In 1880 the continent of Africa was largely unexplored by Europeans. Less than thirty years later, only Liberia and Ethiopia remained unconquered by them. The rest - 10 million square miles with 110 million bewildered new subjects - had been carved up by five European powers (and one extraordinary individual) in the name of Commerce, Christianity, 'Civilization' and Conquest. The Scramble for Africa is the first full-scale study of that extraordinary episode in history.

In 1870 barely one tenth of Africa was under European control. By 1914 only about one tenth – Abyssinia (Ethiopia) and Liberia – was not. This book offers a clear and concise account of the ‘scramble’ or ‘race’ for Africa, the period of around 20 years during which European powers carved up the continent with little or no consultation of its inhabitants. In her classic overview, M.E. Chamberlain: Contrasts the Victorian image of Africa with what we now know of African civilisation and history Examines in detail case histories from Egypt to Zimbabwe Argues that the history and background of Africa are as important as European politics and diplomacy in understanding the 'scramble' Considers the historiography of the topic, taking into account Marxist and anti-Marxist, financial, economic, political and strategic theories of European imperialism This indispensible introduction, now in a fully updated third edition, provides the most accessible survey of the ‘scramble for Africa’ currently available. The new edition includes primary source material unpublished elsewhere, new illustrations and additional pedagogical features. It is the perfect starting point for any study of this period in African history.

Charts the distinct phases of imperialism from the early colonisation, the development of `spheres of influence', to the rise of strong anti-imperialist reaction at home.

*Includes pictures *Includes contemporary accounts of the scramble *Includes online resources and a bibliography for further reading "The British South-African Company's shares May be at a discount-(Trade-martyrs!-trade-martyrs!)- But he, our Colossus, strides on, he declares, Whether with or without chums or charters-or charters. Hooray! We brave Britons are right now to the front- Provided we've someone to boss us-to boss us; And Scuttlers will have their work cut out to shunt This stalwart, far-striding Colossus-Colossus!" - Excerpt from an editorial in Punch, December 10, 1892 The modern history of Africa was, until very recently, written on behalf of the indigenous races by the white man, who had forcefully entered the continent during a particularly hubristic and dynamic phase of European history. In 1884, Prince Otto von Bismark, the German chancellor, brought the plenipotentiaries of all major powers of Europe together, to deal with Africa's colonization in such a manner as to avoid provocation of war. This event-known as the Berlin Conference of 1884-1885-galvanized a phenomenon that came to be known as the Scramble for Africa. The conference established two fundamental rules for European seizure of Africa. The first of these was that no recognition of annexation would granted without evidence of a practical occupation, and the second, that a practical occupation would be deemed unlawful without a formal appeal for protection made on behalf of a territory by its leader, a plea that must be committed to paper in the form of a legal treaty. This began a rush, spearheaded mainly by European commercial interests in the form of Chartered Companies, to penetrate the African interior and woo its leadership with guns, trinkets and alcohol, and having thus obtained their marks or seals upon spurious treaties, begin establishing boundaries of future European African colonies. The ease with which this was achieved was due to the fact that, at that point, traditional African leadership was disunited, and the people had just staggered back from centuries of concussion inflicted by the slave trade. Thus, to usurp authority, to intimidate an already broken society, and to play one leader against the other was a diplomatic task so childishly simple, the matter was wrapped up, for the most part, in less than a decade. There were some exceptions to this, however, the most notable of which was perhaps the Zulu Nation, a centralized monarchy of enormous military prowess that required a British colonial war, the much storied Anglo-Zulu War of 1879, to affect pacification. Another was the amaNdebele, an offshoot of the Zulu, established as early as the 1830s in the southeastern quarter of what would become Rhodesia, and later still, Zimbabwe, in the future. Both were powerful, centralized monarchies, fortified by an organized and aggressive professional army, subdivided into regiments, and owing fanatical loyalty to the crown. The Zulu were not dealt with by treaty, and their history is perhaps the subject of another episode of this series, but the amaNdebele were, and early European treaty and concession gatherers were required to tread with great caution as they entered their lands. It would be a long time before the inevitable course of history forced the amaNdebele to submit to European domination. Although treaties and British gunboat diplomacy played a role, it was ultimately war, conquest, and defeat in battle that brought the amaNdebele to heel. Despite this, the amaNdebele, notwithstanding their eventual military defeat, commanded enormous respect from the British. This was also true with the Zulu. The British were a martial nation themselves, and they saw the concept of the "Noble Savage" as the romance of a bygone age, offering up the esteem due to a ruling aristocracy, according to the rules of chivalry. With the defeat of the amaNdebele in 1893.

The extended plan of the series is designed in response to the changing trends in history examinations at 18 plus, which now demand the study of documentary sources and the testing of historical skills. Each volume, similar in format to the earlier books in the series, concentrates on a particular topic within a narrower time span. A general introduction to the period in question is followed by eight sections dealing with a major theme. Each section consists of an introduction, a series of documents to illustrate the theme (drawn mainly from primary sources) and sets of questions following groups of documents. The student is thus introduced to a wider range of sources than that to be found in the standard textbook.