Born a Crime: Stories from a South African Childhood (One World Essentials)

by Trevor Noah

To maintain power in the face of the country’s rising and restless black majority, the government realized they needed a newer and more robust set of tools. They set up a formal commission to go out and study institutionalized racism all over the world. They went to Australia. They went to the Netherlands. They went to America. They saw what worked, what didn’t. Then they came back and published a report, and the government used that knowledge to build the most advanced system of racial oppression known to man.

Racism exists. People are getting hurt, and just because it’s not happening to you doesn’t mean it’s not happening. And at some point, you have to choose. Black or white. Pick a side. You can try to hide from it. You can say, “Oh, I don’t pick sides,” but at some point life will force you to pick a side.

British racism said, “If the monkey can walk like a man and talk like a man, then perhaps he is a man.” Afrikaner racism said, “Why give a book to a monkey?”

In Germany, no child finishes high school without learning about the Holocaust. Not just the facts of it but the how and the why and the gravity of it—what it means. As a result, Germans grow up appropriately aware and apologetic. British schools treat colonialism the same way, to an extent. Their children are taught the history of the Empire with a kind of disclaimer hanging over the whole thing. “Well, that was shameful, now wasn’t it?” In South Africa, the atrocities of apartheid have never been taught that way. We weren’t taught judgment or shame. We were taught history the way it’s taught in America. In America, the history of racism is taught like this: “There was slavery and then there was Jim Crow and then there was Martin Luther King Jr. and now it’s done.” It was the same for us. “Apartheid was bad. Nelson Mandela was freed. Let’s move on.” Facts, but not many, and never the emotional or moral dimension. It was as if the teachers, many of whom were white, had been given a mandate. “Whatever you do, don’t make the kids angry.”

People love to say, “Give a man a fish, and he’ll eat for a day. Teach a man to fish, and he’ll eat for a lifetime.” What they don’t say is, “And it would be nice if you gave him a fishing rod.” That’s the part of the analogy that’s missing. Working with Andrew was the first time in my life I realized you need someone from the privileged world to come to you and say, “Okay, here’s what you need, and here’s how it works.” Talent alone would have gotten me nowhere without Andrew giving me the CD writer. People say, “Oh, that’s a handout.” No. I still have to work to profit by it. But I don’t stand a chance without it.

we were taught more about World War II than the typical black kids in the townships were, but only in a basic way. We weren’t taught to think critically about Hitler and anti-Semitism and the Holocaust. We weren’t taught, for instance, that the architects of apartheid were big fans of Hitler, that the racist policies they put in place were inspired, in part, by the racist policies of the Third Reich.

The name Hitler does not offend a black South African because Hitler is not the worst thing a black South African can imagine. Every country thinks their history is the most important, and that’s especially true in the West. But if black South Africans could go back in time and kill one person, Cecil Rhodes would come up before Hitler. If people in the Congo could go back in time and kill one person, Belgium’s King Leopold would come way before Hitler. If Native Americans could go back in time and kill one person, it would probably be Christopher Columbus or Andrew Jackson.

They’re free, they’ve been taught how to fish, but no one will give them a fishing rod.

It’s easy to be judgmental about crime when you live in a world wealthy enough to be removed from it. But the hood taught me that everyone has different notions of right and wrong, different definitions of what constitutes crime, and what level of crime they’re willing to participate in. If a crackhead comes through and he’s got a crate of Corn Flakes boxes he’s stolen out of the back of a supermarket, the poor mom isn’t thinking, I’m aiding and abetting a criminal by buying these Corn Flakes. No. She’s thinking, My family needs food and this guy has Corn Flakes, and she buys the Corn Flakes.

And I’ll never forget thinking to myself that it felt like he did it on purpose. He sabotaged himself so that he’d get accepted back into the group again.

In society, we do horrible things to one another because we don’t see the person it affects.