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Afrikanische Studenten in Großbritannien 1750 – 1830

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Afrikanische Studenten in Großbritannien 1750 – 1830 Von Sklavenhändlern zu Seelenfängern: Afrikanische Studenten in Großbritannien 1750 – 1830 Inauguraldissertation zur Erlangung des Grades eines Doktors der Philosophie im Fachbereich Mittlere und Neuere Geschichte der Johann-Wolfgang-Goethe-Universität zu Frankfurt am Main vorgelegt von Esther Mirjam Ries aus: Frankfurt am Main 2012 1. Gutachter: Prof. Dr. Andreas Fahrmeir 2. Gutachterin: Prof. Dr. Sabine Freitag Inhaltsverzeichnis ___________________________________________________________________________________________ Inhaltsverzeichnis 1 EINLEITUNG 1 2 EMPIRE UND AUSTAUSCHBEZIEHUNGEN 21 2.1 DAS BRITISCHE EMPIRE UND DER HANDEL MIT SKLAVEN 21 2.2 AFRIKANER IN ENGLAND 35 3 WAHRNEHMUNG UND PERZEPTION 47 3.1 VIELFALT DER WAHRNEHMUNGEN – PERZEPTION DES FREMDEN 47 3.2 WANDEL IN WAHRNEHMUNG UND PERZEPTION 57 4 KULTURELLER UND WIRTSCHAFTLICHER KONTEXT DER AUSBILDUNG 84 4.1 MOTIVE, INTENTION UND WIRTSCHAFTLICHE KONKURRENZ 84 4.2 WAHRNEHMUNG UND DISKUSSION DER AUSBILDUNG 101 5 FRÜHE BILDUNGSINITIATIVEN ENGLISCHER UND AFRIKANISCHER SKLAVENHÄNDLER (1750–1807) 116 5.1 CALABAR UND BONNY 116 5.2 LITTLE POPO, CAPE COAST UND DIXCOVE 133 5.3 SIERRA LEONE UND UMGEBUNG 157 6 ORGANISIERTE BILDUNGSINITIATIVEN ZUR ZEIT DER ABOLITIONSDEBATTE (1780–1815) 170 6.1 DIE KOLONIE VON SIERRA LEONE 170 6.2 AFRICAN INSTITUTION 231 7 INSTITUTIONELLE BILDUNGSINITIATIVEN NACH ABSCHAFFUNG DES SKLAVENHANDELS (1807–1830) 242 7.1 CHURCH MISSIONARY SOCIETY 242 7.2 BRITISH AND FOREIGN SCHOOL SOCIETY 286 8 FAZIT 315 9 QUELLEN- UND LITERATURVERZEICHNIS 327 9.1 QUELLENVERZEICHNIS 327 9.2 LITERATURVERZEICHNIS 332 Einleitung ___________________________________________________________________________________________ 1 Einleitung „There are at present about 50 mulatto and Negro children, natives of Africa, in this town and its vicinity, who have been sent here by parents to receive the advantage of an European education. During the time of peace, there is generally that number here, and sometimes a few more, but we do not know that there are more than seventy at any one time, nor are we able to say, what number are sent to London or Bristol, but we believe there are some at both places.”1 Das Zitat aus dem Jahr 1788 wurde einem Brief dreier Delegierter aus Liverpool entnommen und bezieht sich auf diese Stadt. In dem britischen Zentrum des Sklavenhandels befanden sich stets zwischen fünfzig und siebzig afrikanische Kinder, um eine Ausbildung zu erhalten. Mit Afrika ist in Quellen des 18. Jahrhunderts meist Westafrika gemeint – die Regionen, in denen britische Kaufleute Handel trieben und mit welchen sie im Austausch standen. Die Kinder wurden von ihren Eltern nach England geschickt, die von den Vorzügen einer europäischen Bildung überzeugt waren. Die Initiative für eine solche Ausbildung schien somit von Afrikanern auszugehen. Zudem war Liverpool nicht die einzige englische Stadt, in welcher sich afrikanische Kinder befanden, um unterrichtet zu werden. Die Autoren des Briefs gingen davon aus, dass sich in London und Bristol ebenfalls junge Afrikaner aufhielten, die aus dem gleichen Grund nach Großbritannien gekommen waren. Sie deuteten an, dass es sich bei der Ausbildung um eine temporäre Einrichtung handelte, da in Friedenszeiten stets eine bestimmte Anzahl an Kindern in der Stadt verweilte. Dies lässt darauf schließen, dass Kindern, die zurück in ihre Heimat reisten, neue Mädchen und Jungen folgten. Die Anzahl afrikanischer Kinder in Liverpool blieb daher konstant. Wäre es zutreffend, dass die Kinder nach abgeschlossener Ausbildung aus England nach Afrika zurückgingen und durch neue Kinder ersetzt würden, so ließe sich von einer Ausbildungstradition sprechen, die zum Zeitpunkt, zu welchem der Brief verfasst wurde, bereits seit Jahren praktiziert wurde. Da in dem Zitat von afrikanischen Kindern die Rede ist, 1 Report of the Lords of the Committee of Council appointed for the Consideration of all Matters relating to Trade and Foreign Plantations; Submitting To His Majesty's Consideration The Evidence and Information they have collected in consequence of his Majesty's Order in Council, dated the 11th of February 1788, concerning the present State of the Trade to Africa, and particularly the Trade in Slaves; and concerning the Effects and Consequences of this Trade, as well in Africa and the West Indies, as to the general Commerce of this Kingdom, University of Cambridge (Hg.), 2007, Letter from the Delegates from Liverpool (John Matthews, James Penny, Robert Norris), in answer to the Enquiry made by the Committee respecting the Natives of Africa who have been sent to England for Education, addressed to John Tarleton Esq. (Letter No. 4). Im Folgenden zitiert als HCSP, Letter 4. 1 Einleitung ___________________________________________________________________________________________ liegt die Vermutung nahe, dass entgegen aller Erwartungen neben afrikanischen Jungen auch Mädchen aus Westafrika nach Großbritannien kamen, um eine europäische Ausbildung zu erhalten. Zudem könnte angenommen werden, dass die Kinder die Bildung, die ihnen in England zuteilwurde, in Westafrika nutzen konnten. Die Textpassage wird in der Forschung zu Afrikanern in Großbritannien weitläufig als Beleg für die Anwesenheit afrikanischer Schüler und Studenten in England im 18. Jahrhundert angeführt.2 Jedoch wurde kein Versuch unternommen, die Aussagen der im Sklavenhandel aktiven Männer aus Liverpool in ihren historischen Kontext einzuordnen, sie zu interpretieren und den Hinweis auf die große Anzahl von afrikanischen Kindern in Großbritannien zu verfolgen. Das Zitat wirft eine Reihe von Fragen auf, denen es sich lohnt nachzugehen und die von der Forschung bisher unbeantwortet blieben: Woher kamen die Kinder, von denen in dem Brief die Rede ist? Aus welchen geografischen Gebieten und gesellschaftlichen Schichten stammten sie? In welchem Alter und zu welchem Zweck reisten sie nach England zur Ausbildung? Über welche Wege gelangten sie nach England? Existierten Absprachen über Dauer und Inhalt der Ausbildung? Wer trug die Kosten für Überfahrt, Unterkunft und Unterricht? Welche Intentionen verfolgten die handelnden Parteien mit der Ausbildung ihrer Kinder im Ausland? Und welche diejenigen, die sie in England ausbildeten? Kamen Kinder nur nach England zur Ausbildung oder handelte es sich um ein weiter verbreitetes Phänomen, das auch andere europäische Mächte mit einschloss? Welche Erfahrungen und Erlebnisse prägten den Alltag der Kinder in Großbritannien? Wie sah ihre Bildung konkret aus? Wie wurden ihre Lebenswege durch eine Ausbildung in England bestimmt? Und welchem Wandel war die Ausbildung afrikanischer Kinder in britischen Städten unterworfen? Diesen Fragen möchte die vorliegende Dissertation nachgehen, indem sie anhand von Quellen über afrikanischer Schüler und Studenten in Großbritannien untersucht, inwiefern sich die veränderte Wahrnehmung von Afrikanern im ausgehenden 18. und frühen 19. Jahrhundert in der Ausbildungspraxis widerspiegelt. Der Untersuchungszeitraum, welcher der Arbeit zugrunde liegt, erstreckt sich von 1750 bis 1830 und deckt somit den Aufstieg zum Höhepunkt des britischen Sklavenhandels über dessen Abschaffung bis hin zur Anpassung des Handels mit Afrika an die neu gestalteten 2 Gretchen Gerzina, Kenneth Little, Bruce Mouser, Peter Fryer und Ray Costello nutzen das Zitat in ihren Werken. Sie gehen nur bedingt auf die Informationen aus der Quelle ein. Vielmehr führen sie sie an, um die Existenz afrikanischer Studenten in Großbritannien zu beweisen. In der Folge werden dann einzelne Beispiele von Schülern genannt, deren Namen und Eckdaten überliefert wurden, über welche der Leser sonst aber nur wenig erfährt. Die hier angeführten Werke finden weiter unten im Text ausführliche Erwähnung. 2 Einleitung ___________________________________________________________________________________________ Bedingungen ab. Anknüpfend an bisherige Forschungsergebnisse leistet die Arbeit einen Beitrag zur Erforschung britisch-afrikanischer Beziehungen während des 18. und frühen 19. Jahrhunderts, indem sie die Tradition des Austauschs über einen langen Zeitraum verfolgt, dessen Auswirkungen auf die lokalen Gesellschaften untersucht, die geografische Verbreitung der Ausbildungspraxis aufzeigt und auf die sich im Laufe der Zeit herauskristallisierenden Kontinuitäten und Diskontinuitäten der Praxis eingeht. Im Mittelpunkt der Arbeit stehen die Lebenswege einzelner Schüler und Studenten, deren Biografien bisher nur wenig Beachtung fanden.3 Aus den Erfahrungen und Eindrücken der jungen Menschen lassen sich Schlüsse auf persönliche Beziehungen zwischen afrikanischen und britischen Sklavenhändlern sowie zwischen afrikanischen Eliten und englischen Abolitionisten ziehen. Diese zeigen die Verbindungen zwischen den beiden Kontinenten, die wechselseitigen kulturellen Einflüsse sowie ein sich wandelndes Bild von Afrikanern, welches in den Beziehungen seit Beginn des 19. Jahrhunderts kontinuierlich an Einfluss gewann. Die Arbeit versteht sich als Teil der Atlantic History, welche eine perspektivische Erweiterung der Erforschung von Verbindungen und Interaktionen im atlantischen Raum, der Europa, Afrika und den amerikanischen Kontinent umfasst, verfolgt. Das von Bernhard Bailyn entwickelte Konzept der atlantischen Geschichte setzt voraus, dass die Kontinente, die an den atlantischen Ozean grenzen, einen gemeinsamen Raum bilden, welchem durch wirtschaftlichen und kulturellen Austausch Gestalt verliehen wurde. Bailyn sieht den Ursprung atlantischer Geschichte „in a sudden and harsh encounter between two old worlds
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