
Extemporaneous musings, occasionally poetic, about life in its richly varied dimensions, especially as relates to history, theology, law, literature, science, by one who is an attorney, ordained minister, historian, writer, and African American.




“An Africa without modern schools and teaching could never make progress; everyone agreed about that. But the provision of this kind of education ran into three big obstacles. One problem was that money for schools and teaching was always in short supply. In every colony, most children had no chance of going to school because there were no schools to go to. By 1945, even in the less backward colonies, the proportion of children who could go to school was smaller than one in every ten. The ability to read and write was still a rare skill. In the backward colonies—those of Portugal after 1945–the proportion of Africans who had been able to learn this skill was smaller than one in every hundred.
“A second obstacle was the poverty of parents. Few could afford school fees, books, clothes, or journey-money if getting to school required a bus journey. Even if they sent their children to school, those sons and daughters might seldom stay for more than one year, or perhaps for two : they were wanted for work at home...Of the few children who went to school, most stayed too short a time to be able to learn much of use.
“A third obstacle was the nature of colonial education. When young people managed to get to school, and stay at school, what could they learn? The elements of literacy and religion were the main subjects taught; in the first year or so, they were usually the only subjects taught. Later years included some history and geography, and perhaps one or two other subjects. But all these subjects were taught from a racist standpoint: tending to show that whatever came from Europe was good or useful, and that whatever came from Africa was either the reverse or not worth studying . In history, for example, British colonial schools taught about British kings and heroes, French colonial schools taught about French kings and heroes , and the smaller empires did the same. The general assumption behind behind such teaching was that Africans lacked the capacity to solve their own problems, and Europeans must show them how.
“By 1945, however, a lot of people began to see that there was something wrong with this lesson. The economic depression of the 1930s and the Second World War has taught a different lesson: that Europeans had not been able to solve even their own problems, let alone the problems of Africa. And from this different lesson there came a new mode of questioning, of criticism. It was the point at which, after 1945, schools which were intended to teach students to accept and even to admire colonial systems began to turn into schools where students became increasingly critical of those systems .
“It was natural that African teachers should often take the lead in this growing trend of independent thought. Much as in the black American community at an earlier period—and black American leadership was now increasingly influential among literate Africans—thoughtful teachers began to question and reject the obedient orthodoxies of official textbooks and attitudes . They sought instead for ways of recalling and then of teaching the values of Africa’s own life and history. “
P.89, “Colonial schools: new sources of anti colonial criticism.” MODERN AFRICA , by Dr. Basil Davidson (1994)
Interestingly when I toured Africa in 1983, with a group of Americans, we visited a grade school in rural Tanzania . Their language was Swahili, but they also spoke other languages, English being one of them. I drew a map on the black board of the United States, of Africa and of my home state, Missouri, to show them the long distance from Tanzania that my home was. When I said the word “Missouri” a sound of rapturous wonder arose from the students. Their teacher recognized my confusion and told me that “Missouri” was the sound of a word in Swahili as well. “Small world!” I said to myself . “Small world !
“I found them much pleased at the Dancing of our men, I ordered my black Servent to Dance which amused the Croud Verry much, and Somewhat astonished them, that So large a man should be active…” (p. 243) (December 28, 1804).
York was also an interpreter. He is listed among other interpreters as “a Black man by the name of York, servant to Captain Clark.” (p. 284) April 7, 1805; also (p.229) November 30, 1804. “the method of Lewis and Clark’s communications with the Indians: “A mulatto, who spoke bad French and worse English, served as interpreter to the Captains, so that a single word to be understood by the party required to pass from the Natives to the woman [Sacajawea, Indian wife of Charboneau, who could not speak English], from the woman to the husband, from the husband to the mulatto, from the mulatto to the captains.”--Ed. (“Mulatto” reference to York, or someone else?) (p.229, n.1) (November 30, 1804)
“[T]his day being Cold Several men returned a little frost bit, one of the men with his feet badly frost bit my Servents feet also frosted & his P----s (penis?) a little…” (p. 235) (December 8, 1804)
Interpreters, George Drewyer and Tauasant Charbono also a Black man by the name of York, servant to Capt. Clark, an Indian Woman wife to Charbono with a young vhild, and a Mandan man who had promised us to accompany us as far as the Snake Indians with a view to bring about a good understanding and friendly intercourse between that nation and his own… (p.284) (April 7, 2005)
#30
The point established by the foregoing discussion, citations about York and Clark, Clark and York, is that African Americans were endemic to the founding, settling, exploration, of the United States of America, and, therefore, need not defer to anyone, or anything, respecting their primacy: derivative, involuntary, or volitional.










"What man has done, man can do," we may be prone to say.
But then there are the pyramids of Kemet and Kush.
Those exquisitely cut, meticulously placed, massive limestone, sandstone, granite blocks, sealed without mortar. These blocks had been quarried, then ferried from hundreds of miles away by Nile River barge. These megatons were then precisely cut stones were pointed toward stellar constellations in perfect geodesic, geometric, patterns that meter the realm of the divine on earth. Their incomparable mathematical, astronomical accuracy marvel us thousands of years, incomprehensibly, blubbering over 5,000 years later! Surely these were men and women who were one with nature, one with God, like us before! But, what manner of man, what manner of woman, were we in that vastly different time?
AFRICAN AMERICAS' AGGREGATES
Disaggregation is the opposite of aggregation.
Aggregation is gathering. Disaggregation is scattering.
In that most African Americas' efforts to aggregate to liberate in the Americas are deemed to be threateningly hostile, historically, by our expropriators, our Americas' enslavers, and have been crushed, except for 1791-1804, in Haiti, we are left with the much less desirable--though no less achievable--disaggregation options to pursue in our firm unrequited quest for African Americas' restitution and freedom.
“Disaggregation” is that singular, but indivisible, effort which is jointly invisible, indiscernible as such. It is our individually performed, personally realized self-ambitions, our self-goals, our duties to ourselves, first. Then, that seeming group “disaggregation”, while ostensibly achieving our own unique personal victories, is that which "magically" attains unto broader African Americas' victories. However, it must yet be accompanied by the prudent austerity of avoiding self-congratulatory braggadocias: as caveats for effectively restoring African Americas' solidarity, liberty.
In effect, our ‘disaggregation’ is disssembling. Thus, ‘aggregation’ is reassembling while still dissembling (hiding) individual efforts in service, in production, in unity, in the African Americas.
But wait! Are we not now, in 2019, disaggregating and reaggregating ? Yes. And have we not been doing so since 1619, in the United States of America, at least? Yes! We have been doing so, autonomously, even if their integrally linked disassembly-reassembly processes of life and death, less by more, were unrecognized, hence, also unnamed.
Without a name we did not know them, philosophically, ontologically, even if we may have intuitively grasped them.
"Scattered and peeled" we knew we were; we know that we are; but does disaggregation lead to aggregation? "In that time shall the present be brought unto the LORD of hosts of a people scattered and peeled, and from a people terrible from their beginning hitherto; a nation meted out and trodden under foot, whose land the rivers have spoiled, to the place of the name of the LORD of hosts, the mount Zion." Isaiah 18:7. We have observed recurrently this "disaggregation-reaggregation" phenomenon in nature, in the heavens among the stars, but yet unperceived, if conceived, was the same natural African Americas' pertinence to ourselves. The pendulum always returns to its balance point. Nature returns to its source.
New International Version
"Now the LORD God had formed out of the ground all the wild animals and all the birds in the sky. He brought them to the man to see what he would name them; and whatever the man called each living creature, that was its name." Gen. 2:19.
Now at least we have a name for our historic dissembling, for our secret aggregations of knowledge, power, wealth, resources, faith, hope, love.
“Aggregation by Disaggregation.” Our, also natural and divine, seeming inversion of expected outcomes is like the reassembling toys purchased at Christmas; like sewing holy garments by God-given patterns .
Amen 🙏