Zimbabwe: pre-colonial history, demographic disaster and the university.

Zimbabwe is on the brink of a major crisis. The university can play a crucial role in averting or at least rmodifying it. The very long-term perspective of pre<otonial history offers a view of the situation that involves every faculty and department in the university. Consequently, this lecture will take a rather different form from the usual. The first part summarizes a recent book that is itself a partial summary of my entire career's research. The second shows how the pre<olonial perspective highlights the coming crisis in Zimbabwe, that threatens every aspect of society. The third examines the university as an entity that ought to be able to play a major role in averting this crisis, and then goes on to show how it has itself taken a wrong course that makes such a role impossible, unless major changes occur on the campus. PERSPECTIVES ON HISTORY IN THIS LECTURE, I am addressing at least two audiences at once — historians and the non-specialists, whether academics or the general public. This is no new experience: in two recent publications I was writing for, on the one hand, academics who were not Africanists and Africanists who were not academics, while on the other I was writing for historians and the ordinary people of Zimbabwe. But nor was this itself new. In the course of my career I have written at almost every level of education from primary to university, and have lectured to audiences at remote mission schools and on sandbanks on the Zambezi as well as in foreign universities. Being a professor in Africa is rather different from the popular image of a 1 Professor David Beach's inaugural lecture presented on 15 October 1998 at the University of Zimbabwe. This lecture was based on 'Can we escape the past, eh? Development and history in Mozambique and Zimbabwe', a seminar delivered at Dalhousie University, Halifax, Nova Scotia, on 6 March 1997. The lecture was delivered following the text given here almost exactly, but modifications made during its course and afterthoughts that reinforce the message are inserted as footnotes. 2 The Shona and Their Neighbours (Blackwell, Oxford, 19940 4. These were the aims given me by the publisher; A Zimbabwean Past, Shona Dynamic Histories and Oral Traditions (Mambo, Gweru, 1994,) xvii-xviii. 6 PRE-COLONIAL HISTORY, DEMOGRAPHIC DISASTER AND THE UNIVERSITY professor as a dreamy inhabitant of an ivory tower, innocent of such things as the value of money. Moreover, my own field of the pre-colonial history in Zimbabwe and central Mozambique involves a remarkable number of other disciplines, from archaeology to zoology, in which the historian is forced to become a jack of all trades, attempting to understand at least the basic problems while remaining reliant upon the specialists for guidance. Consequently, this lecture is going to try to relate precolonial history to nearly every discipline studied here at the University of Zimbabwe. If many of the specialists in these can fault my knowledge of their fields, I hope that, at least, they will appreciate the fact that somebody is trying to relate their work to a broader national and world picture. Before I start, however, I must explain my own position regarding history itself. Being rather allergic to theory, I will not attempt to discuss the question of 'What is history?' in terms of the various theories in existence. Quite simply, for me history is the memory of humanity. Just as any human from childhood to second childhood has memories of its experiences of varying degrees of accuracy, so humanity retains by one method or another evidence about its past. This may be based on the discipline of history itself or upon archaeology, linguistics, sociology, political science, law, commerce and all the other fields in the humanities. Yet the sciences too relate to the memory of humanity: a basic principle of scientific research, that an experiment must be proven to be repeatable with the same results, depends upon a sense of the past. In fact, every human is a kind of historian, if not a specialist. Naturally, this very simple definition would not be accepted by historians more wedded to theory. For hard line Marxists, history is a process defined by the Founder in the last century, and some of these have been heard to state that economic and social history is the only real history. For some historians in Africa, history is essentially about race or ethnicity. For some old-time liberals, history was related to the belief that, given the right checks and balances, humanity would evolve towards an almost ideal society — at least, for them. (In this they had more in common with Marxists than either would care to admit.) But my view differs from all of these on a number of fundamental issues, which is why at different times I have been labelled as 'liberal', 'conservative', 'positivist', 3 Gestures at borrowed academic robes, and states: 'I wanted to wear jeans and a T-shirt, but they wouldn't let me!' 4 The following three paragraphs were almost entirely omitted from the lecture, but they were originally written in order to give future historians some idea of the background to my thinking. I considered cutting them from the published version as being self-indulgent, but decided to retain them for a very different reason. What follows often provokes strong reactions, but you, the reader, might well consider, if your reaction is a strong one, just why this is so. Just how did you acquire your own views?