Bulaya Chanda

Lesson at a glance

Suitable for: Key stage 3, Key stage 4

Time period: Early 20th Century 1901-1918, Interwar 1918-1939

Curriculum topics: Diverse histories, Leisure and Entertainment, The British Empire, The First World War

Suggested inquiry questions: What documents can we use to find out about the life of Bulaya Chanda? How do Bulaya’s experiences challenge popular beliefs about the First World War and inter-war period? What can we discover about leisure and entertainment in the 1920s and 1930s?

Potential activities: Use these documents to write an account/make a video about the life of Bulaya Chanda. Write a guide on how to research the life of a First World War soldier, What sources would you use? What advice would you give? Read the ‘Background’ and use it to explore other topics or themes connected to Bulaya’s life.

Download: Lesson pack

What do these documents reveal about Bulaya Chanda, soldier and ‘showman’?

Samson Jackson is believed to be one of six Black Africans to have served on the Western Front during the First World War. He changed his name in 1915 from Bulaya Chanda to Samson Jackson. In the 1920s, he started using the name Chief Luale (Luali) for his career on the stage. 

Bulaya Chanda was born in Northern Rhodesia (Zambia) around 1895. He was of the Awemba or Bemba tribe who are a Bantu speaking people found in the north-east corner of Zambia, near the border with Belgian Congo (Democratic Republic of Congo). 

Use the sources in this lesson to find out more about his fascinating life and how his experiences challenge popular beliefs about the First World War and inter-war period. 


Tasks

Task 1

Source 1a shows the Victory Medal of 5027 Private Samson Jackson, 19th London Regiment. [Joan Robson (nee Luale) Personal archive]. Source 1b shows ‘The Star’, ‘British War’ and ‘British Victory’ medals from the First World War.  [CC BY-SA 3.0, Europeana 1914-1918 project via wikimedia commons]. 

Samson Jackson also uses the names ‘Chanda Bulaya’ and ‘Chief Luale’ according to correspondence in the Colonial Office and research by historian Robert I. Rotberg, ‘Black Heart: Gore-Brown and the Politics of Multiracial Zambia’ (Berkely, University of California Press, 1977), p.70.  This First World War Medal guide says that the medals were nick-named after animal characters in a comic strip in the Daily Mirror newspaper. The popular cartoons featured Pip the dog, Squeak the penguin and Wilfred the rabbit. 

Look at Source 1a.

  • What can you read on the medal? 
  • Why has ‘Samson Jackson’ been awarded this medal? 
  • Why do you think Chanda Bulaya used the name ‘Samson Jackson’? 
  • What do the names mentioned in the source caption reveal about his heritage? 

 Look at Source 1b showing the coloured stripes linked to each medal. 

  • How many medals do you think Samson Jackson should have had in Source 1a? 
  • Why do you think there is only one medal in Source 1a? 
  • Can you find out about the 19th London Regiment in which Samson Jackson served? 
  • How and why do you think he served in the First World War? [clue: think about the name of his regiment.] 

Task 2

Photographs Source 2a and Source 2b: [Joan Robson (nee Luale), Personal archive]. Source 2c is a photograph published in the Morecambe Guardian, 28 September 1929, p7. It shows the Morecambe Carnival with Bulaya as the ‘principal figure…in full regalia in attendance on Morecambe’s Carnival Queen (Miss Ann Brodie of Manchester)’. 

You can also use the Background to help answer the questions. 

  • Which is the earliest photograph, a, b, or c?  
  • What name do you think Bulaya used in the earliest photograph? 
  • What name did Bulaya Chanda  use when the photograph (Source 2b) was taken?  
  • What can we learn from the caption of the photograph Source 2b? 
  • What can you see in Source 2c? 
  • What does Source 2c reveal about the life of Bulaya Chanda? [Use the Background to help] 

Task 3

Medal Card Source 3a, Catalogue ref: WO 372/10/180814; Source 3b extract from War Diary, 2/19 Battalion London Regiment, 1915 January -1916 November, Catalogue ref: WO 95/3031/6 f59. 

  • What two medals has Bulaya been awarded? 
  • Can you match the medals listed in this source to photograph (Source 1a)?  
  • What name is he using here? 

Source 3b extract from War Diary, 2/19 Battalion London Regiment, 1915 January -1916 November, Catalogue ref: WO 95/3031/6 f59. 

Bulaya Chanda is not personally mentioned in this War Diary for his war service. Download the War Diary to find more about how his Regiment served during the First World War.  

However, we know that he entered the army as result of the Derby Scheme. The Derby scheme was carried out during November–December 1915. It was named after Lord Derby, Director General of Recruiting. According to the scheme, men were visited at home to persuade them to ‘volunteer’ for war service and their details recorded. However,  on 27 January compulsory conscription was introduced.

  • Can you describe this source?  
  • Why do you think it is called a ‘War Diary’? 
  • Why do you think it was produced? 
  • What does this extract from the War Diary reveal about Bulaya? 
  • Find out the meaning of the highlighted words: Battalion; route march; Derby recruits; administrative centre.  
  • How helpful do you think the whole War Diary could be for finding out what Bulaya contributed during the war?

Task 4

Pamphlet from the 19th Battalion London Regiment Old Comrades’ Association, Source 4a; Letter from the British Legion, Source 4b. Letter from British Legion [Joan Robson (nee Luale) Personal Archive]. 

Source 4a 

  • What does the document suggest were the aims of the Association for the 19th London Regiment? [Clue: see points (a)-(d) in the document] 
  • What do you think was the purpose of the Association’s ‘Memories’ magazine? 
  • Why do you think Bulaya joined the Association for the 19th Battalion London Regiment? 
  • Why do you think there is piece cut out from the document?  
  • What does the document infer about life for ex-soldiers after the war? 

Source 4b 

Letter from British Legion  [Joan Robson (nee Luale) Personal Archive]. 

  • Why has the British Legion written to Mrs Luale? 
  • What else does the letter reveal about Bulaya’s life? 
  • The British Legion was founded in 1921, why do you think that Bulaya joined it after the First World War?  

Task  5 

Bible and photograph which belonged to Bulaya Chanda. [Joan Robson (nee Luale) Personal archive].  The photograph, Source 5a was found in a Bible belonging to Bulaya. It has no caption on the back. It is unusual for the time in the way it shows men of different ethnic backgrounds together. Bulaya is shown seated and the man standing with him also appears to be an army private. 5b shows an inscribed page from the front of the bible. 5c shows the title page from the bible. 

  • Why do you think this photograph (Source 5a) was taken? 
  • What can we tell about Bulaya from the photograph (Source 5a)? 
  • Why do you think Bulaya kept this photograph in his Bible?  
  • What does the inscription from his bible in Source 5b reveal about Bulaya’s military service? 
  • What further information does Source 5c give about his life? 

Task 6

Content note: Some of the language and ideas below are considered inappropriate and unacceptable today. The original wording has been preserved here to accurately represent our records and to help us understand the past. Please take as much care as required or seek support where needed they can cause an emotional reaction. 

Two photographs of shows produced by Chief Luale. Source 6a circa 1930-1933 and 6b circa 1934, [Joan Robson (nee Luale) Personal archive]. Source 6a is entitled Chief Luale: showing manners and customs from Northern Rhodesia’. Source 6b is entitled: ‘Luale presents Chief Nyambi in ‘Savage Africa’. Real African Natives introducing weird dances, mysteries of the jungle etc. Something to instruct , unite and educate.’ Source 6c, Extract from performance prompts, date, circa 1930-1933, [Joan Robson (nee Luale) Personal archive]. 

These photographs relate to Bulaya’s life as a ‘showman’. In source 6a Chief Luale directed the group. In source 6b he is presenting the group and in the centre of the photograph. 

  • What has Bulaya called these two different events?  
  • Why do you think the productions are described in this way? 
  • How are different cultures portrayed at each event? 
  • What do both photographs and the language used to describe these productions reveal about British attitudes to (a) different cultures (b) the British empire at that time?  
  • What light do the photographs shed on the life of Bulaya? 
  • What do the sources infer about popular entertainment at that time? 
  • Find out when ‘Northern Rhodesia’ became the Republic of Zambia, ending 73 years of British rule. Who was the first president of the new republic? 

Source 6c

  • What does this description of a hunt suggest about life in Africa? 
  • How does Chief Luale aim to capture the interest of the audience with this information?
  • How did Chief Luale’s life change when he arrived in England?  

Task 7

Theatre company registration certificate, 20 November 1934, [Joan Robson (nee Luale). Personal archive]. 

  • What is the purpose of this document ? 
  • What is the name of the company that is being registered?  
  • What does the source reveal about Bulaya as a businessman? 
  • Who else is involved in running this business?  
  • Does the source reveal anything about women’s roles? 

Task 8

Photographs: Source 8a: May Luale with daughter Joan c1933 date; Source 8b: Chief Luale with daughter Joan at the Animal Menagerie c1933 date;  8c Certified copy of marriage certificate. [Joan Robson (nee Luale) Personal Archive]. 

  • What do the two photographs, sources 8a and 8b, reveal about Bulaya’s family life? 
  • What does the marriage certificate source 8c show about Bulaya’s profession?  
  • When did he marry May Gilliss? 
  • Why do you think Samson Jackson is called Henry William Jackson?

Task 9

Two letters from a file of Colonial Office correspondence which show that Bulaya made a request for a government paid passage to Northern Rhodesia, 1923-25, Catalogue refs: CO 796/6 f592, CO 796/6 f597. 

Source 9a 

Letter from Bulaya, also known as, ‘H.W. Jackson’ to the Colonial Office 18 April 1923, Catalogue ref: CO 796/6 f592 

  • What name has Bulaya used in this letter? 
  • How does this link to source 8c, his marriage certificate? 
  • Why has he written this letter? 
  • What problems did Bulaya face after leaving the army? 
  • Why do you think this was the case? 
  • What is the value of this source in understanding more about Bulaya?  
  • What does this letter reveal about Bulaya’s education? 

Source 9b 

Letter from Colonial Office to Native administrator Mr Moffat Thomson on leave in the UK from Northern Rhodesia. Bulaya had worked for Moffat Thomson before he worked for Stewart Gore-Brown.  Catalogue ref: CO 796/6 f597 

  • Why has this letter been written? 
  • What does it reveal about Bulaya’s marriage? 
  • What does it suggest about Bulaya’s plans? 
  • What is the attitude towards Bulaya suggested by the words: ‘to return to N. Rhodesia unless some attractive appointment is open to him and [where] he can take his wife and live with her as Europeans!’? 

Task 10

Newspaper obituary, Skegness News, 1 May 1935 p5 

  • What information is missing from this account of Bulaya’s life?| [clue: think of other sources you have seen] 
  • Does it reveal any new information about his life? 
  • What is the value of an obituary like this? 

Background

Dr Anne Samson 

Bulaya Chanda aka Samson Jackson aka Chief Luale/Luali Bulaya Chandri was born in about 1895 and died in 1935. He was born in Zambia (then Northern Rhodesia) and died in Skegness, UK. During his life he used at least four names. Bulaya came to Britain as a servant in the employment of Sir Stewart Gore-Brown. He started working for Gore-Brown in about 1912 while Gore-Brown was on the Zambia-Congo Border Commission. Bulaya together with another servant, Kakumbi, left Zambia with Gore-Brown in July 1914 before war broke out but arrived in Europe after war had been declared. Gore-Brown left his two servants with an aunt in Surrey while he enlisted to serve on the Western Front. A few months later, May 1915, Gore-Brown decided it would be better for his servants to return to Zambia and made arrangements. 

On their way to the port, Bulaya ran off. He was soon found working as a dishwasher for a restaurant in London. Rather than arresting him, Gore-Brown left him at the restaurant believing Bulaya would only abscond again if they took him away. At some stage Bulaya decided he would be known as Samson Jackson and under this name enlisted as number 5027 with the 19th London Regiment between 18 October and 13 November 1915. The London Regiment later became the 9th Middlesex Regiment where he was number 105865 and served in Company C. As Private Samson Jackson, it is likely Bulaya served at Vimy Ridge in 1916, in Salonika in 1917 and the Middle East and Egypt in 1917 and 1918. In 1920, he was with the Army of Occupation in Germany. He left the army on 28 May 1921.  

Bulaya recorded his name in the 1921 census as Samson Jackson, still in the army, 24 years and 6 months old, single, male and of British West Indies, Barbados decent. Where he was staying is not clear as his residence Milton Barracks, Gravesend is crossed out. He is listed on the Return of all Officers and other ranks or ratings on Service. According to the 1921 Voters’ Register he is listed as living at 13 Harmwood Street, Chalk Farm, NW1, London. There is no one else listed at that address. 

In May 1922, Bulaya asked for assistance to return to Northern Rhodesia. However, a few days before he set sail, he changed his mind. Using the name Henry William Jackson, and recorded as a showman, on 20 September 1922 he married May Louisa Gilliss [Gillus] at the Registry Office in Croydon, Surrey. May Louisa was working as a factory hand at E&T Pink Limited in Staple Street, Borough when she got married.  

In March 1923, Bulaya again applied to the Native Commissioner in Kasama, Northern Rhodesia for assistance which was refused. He became an actor in London’s West End theatres, first in ‘The Forest’ at St Martin’s in 1924 and then in ‘White Cargo’ at the Playhouse. He is listed in ‘The Sportsman’ of 9 May 1924 as ‘Chief Luale, a Rhodesian, in the part of a native servant.’ In March 1925, in anticipation of ‘White Cargo’ ending, Bulaya applied to the Colonial Office for assistance to return to Zambia. The Governor of Northern Rhodesia recommended that Bulaya not be encouraged to return as he would find it difficult to adapt to ‘native life’ after an absence of ten years and that the government would be reluctant to employ him as an interpreter or clerk. In another letter, ‘It seems that at the time his wife was urging him to take her to Northern Rhodesia’, but in view of what Native Commissioner Mr Thomson told her she seemed to have abandoned that idea. He told her that she would not be allowed to land at Cape Town or Beira, and that even if she got into Northern Rhodesia she would either be removed or left to live in a native compound under all the disabilities attendant thereto. To Luale he made it clear that his earning powers would not be such as to enable him to ‘support his wife.’  

It is not known what Bulaya did between 1925 and 1929, although his medals were returned to the War Office in 1928 while he was living in Brixton (he obtained a replacement of the Victory one later). The inscription had been obliterated. In September 1929 Bulaya was in Morecambe working as a showman in the circus and carnival. He started a touring group called the ‘African Village’. He used his stage name of Chief Luale (Luali), which seemed to become the name he used until his death. He was supported financially by Butlin and the ‘Africa Village’ was eventually incorporated into the company. Having settled in Skegness, Bulaya became well-known, joined the British Legion and became a member of the Royal Antediluvian Order of Buffaloes (similar to Freemasons).  

His daughter was born in 1930. He died, aged 36, on 29 April 1935 in Skegness from tuberculosis. The ‘Nottingham Evening Post’ recorded on 1 May 1935 that he ‘died in a sanatorium at Louth on leaving behind a wife and one child.’ So ended the life of a remarkable man from rural Africa who became one of only six (so far) known black Africans to serve in an armed capacity on the Western Front, made a successful life for himself in England and was refused permission to return to his country of birth. 

A note on names

In the UK, a person can use any name they like without permission unless you are applying for a legal document such as a passport or driving licence (https://www.gov.uk/change-name-deed-poll). 

In many pre-Independence African traditions, children did not take on the same surname as their father as happens in Britain. Names changed depending on culture, how old the person was and whether the culture was matrilineal or patriarchal. Clan names were also important identifiers. This can make tracing a person’s history in Africa rather difficult and could account for the variations Bulaya has used in his life. He also makes use of Jackson, a surname associated with Barbados suggesting he initially saw downplaying his African name as advantageous (to enlist and get married) but later reverting to his African heritage for the stage. 


Teachers' notes

Using the life of Bulaya, also known as Samson Jackson and Chief Luale, the purpose of this collection is to allow students and teachers to explore various themes around Empire between the First World War of 1914-1918 and the start of the Second World War (1939-1945).  

The tasks linked to documents are arranged thematically following the events of Bulaya’s life. On completing the lesson, teachers could also task students to create a guide on how to research the life of a First World War soldier: what sources could you use? What advice would you give? What difficulties might you face? They could also work with a group of sources or source type on a certain theme or linked themes. The documents should offer learners a chance to develop their powers of evaluation and analysis and support their course work.  

Alternatively, teachers may wish to use these sources to develop their own resources or encourage students to ‘curate’ their own ‘exhibition’ of the most significant sources on the topic. Students could use the documents to substantiate or dispute points made in the introduction to the lesson.

Content note: Some of the language and ideas within these documents are considered inappropriate and unacceptable today. The original wording has been preserved here to accurately represent these records and to help us understand the past. Bulaya used this language himself. Please take as much care as required or seek support where needed, they can cause an emotional reaction. 

It is also worth understanding that the historical context for Bulaya’s involvement in ‘the Africa Village’ as a ‘showman’ and other performances was at a time that so called ‘freak shows were still popular.  

Discussion questions

  • How easy was it to put Bulaya’s life history together working with these sources?  
  • How many names did Bulaya use? What does this suggest? 
  • What challenges do you think a researcher has finding information about ‘ordinary’ people in Britain? 
  • What other challenges are there when the person is an immigrant? 
  • Which sources were the most useful, interesting, or surprising?   
  • Do you think Bulaya should be better remembered? Why/why not? 
  • Where do you think we could find out more about his life? 
  • What can we learn from Bulaya’s experiences to help us today? 
  • Compile a chronology of Bulaya’s life using the sources in the lesson. 

Connections to the curriculum

Key stage 3 

Challenges for Britain, Europe and the wider world 1901 to the present day: the First World War and the Peace Settlement; the inter-war years. 

Key stage 4 

AQA GCSE History:  

Depth study: Conflict and tension: the First World War, 1894–1918 

Thematic study: Migration, empires and the people: c790 to the present day 

Sources

Joan Robson (nee Luale), Photographs from personal archive  

Morecambe Guardian, 8 September 1929 

Skegness News, 1 May 1935
The Nottingham Evening Post, 1 May 1935
The Sportsman, 9 May 1924 

CO 796/6 Colonial Correspondence
WO 372/10/180814 – Medal role
WO 95/3031/6 War Diary 

Robert I Rotburg, Black Heart: Gore-Browne and the Politics of Multiracial Zambia (University of California Press, 1977; reprint 2021) 


External links

Great War in Africa Association – https://gweaa.com 

Shiwa Ngandu (Gore-Browne’s estate) – https://www.shiwangandu.com/history.htm 

Butlins in Skegness – https://www.butlins-memories.com/skegness/index.htm 

Historic Amusement Parks and Fairground Rides – https://historicengland.org.uk/images-books/publications/iha-historic-amusement-parks-fairground-rides/heag057-historic-amusement-parks-iha/  

Acknowledgements

This resource has been made possible by the generosity of Bulaya Chanda, Chief Luale’s daughter, Joan Robson. Joan was four years old when her father died in 1935 and in 2023, when the image photos were taken, she was 92. All through her schooling in England, she was the only person in the town who was not white British. After she finished her education, she became a nurse, and ended her career as Matron of an NHS hospital.  

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Lesson at a glance

Suitable for: Key stage 3, Key stage 4

Time period: Early 20th Century 1901-1918, Interwar 1918-1939

Curriculum topics: Diverse histories, Leisure and Entertainment, The British Empire, The First World War

Suggested inquiry questions: What documents can we use to find out about the life of Bulaya Chanda? How do Bulaya’s experiences challenge popular beliefs about the First World War and inter-war period? What can we discover about leisure and entertainment in the 1920s and 1930s?

Potential activities: Use these documents to write an account/make a video about the life of Bulaya Chanda. Write a guide on how to research the life of a First World War soldier, What sources would you use? What advice would you give? Read the ‘Background’ and use it to explore other topics or themes connected to Bulaya’s life.

Download: Lesson pack

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