Page 94 - Msingi Afrika Magazine Issue 12

MY AFRIKA

self-amputating myth) constantly totally inadequate and to make mat- etary systems, or probably team-
held true and many of the so-called ters worse the delivery was very au- work and create organized teams
leaders ended up losing their own thoritarian and lacking human care, that could find, unearth and refine
lives eventually when they opposed as the teachers never truly CARED raw materials, then create techni-
the status quo. Thus, if a snake has for the future or wellbeing of the cal and industrial TOOLS so that
multiple re-growing heads, simply kids (and sadly this holds true today they - in turn - could turn them into
cutting ONE off will NOT help in many places I later visited in Afri- finished manufactured goods for
you destroy the organization. ca as an adult). both production and consumption.
Now let us further imagine that at
When I went back to Africa in With conditions like that the chil- this age these kids could teamwork
1972, as a child, the very first thing dren had NO fair chance or future. to create defense systems for their
I noticed was state/institutional Then add to that my own secondary continent. In fact, that these kids
encouraged SERVITUDE and school direct experiences in Af- had the mental capacity to devise
AUTHORITARIANISM, where rica that were no better. I guess I scientific tests that could be applied
school authorities were directed to was in a well-balanced position to to virtually anything in society: from
virtually force primary school and take notes because I had attended testing tools, medicines, earth-
secondary school kids out on the primary school (Kender Primary quakes, rain/weather predictions
streets to line up “waiting” and wave School, London) and part second- etc. Imagine these kids all able to be
“flags” at presidential or govern- ary school till third year in the UK self-sufficient in food/agriculture
ment motorcades of fast/zooming so I guess that helped my thinking production.
presidential limousine convoy of process greatly when it came then to
cars to make the “wanna-be” new analyzing what I was seeing in Africa Furthermore, let us imagine where
African Elites “FEEL” good about at the time. these kids had the fortitude of UNI-
themselves. All that the past govern- TY and understood that selling their
ment rulers were doing was FOL- So let us imagine a scenario where souls was a very unethical thing to
LOWING in the FOOTSTEPS an African kid, at the AGE OF 12, do and thus, they all had the mental
of their COLONIAL MASTERS, was capable of discerning between and emotional strength for abstain-
as many of the “NASTIES” of “Primary data, Secondary data and ing from collaborating with alien
COLONIAL rule were INTEN- Tertiary data”, and could easily outsiders to sabotage and harm their
TIONALLY LEFT in place and prepare a research paper while own kind.
many (such as the creation of clan- possessing the skills to technically
destine organizations to terrorize set up their own home computer Just imagine a new generation of
and keep in check the local popula- lab for self-practice. Yes! Imagine a African kids teamworking and
tion) enhanced. primary school kid that could form interacting “STATELESS-LY” in a
harmonious and functional teams structured manner with each other
No president put in place (let alone with classmates and collaboratively in daily life...what a wonderful sight
monitored) a structure to ensure manage small to medium projects that would be!
that EVERY CHILD developed together. A primary school kid that
LEADERSHIP qualities. SER- enjoyed taking things apart, studying The sad (and simple) truth is the
VITUDE was ALL the so-called them and putting them back togeth- ONLY REASON WHY THEY
“leaders” CARED for. er again, but doing so after enhanc- CANNOT DO IT is simply BE-
ing them. CAUSE THEY WERE NEVER
In fact, just before my 17th birthday, TAUGHT TO DO IT!
I got an opportunity to teach in a Now let us further imagine an
primary school (then called “Ig- African kid at AGE 18 that had You see UNITY is not something
uobazuwa” Primary School where the capabilities to draft research people “preach” on stage while get-
my father, using his influence, got questionnaires and could conduct ting excited by cheering crowds nor
me a sort of “holiday” job) for two field research. Imagine that these is it something we should be singing
months before I headed off for un- kids could develop programming in songs etc. UNITY is something
dergraduate studies. Even at age 17, languages and design functional sys- YOU TEACH.
I noticed, sadly, that “everything” tems. Let us further imagine these
was wrong as the standard was very same kids knew how to construct The present-day technology is often
poor, the educational content was value systems such as financial mon- used by the EVILdoers to force the

94 | we tell the true afrikan story