INFLUENCES OF AFRICAN WARS TO THE FORMATION OF STATES IN 19 CENTURY

THE MFECANE

Mfecane is a Ngoni word used to refer to the wars and disturbances which accompanied the rise of the Zulu state under Shaka from 1818. The Mfecane can also be defined as the time of trouble in South Africa. It was a great upheaval which affected areas as far as Western part of Tanzania. The Mfecane dominated the first hold of the 19 th century in South Africa.

Causes of the Mfecane:-

1. Population pressure

Zulu land is part of the Eastern corridor of South Africa between the Drakensburg Mountains and the Indian Ocean. Due to the favorable climate and absence of diseases such as malaria, its population tended to increase rapidly. As the population increased conflicts between those societies became common and intensified leading to the Mfecane.

2. Land shortages

The people who occupied Zulu land were farmers, but the existing land was not enough due to population pressure, therefore the search for more land caused conflicts that later contributed to the outbreak of the Mfecane.

3. The coming of the Boers

During the Boer Trek, the Boers left Cape Town away from British control and moved into the interior of South Africa, the penetration of the Boers into the interior of South Africa intensified the pressure on land which led to conflicts that caused the Mfecane.

4. The role of Shaka

The outbreak of the Mfecane can also be attributed to the role of Shaka. Shaka pursued an aggressive and expansionist policy to expand his Kingdom, Zulu state. He attacked many states in the attempt of expanding his state, this action created conflicts that contributed to the outbreak of the Mfecane.

5. Control of profitable trade

The need to control trade along the Delgoa Bay is one of the factors responsible for the outbreak of the Mfecane. Trade contacts with the coast were very important because it was associated with acquisition of guns that can be used for conquest and expansion.

Effects of the Mfecane in East and Central Africa

The Mfecane had a tremendous impact in East and Central Africa; some of the effects had a far reaching impact to Africa.

1. Formation of states

The Mfecane led to state formation because the severity of these wars led to formation of strong armies for protection, but these armies were later used for conquest and expansion thus forming states. Examples of these states are the Shangani states in Zimbabwe.

2. Spread of Ngoni speaking people

The most permanent results of the Mfecane were the spread of the Ngoni speaking people. These people were called various names in different parts of Africa. They were called the Ngoni in Tanzania, the matebele in Zimbabwe and Kololo in Zambia.

3. Introduction of Military techniques

The Mfecane led to the introduction and spread of new military techniques such as the cow horn style which involved surrounding the enemy.

4. Introduced of new weapons

The Mfecane led to the introduction of new weapons for example the short stabbing spears called the Assegai; these weapons were introduced by the Ngoni from Africa who came to East and central Africa.

5. Depopulation

The Mfecane led to depopulation because many people lost their lives due to the frequent wars, the most affected region was veld where by many people lost their lives.

6. Famine

The Mfecane led to widespread of famine in East and central Africa. The frequent wars caused insecurity that disrupted agricultural production and finally causing famine/hunger.

NOTE:-

The Mfecane was a great upheaval in the history of Southern Africa because it had far reaching effects in the region.

THE ROLE OF THE MFECANE IN STATE FORMATION:-

The Mfecane refers to the wars and disturbances caused by Shaka and the rise of the Zulu state in South Africa. The Mfecane is also referred to as the time of trouble or turbulence in South Africa.

The origin of the Mfecane was Shaka’s expansionist policies that led to the conquering states.

The Mfecane played a great role in state formation in Southern Africa.

1. Political transformation

The Mfecane led to political transformation in Southern Africa, the former age group communities were transformed into strong centralized states. The Mfecane also forced people to form strong armies to protect themselves from Shaka; these armies were later used for conquest and expansion hence forming states. Zulu is a good example of a state formed due to the Mfecane.

2. Military advancement

The Mfecane contributed to the introduction of new military weapons such as the short stabbing spears and the cow horn style. These weapons were used for conquest and expansion thus forming states.

3. Emergency of strong leadership

The Mfecane contributed to the rise of strong leadership; this was needed for protection from the Mfecane. Strong leadership had a big role to play in state formation because the leaders united the people to form states.

4. Migrations

The societies through which they passed were forced to form strong states to protect themselves from the Mfecane. The movement of the Ngoni from South Africa was not a peaceful process; it involves wars that necessitated unity among the people.

NOTE: - The Mfecane was a great upheaval in history of Southern Africa; it dominated the first half of the 19 th century in Southern Africa.

THE ROLE OF THE LONG DISTANCE TRADE IN THE FORMATION OF STATES IN EAST AFRICA

The long distance trade in East Africa refers to the type of trade that took place between the people of the interior of East Africa and the ones from the coast. The main participants were the Yao, Kamba, Nyamwezi and Baganda from the interior and the Arabs and Swahili traders from the coast. The main items traded were guns, beads and glassware that came from the coast and slaves, ivory, tortoise shells and copper from the interior of East Africa.

The main medium of exchange was batter trade system, which is exchange of goods for goods.

The long distance trade provided a crucial role in the formation of states in East Africa as follows.

1. Accumulation of wealth

Those African chiefs who monopolized trade in pre–colonial African accumulated a lot of wealth that was used to build state in East Africa such as Buganda and Bunyoro. Kings such as Mutesa of Buganda, Kabalega of Bunyoro and Nyungu ya Mawe of Ukimbu accumulated a lot of wealth that was used to build strong states.

2. Introduction of guns

The long distance trade led to the introduction of guns into the interior of East Africa. These guns were used to strengthen armies that were used for conquest and expansion. Most of the states in East Africa were established through conquest and expansion.

3. Active participation in agriculture

The long distance trade encouraged people to participate actively in agriculture to produce goods that can be exchanged during the trade. Active participation in agriculture increased agricultural production which accommodated in high population, this contributed to the formation of states. States such as Buganda, Karagwe and Bunyoro were formed in those areas where agriculture was active.

4. Emergency of strong leaders

The long distance contributed to the emergence of strong leaders such as Mkwawa of the Hehe and Mutesa of Buganda. These leaders played a fundamental role in the emergence of states in East Africa by uniting the people

5. Migrations

The long distance trade encouraged migrations in East Africa. People moved from one place to another to take part in exchange of goods. The migration of people contributed to permanent settlement that had a role to play in state formation.

6. Development of towns

The long distance trade contributed to the development of towns in East Africa, these include Ujiji, Tabora and Bagamoyo. These areas acted as trading centers therefore they attracted many people thus contributed to the state formation.

7. Growth of trade routes

The long distance trade contributed to the development of trade routes in East Africa. These routes opened the interior of East Africa.

THE ROLE OF ISLAM IN FORMATION OF STATES DURING THE 19 TH CENTURE

A Jihad is a holy war in Islam. Jihads were one of the most significant events that dominated in West Africa during the 19 th century; they were mainly led by Othman Dan Fodio. Jihads can be traced back as far as the 10 th century when young Fulani immigrates with Islamic knowledge in politics influenced other people to start holy wars.

Jihads under the umbrella of Islam played a fundamental role in state formation in West Africa, states such as Sokoto, Mandika and Tokoro were a result of Jihads.

How, Jihads as an islamic war contributed to state formation in Pre–colonial Africa

1. Unification

The Jihads acted as a unifying factor that brought people together under one umbrella. Islam became the official ruling ideology of the state. The unity provided by Islam was very crucial in state formation. The Islamic law ‘sheria’ proved the alternative model of government with which to compare and attack their rulers. Conversion of nonbelievers was an essential duty of all Muslims.

2. Formation of strong armies

The Jihads were characterized with the establishment of strong armies; these armies were later used for conquest and expansion thus forming states. This was responsible for the formation for states such as Sokoto caliphate and Hausa states.

3. Emergency of strong leaders

Jihad contributed to the rise of strong leadership; these leaders were seen as Muslim reformers who managed to create strong leadership under their leaders like futa Djallon in Guinea in 1725 and the Sokoto caliphate.

4. Control of trade routes

The Jihads led to the control of trade routes by the Jihad leaders. These trade routes attracted many people. The wealth accumulated was used to build strong states. Trade also accumulated guns that were used for conquest and expansion thus forming strong states such as Sokoto caliphate.

5. Consolidation of Feudalism

Jihads contributed to the consolidation of Feudalism as a mode of production, land was controlled by the Fulani, and the weapons accumulated were used to build states in West Africa.

PRE–COLONIAL EDUCATION AND CULTURE

Culture refers to the total way of life; it includes education, science and technology, political systems, and traditions. Education refers to the transformation of norms, skills and knowledge from one generation to another. Under normal circumstances, education must grow out of the nature of the environment; therefore the most outstanding feature of pre–colonial education was its relevance to Africa.

Education is one of the pivotal roles in any type of society for the preservation of the uses of the members and maintenance of the social structure.

These are two types of education namely

1. Formal education

2. Informal education

1. Formal education:-

Formal education is that type of education that follows specific programs; there is a defined syllabus and curriculum.

2. Informal education:-

This refers to that type of education whereby young people acquire knowledge and skills by imitating the elders. It is based on one’s observations. Informal education is characterized with the absence of a syllabus but it involved active participation of the learners in games and plays.

It was progressive as it involved all the stages of the physical emotional and mental development of the child.

It should be noted that there was formal education in pre–colonial Africa to a limited extent. Literacy was concentrated along Nile, North Africa and Ethiopia. This type of literacy was connected with religion, it was mainly found in universities such as Al – Azhar in Egypt, Fez in Morocco and Timbuktu in Mali.

OBJECTIVES OF PRE-COLONIAL EDUCATION

(i) It produced a well rounded personality who could fit well in society in all aspect of life.

(ii) It enabled the young to abide to the culture of the society such as good moral and social conduct, loyalty and respect to all.

(iii)Pre-colonial education moulded the young people to accept, practice and perpetuate the traditions and culture of the society.

(iv) Pre-colonial education prepare graduates to assume the duties and responsibilities of adult, through at low social level, in accordance with their age and merital status.

(v)Pre-colonial education also brought up children to value the wisdom of their elders, a vital component pre-colonial oral culture, and much of what they absorbed from their elders was instilled by role-learning.

(iv) Furthermore, pre-coloial education helped children to learn the history of their ancestors and the oral traditions and customs of their community or nation.

Features of pre–colonial education in Africa

1. Informal

Pre–colonial education in Africa was mainly informal; the young acquired knowledge by imitating the elders. In many African societies elders told stories around the fire places in the evening. These stories and all the information that the young received are what are called informal education.

2. Relevant to the society.

It was relevant to the society because it was born out of the environment of the concerned society. It produced well rounded individuals who could fit in their societies; it targeted self community and survival of the society. These was nothing from the alien community because everything stormed from the traditional and customs of the society in question.

3. It was progressive.

Pre–colonial education was progressive because it involved all stages of physical, emotional and mental development of the child. The young people were taught various specialist skills which followed a definite pattern starting from the simple to the complex ones.

4. It put emphases on moral and social conduct. Pre–colonial education aimed at instilling good morals and social conduct to the young people. African societies had some accepted core valves and elders used to condemn strongly any action or behavior that tended to undermine the promotion of the accepted valves.

5. Encouraged

Encouraged specializations.

Pre–colonial African education encouraged specialization in certain fields. It aimed at preparing the young members of the community for specific responsibilities in future.

People trained in activities such as medicine, iron working basketry and pottery.

6. Aimed at procreation

Pre–colonial education aimed at procreation of production. The existing education system in the society shaped and stimulated production within the society. All activities aimed at production as to sustain the society.

7. Lacked uniformity

Pre–colonial African education lacked uniformity. It varied from society to society depending on the economic, social and environmental conditions of a given society. Each society had its own customs and traditions depending on the environment of that given society.

LIMITATIONS OF PRE–COLONIAL AFRICAN EDUCATION

1. The programs of teaching were restricted to a certain period in the life of the individual especially at the time of initiation. The education system did not have specific program for older people.

2. It relied so much on memory and oral traditions; there was no way newly acquired knowledge, skills could be recorded or preserved for the future. Dependence on memorials led to loss of vital information that could be passed on the young people.

3. Pre–colonial education did not have a specific and organic syllabus; each society had its own education which was based on the culture of that society. It should be noted that the environment determined the nature of occupations in pre -colonial Africa; this also shaped the content of education given to that particular society.

4. Pre–colonial Africa education was characterized by parochialism because it was centered on a particular tribe and clan units. It readily responded to the needs of that particular tribe or region in question therefore it did not address the issues of the whole nation at large.

5. Pre–colonial African education lacked a social philosophical base that could have introduced a sense of uniformity and conformity. There was absence of a common language that could have united all the tribes thus ensuring skills are not confined within one particular tribe.

6. Pre–colonial African education was too mythical, it relied on oral traditions; whereby many of the stories given by the elders cannot be proved scientifically. The elders had a tendency of being bias towards their tribe.

NOTE: - It should be note that despite its limitations. Pre–colonial African education paved a crucial role in development of African societies