They taught African children, in colonial schools, that their continent had no history before Europe arrived. Let that sit for a moment. They took children whose grandparents had lived in functioning kingdoms, whose oral traditions carried the history of empires spanning centuries, whose communities had legal systems and agricultural science and trade relationships and philosophical frameworks for understanding the world. And they sat those children in European-designed classrooms and taught them that their past was darkness. That their ancestors had been waiting. Waiting without direction or achievement or meaningful civilization. Waiting to be found. That the story of their people began when Europeans arrived to begin it. This is not ancient history. The generation of Africans who received this education are alive. Their children are alive. The psychological work required to recover from being taught that your people had no history. To excavate your own past not from lived memory but from archives that were often kept by the people who had the strongest interest in what was and wasn’t in them. That work is ongoing. And the people who created the need for that work are still explaining that colonialism, on balance, was not so bad.