’re considering cutting material from the national curriculum, then as many groups as possible should be consulted. Like Indians and Bengalis, Chinese, the Jewish community, which has a long history in this country. If you want to broaden the cultural horizons of British children, which is a noble enough enterprise, it shouldn’t be restricted to just three per cent of the population. It needs to be much broader entirely.

Here’s the video.

Now it’s clear that Webb is a man of the right, but I think he makes valid points, and his remark about trying to broaden children’s horizon is both fair and shows he’s not a racist.

I admit I found myself reacting against the demand to have Black African civilisations taught as part of the national curriculum. It undoubtedly would benefit Black children, or at least, those of African descent. David Garmston interviewed several Black schoolchildren about it in an item in the local news programme for the Bristol area, Points West. One of them was an African lad, Suhaim, who said he had had very low self-esteem and felt suicidal. But this was raising his spirits. You can’t want anyone, of whatever race or culture, to suffer like that. I’ve been interested in African history and its civilisations since studying the continent as part of the ‘A’ level Geography course, at which I got spectacularly bad marks. It’s a fascinating continent, and I encourage anyone to learn about it. But I think I objected to the proposal because it seems that what should be a voluntary pleasure and a joy was being foisted on British schoolchildren for the benefit of foreigners or a minority of people, who find it unable to assimilate and identify with the host culture. I know how unpleasant this sounds, but this is how I feel. I also think that activism like this creates more division, by presenting Blacks as an ‘other’ with a completely different history and culture, who need to be treated specially and differently from Whites and other ethnic groups.

Black people have contributed to British, American and European civilisation and not just through slavery and the riches they produced for planters and industrialists. But until the late 19th century, the continent of Africa was effectively closed to westerners through a mixture of the tropical diseases around the malaria-infested swamps of the coast and strong African states that kept European traders confined to ghettos. Hence Europe and Africa have little shared history until the European conquests of the 1870s, except in some areas like the slave forts of the Gold Coast, and Sierra Leone, founded in the late 18th century as a colony for freed slaves. Liberia was also founded as such a colony, but by the Americans.

Webb’s description of the overall syllabus proposed by The Black Curriculum as disinformazia and agitprop is also fair. It looks like propaganda and political indoctrination, and that’s dangerous. I realise that I should agree with its hidden curriculum of anti-colonial resistance, solidarity and exposure of food inequality, but I really can’t. I believe that teachers have to be balanced and objective as far as possible. This is what is demanded by law. I don’t want children indoctrinated with Tory rubbish about how Britain never did anything wrong and the British Empire was wonderful. Far from it. Topics like those recommended by the Black Curriculum are fine for universities, which should be centres of debate where students are exposed to different views. But it’s not suitable for schools. Our mother was a teacher in a junior school here in Bristol She states that teachers are required to keep their personal opinions out of what they teach their students. If this in unavoidable, such as if a child asks them what they personally believe, then they have to reply that it is just their personal belief, not objective fact.

The Black Curriculum, therefore, certainly does seem to be peddling mendacious pseudo-history and should not be allowed near schools. But I fear there will be so much pressure from well-meaning activists to include them, that they will have their way.

YouTube Video for My Book on Slavery in the British Empire, ‘The Global Campaign’

This is the video I’ve just uploaded on YouTube about my two volume book on slavery, its abolition and the campaign against it in the British Empire, The Global Campaign, which I’ve published with Lulu.

The video explains that it grew out of my work as a volunteer at the former Empire and Commonwealth Museum in Bristol, helping to catalogue the archive of government documents that they had been granted by the Commonwealth Institute. I was busy summarizing these documents for a database on materials on slavery the Museum wanted to compile. Going through them, it became clear that the long process of its abolition in the Caribbean was just part of a wider attempt by the British to suppress it right across our empire, from Canada and the Caribbean across the Cape Colony, now part of South Africa, the Gold Coast, now Ghana, Sierra Leone, founded as a colony for freed slaves, central Africa, and what are now Tanzania, Malawi and Uganda, Egypt, the Sudan and the North African parts of the Turkish Empire, to India, Sri Lanka, Hong Kong, Java and Malaysia, and into the Pacific, in Fiji, Australia and the Pacific Island nations. Legislation in one section of the Empire, for example, the Caribbean, was also passed elsewhere, such as Cape Colony, Mauritius and the Seychelles. The British were aided in their campaign to stamp out slavery in Egypt, the Sudan and Uganda by the Egyptian ruler, the Khedive Ismail. They also signed treaties banning the slave trade from East Africa with the Imam of Muscat, now Oman, the ruler of Zanzibar and Pemba and the suzerain of some of the east African coastal states. There was also an invasion of Abyssinia, now Ethiopia, in retaliation for their raiding of the neighbouring British territories for slaves.

As well as trying to suppress the enslavement of Africans, the British were also forced to attack other forms of slavery, such as the forced kidnapping and sale of indentured migrant labourers from India and China in the infamous ‘Coolie Trade’, and the similar enslavement of the indigenous peoples of the Pacific for labour on the sugar plantations in Fiji and Queensland.

I also explain how one of the first English-speaking countries to ban slavery was Canada, where enlightened governors and judges twisted the interpretation of Canadian law to show that slavery did not officially exist there.

The video’s about ten minutes long. Unfortunately, I don’t say anything about the role Black resistance to slavery, from simple acts like running away, to full scale rebellions had in ending it, or of colonial governors and legislatures. But the book does mention them.

Here’s the video:

Yay! My Book on Slavery in the British Empire Has Been Published with Lulu

On Monday I finally got the proof copies I ordered of my book, The Global Campaign, which I’ve just published with Lulu, the print on demand service. The book’s in two volumes, which have the subtitles on their first pages The British Campaign to Eradicate Slavery in its Colonies. The book’s in two volumes. Volume One has the subtitle The Beginnings to Abolition and the British Caribbean, while Volume Two is subtitled Africa and the Wider World.

My blurb for the book runs

British imperialism created an empire stretching from North America, the Caribbean, Africa, Asia, and the Pacific, much of whose population were slaves. Global Campaign tells how slavery in the British Empire arose, the conditions and resistance to it of the peoples they enslaved, and the steps taken to end it by the abolitionists across the Empire and the metropolitan authorities in London.

The first volume of this book, Volume 1: The Beginnings to Abolition and the British Caribbean describes the emergence of this Empire, and the attempts to end slavery within it up to end of apprenticeship in 1838.

Volume 2: Africa and the Wider World describes how the British tried to end it in their expanding Empire after 1838. It describes how abolition became part of the ideology of British imperialism, and spurred British expansion, annexation and conquest.

The two volumes also discuss the persistence of slavery after abolition into the modern world, and its continuing legacy across continents and cultures.

The contents of vol. 1 are an introduction, then the following:

Chapter 1: the British Slave Empire in 1815
Chapter 2: From Amelioration to Abolition
Chapter 3: Abolition, Apprenticeship and Limited Freedom, 1833-1838.

Vol. 2’s chapter are

1: Sierra Leone, the Gold Coast and Lagos
2: India, Ceylon, Java and Malaya,
3: The Pacific, Australia, New Zealand and Fiji
4: West Africa and the Gold Coast, 1874-1891
5: The Ottoman Empire, Egypt and Sudan
6: East and Central Africa
7: Zanzibar and Pemba
8: Legacies and Conclusion

Both volumes also have an index and bibliography. I also drew the cover art.

Volume 1 is 385 pages A5, ISBN 978-0-244-75207-1, price 12.00 pounds.
Volume 2 386 pages A5, ISBN 978-0-244-45228-5, price 12.00 pounds. Both prices exclusive of VAT.

The books are based on the notes and summaries I made for the British Empire and Commonwealth Museum of some of the official documents they’d acquired from the Foreign and Commonwealth Office on slavery. I also supplemented this with a mass of secondary reading on slavery, the slave trade and the British Empire. It’s a fascinating story. I chose to write about slavery in the British Empire as a whole as I found when I was looking through the documents that slavery certainly wasn’t confined to the Caribbean. It was right across the world, though most of the published books concentrate on slavery in the US and the Caribbean. There has been a recent book on slavery and abolition in British India and Ceylon, now Sri Lanka, and I remember seeing a book on the British campaign against slavery in the Pacific, published, I believe, from one of the antipodean publishers. I doubt very many people in Britain are aware that it existed in India and Sri Lanka, and that attempts to outlaw it there date from c. 1798, when the British judge of the Bombay (Mumbai) presidency ruled that it was illegal. Similarly, general histories of slavery do mention the infamous ‘coolie trade’ in indentured labourers from India and China. They were imported into the Caribbean and elsewhere around the world in order to supply cheap labour after the abolition of slavery in 1838. However, they were treated so abysmally in conditions often worse than those endured by enslaved Blacks, that it was dubbed by one British politician ‘A new system of slavery’. There’s an excellent book on it, with that as its title, by Hugh Tinker, published by one of the Indian presses.

General books on slavery also discuss the enslavement of indigenous Pacific Islanders, who were kidnapped and forced to work on plantations in Fiji and Queensland in Australia. But again, I doubt if many people in the UK have really heard about it. And there are other episodes in British imperial history and the British attempts to curb and suppress slavery around the world which also isn’t really widely known. For example, abolition provided some much of the ideological impetus for the British conquest of Africa. Sierra Leone was set up in the late 18th century as a colony for freed slaves. But the British were also forced to tackle slavery and slaving in the Gold Coast, after they acquired it in the 19th century. They then moved against and conquered the African kingdoms that refused to give up slaving, such as Ashanti, Dahomey and the chiefdoms around Lagos. It’s a similar story in east Africa, in what is now Tanganyika, Zambia, Rhodesia (Zimbabwe) and Malawi. The British initially wished to conquer the area as part of the general European ‘Scramble for Africa’, and their main rivals in the region where the Portuguese. But the British public were also aware through the missionary work of David Livingstone that the area was part of the Arabic slave trade, and that the indigenous peoples of this region were being raided and enslaved by powerful local African states, such as the Yao and the Swahili as well as Arabs, and exported to work plantations in the islands of Zanzibar and Pemba off the east African coast. At the same time, Indian merchants were also buying and enslaving Africans from that area, particularly Uganda.

The British were also concerned to crush slavery in Egypt after they took control of the country with the French. They encouraged Khedive Ismail, the Egyptian ruler, to attempt to suppress it in Egypt and then the Sudan. It was as part of this anti-slavery campaign that the Khedive employed first Colonel Baker and then General Gordon, who was killed fighting the Mahdi.

At the same time, Stamford Raffles in Singapore and Raja Brooke of Sarawak justified their conquest and acquisition of these states as campaigns to end slavery in those parts of Asia. The British also took over Fiji at the request of the Fijian king, Cakabau. White Americans and Europeans had been entering the country, and Cakabau and his advisors were afraid that unless the country was taken under imperial control, the settlers would enslave the indigenous Fijians. Indeed, Cakabau had been made king of the whole of Fiji by the colonists, though he was acutely aware of how he was being used as a figurehead for effective White control of his people. At the same time, the White planters were also forming a White supremacist group. So he appealed to the British Empire to takeover his country in order to prevent his people’s enslavement.

British imperial slavery started off with the British colonies in the Caribbean and North America. I’ve ignored slavery in the US except for the period when it was part of the British Empire. The Canadians ended slavery nearly two decades before it was formally outlawed throughout the British Empire. It was done through enlightened governors, judges as well as abolitionists outside government. The country’s authorities did so by interpreting the law, often against its spirit, to show that slavery did not legally exist there. There were attempts by slaveowners to repeal the legislation, but this was halfhearted and by the 1820s slavery in Canada had officially died out.

After the British acquired Cape Colony at the southern tip of Africa, the very beginning of the modern state of South Africa, they were also faced with the problem of ending the enslavement of its indigenous population. This included the indigenous Khoisan ‘Bushmen’, who were being forced into slavery when they took employment with White farmers. At the same time, the British were trying to do the same in Mauritius and the Seychelles after they conquered them from the French.

The British initially started with a programme of gradual abolition. There was much debate at the time whether the enslaved peoples could support themselves as independent subjects if slavery was abolished. And so the abolitionists urged parliament to pass a series of legislation slowly improving their conditions. These regulated the foods they were given by the planters, the punishments that could be inflicted on them, as well as giving them medical care and support for the aged and disabled. They also tried to improve their legal status by giving them property rights and the right to be tried in ordinary courts. Special officials were set up, the Guardians and Protectors of Slaves, to examine complaints of cruelty.

This gradualist approach was challenged by the female abolitionists, who grew impatient with the cautious approach of the Anti-Slavery Society’s male leadership. They demanded immediate abolition. I’ve also tried to pay tribute to the struggle by the enslaved people themselves to cast off their shackless. In the Caribbean, this took the form of countless slave revolts and rebellions, like Maroons in Jamaica, who were never defeated by us. At the same time a series of slaves came forward to accuse their masters of cruelty, and to demand their freedom. After the Lord Mansfield ruled that slavery did not exist in English law in the late 18th century, slaves taken to Britain from the Caribbean by their masters presented themselves to the Protectors on their return demanding their freedom. They had been on British soil, and so had become free according to English law. They therefore claimed that they were illegally kept in slavery. As you can imagine, this produced outrage, with planters and slaveowners attacking both the anti-slavery legislation and official attempts to free the slaves as interference with the right of private property.

This legislation was introduced across the Empire. The same legislation that regulated and outlawed slavery in the Caribbean was also adopted in the Cape, Mauritius and the Seychelles. And the legislation introduced to ensure that indentured Indian and Chinese labourers were treated decently was also adopted for Pacific Islanders.

Slavery was eventually abolished in 1833, but a form of servitude persisted in the form of apprenticeship until 1838. This compelled the slaves to work unpaid for their masters for a certain number of hours each week. It was supposed to prepare them for true freedom, but was attacked and abandoned as just another form of slavery.

Unfortunately slavery continued to exist through the British Empire in various forms despite official abolition. The British were reluctant to act against it in India, Sri Lanka, Singapore, Java and Perak in what is now Malaysia because they were afraid of antagonizing the indigenous princes and so causing a rebellion. In Egypt they attempted to solve the problem by encouraging the slaveowners as pious Muslims to manumit their slaves freely as an act of piety, as the Prophet Mohammed urges them in the Qu’ran. In the Caribbean, the freedom the former slaves enjoyed was limited. The British were afraid of the plantation economy collapsing, and so passed legislation designed to make it difficult for the freed people to leave their former masters, often tying them to highly exploitative contracts. The result was that Black West Indians continued to fear re-enslavement long after abolition, and there were further riots and rebellions later in the 19th century. In British Africa, the indigenous African peoples became second class citizens, and were increasingly forced out of governmental and administrative roles in favour of Whites. Some colonies also conscripted African labourers into systems of forced labour, so that many came to believe that they had simply swapped one form of slavery for another. The result has been that slavery has continued to persist. And it’s expanded through people trafficking and other forms of servitude and exploitation.

The book took me on off several years to write. It’s a fascinating subject, and you can’t but be impressed with the moral and physical courage of everyone, Black and White, who struggled to end it. I chose to write about it in the British Empire as while there are many books on slavery across the world, there didn’t seem to be any specifically on the British Empire. Studying it also explains why there is so much bitterness about it by some people of West Indian heritage and how it has shaped modern politics. For example, before South Sudan was given its independence, Sudan under the British was effectively divided into two countries. In the southern part of the country, the British attempted to protect the indigenous peoples from enslavement by banning Arabs. They were also opened up to Christian evangelization. In the Arab north, the British attempted to preserve good relations by prohibiting Christian evangelism.

I also attempt to explain how it is that under the transatlantic slave trade, slavery became associated with Blackness. In the ancient world and during the Middle Ages, Whites were also enslaved. But Europeans started turning to Black Africans in the 14th and 15th centuries when it became impossible for them to buy Slavs from eastern Europe. So common had the trade in Slavs been that the modern English word, slave, and related terms in other languages, like the German Sklave, actually derive from Slav.

It’s been fascinating and horrifying writing the book. And what is also horrifying is that it persists today, and that new legislation has had to be passed against it in the 21st century.

President of the Ghanaian House of Chiefs Condemns Libyan Slave Trade

This is a report from the Ghanaian Broadcasting Corporation reporting a speech by the Abogbomefia of Asogli, and president of the House of Chiefs, Togbe Afede, condemning the Islamist syndicates selling African migrants as slaves in Libya. The blurb for the video runs

The Agbogbomefia of Asogli State and President of the National House of Chiefs, Togbe Afede has condemned the human-trafficking syndicate selling African migrants into slavery in Libya. He attributed the development partly to the failure of African leaders and traditional rulers to improve the welfare of their people.

The report states that he has charged African leaders and his country’s chiefs with creating a conducive socio-economic framework that will provide for their people and encourage them to remain in their own countries.

The report also covers the suspension of two of the paramount chiefs from the House for their inability to prevent disorders in their territories.

I’m reblogging this as it gives a Black, African perspective on the Libyan slave trade, and shows how some Black African leaders are responding to this scandal.

Ghana was one of the great centres of indigenous African civilisation in West Africa. As the Gold Coast it was the first British colony in Africa that allowed Africans to participate in the government of their country in its colonial council.