Zimbabwe was born out of a long and protracted struggle against British colonialism. Colonial Zimbabwe (formerly known as Rhodesia) at the time was socially, politically and economically designed in such a way that Africans were second class citizens. Opportunities were a privilege of the Whites (Europeans). Despite the hardships a pioneering group of African intellectuals emerged and it is the focus of this paper to explore their journey and extract key lessons. Against the odds this group of Africans prevailed and set in motion a virtuous cycle that showed Africans were indeed capable and in certain instances even better than the benefactors of the colonial administration. The years 1939 up to 1960s and even later a crop of young intellectuals were born. This crop would go on to achieve academic excellence in various fields and managed to achieve degrees and diplomas from various institutions as shall be shown within this paper.
The Colonial Mindset
The Rhodesian settlers were in no doubt as to why the colony had been established, and they generally regarded pursuit of their individual and group interests as mutually exclusive of whatever aspirations toward mobility the colonized majority might hold. At a philosophical level, Imperial strategists like Herbert S. Keigwin played a key role in pushing the negation of African social mobility.
Michael West best describes the colonial mind-set towards the Africans quest to receive education as follows, “Missionary education, then, had produced the Dangerous Native, a figure portrayed and caricatured in settler lore as a miseducated, urbanized male agitator, his lips dripping with wild and imperfectly understood rhetoric about rights”. Juxtaposed against the Dangerous Native was the Good Native, equally idealized and masculinist as his sinister opposite number, the Good Native was properly trained and respectful of authority, deferring to white Native Affairs bureaucrats and their African underlings (chiefs) as he moved about the countryside, tools in hand, making himself useful to his neighbours. As the image suggests, the Good Native was, fundamentally, a product of industrial education.
As early as 1899, when the first Education Ordinance was promulgated, government policy formalized the development of two distinct, separate and unequal educational tracks for whites and blacks. Official policy offered the settlers children an academic education commensurate with their predetermined status as members of the ruling race, whereas young Africans, condemned by the colonial political economy to a life of drudgery, would receive industrial training to make them more tractable labourers and docile subjects. The introduction of the Native Schools Ordinance of 1912 further cemented African education and the machinery to implement it.
Who are these individuals?
According to Michael West Cephas Hlabangana was the first African in Southern Rhodesia (now Zimbabwe) to graduate with a Bachelors degree from the Fort Hare University College in 1939. Tennyson Hlabangana who was young brother to Cephas was also among the first few colonial Zimbabweans to graduate from college.
Gideon Mhlanga graduated from the Fort Hare University College in 1944. Stanlake Samukange who earned his BA in 1948 became the first Shona speaking college graduate. Stanlake was the son to the prominent Methodist Wesleyan Church leader Reverend Thompson Samukange.
Samuel Parirenyatwa became the first African in Southern Rhodesia to qualify as a Medical Doctor.
Walter Kamba became the first African to graduate with an LLB in Southern Rhodesia. Herbert Chitepo another trailblazer became the first African to qualify as a Barrister. To put the reader into perspective, under the British system, the legal profession is divided into two: a lawyer is either a Barrister or a solicitor.
Herbert Wilshire Chitepo pioneered as a Barrister a feat that many may not appreciate considering that Independent Zimbabwe opted to use the fused legal system as explained by Professor Lovemore Madhuku, in 1981 Zimbabwes legal profession was fused via the Legal Practitioners Act, 1981 (Act No. 15 of 1981), now Chapter 27:07.
Sarah Kachingwe nee Chavhunduka became the first black female to be enrolled at the University College of Rhodesia (now University of Zimbabwe) in 1957. Though Mrs Chavhunduka pioneered as a female academic, earlier on in the year 1953 Susan Dangarembga had graduated with a degree in English and Latin from the Fort Hare University. The successful completion of her degree made her the first black woman in Zimbabwe to successfully start and complete university and earn a degree.
Madeline Nyamwanza Makonese is the first Zimbabwean female doctor, the second African woman to become a doctor and the first African woman to graduate from University of Rhodesia Medical School in 1970.
Dexter Mark Chavhunduka was Zimbabwes first black veterinary surgeon. He graduated from the Edinburg University in Scotland in 1964. Another shining beacon was Dr Edson Sithole, Edson became the first black person in the entire southern and central region to obtain a doctorate i.e. Doctor of Laws (LLD) from the University of South Africa in 1974. He was the first black person in the then Rhodesia (now Zimbabwe) to hold such a qualification- whites included.
What became of these trail blazers
Joshua Nkomo is perhaps the most relatable figure amongst these pioneers as he later on ventured in politics. He led the ZAPU party from its formation up until Zimbabwe got its independence. An interesting feature that many may not know is that, Joshua Nkomo is perhaps the first university-trained person, black or white, to be employed by the Rhodesia Railways now (NRZ). After a long service in politics Dr Joshua Nkomo later became Zimbabwes Vice President.
Herbert Chitepo briefly became a teacher after his studies at Fort Hare in 1949. He went on to qualify as a barrister at Law while in London as a research assistant at the School of Oriental and African Studies. On return to Rhodesia in 1954, he practised as a lawyer and defended many African nationalists in court. He later on went into full time politics eventually leading the external wing of ZANU (Dare re Chimurenga) charged with executing the war effort. Unfortunately he lost his life in 1975 at the height of Zimbabwes protracted liberation war.
Stanlake Samukange is perhaps the most accomplished academic the country has ever produced. In 1962 he went on to found the first education technical skills school called Nyatsime College that still stands to date. This was done at the back drop of the absence of a technical college for Africans as had been long advocated for by lobby groups like the African Teachers Association (ATA).
Gideon Mhlanga later on got involved with the African Teachers Association a lobby group that pushed for the education cause and the welfare of African teachers.
Samuel Parirenyatwa became heavily involved in African nationalism and worked closely with Joshua Nkomo. He became the Vice President of ZAPU deputising Joshua Nkomo. On 14 August 1962 Parirenyatwa died in a car and train collision in what other nationalists believed to have been a crackdown on all known ZAPU party loyalist. Zimbabwes biggest hospital is named in his honour (Parirenyatwa Group of Hospitals formely known as Andrew Fleming Hospital)
Walter Kamba was the first vice chancellor of the University of Zimbabwe at independence in 1980. He was also involved in African Nationalism and was part of the legal team of the Patriotic Front at the Lancaster House talks in 1979.
Cephas Hlabangana became a teacher in South Africa and upon his return to Rhodesia, became a Member of Parliament for Mpopoma constituency. He ran for election under the then Prime Minister Edgar Whiteheads party called UFP. Tennyson Hlabangana prematurely died in 1948 just a few years into a promising career as a teacher and public intellectual. In his honour the Hlabangana Bursary (Tennyson Hlabangana National Bursary Fund) was established as an African self-help education fund promoting the financing of African students in colonial Zimbabwe. Hope Fountain Mission (UCCSA) School is named in his honour (Tennyson Hlabangana High School).
Edson Sithole was the second black African to be admitted to the Rhodesian Bar in 1963 after Herbert Chitepo. He also became involved with African Nationalist movement (ANC, ZAPU and ZANU) and in October 1975 he was kidnapped together with his secretary Miriam Mhlanga by suspected members of the Rhodesian secret services. He was never seen alive again to this day
Conclusion
This is a story of prevailing against the odds, the rise of this African middle class was a bold message that showed that Africans are equally capable and in certain instances even better. When the colonialist agenda would teach as what Posselt blurted out It would be ludicrous to imagine a Mashona (African) holding a university degree or being called to the bar, these pioneers persevered and overcame. When all institutions and finance opportunities did not favour them, they kept on pressing even when on many occasions their value would still be undermined by racist policies in the workplace. I believe to a great extent what kept them going was a realisation that literacy and education ultimately translated into a better life, materially and socially.
The writer believes that perhaps as present day Zimbabwe we should go back to this premise and interrogate if we are doing enough for the present day youth. Whither education and the education system in Zimbabwe? The writer also challenges the present day historian and researcher to dig deeper and bring to light the stories of those that pioneered and opened unique avenues when the colonial administration had deliberately set them up for failure. Documentaries should be produced, and in academic institutions certain names must surely be relatable to the present day student.
By One Colin Chanetsa


