Special and Rare Collection

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    The aftermath and the future
    (Lusaka, 1959) Fosbrooke, Henry A.
    The following paper was roughed out with a view to its submission to the press- As, however, there is reason to believe the constructive criticisms which it contains are of interest to Government, it is submitted in the first place to the Chief Secretary. Its present form is naturally less discreet and more technical than that proposed for publication„ The writer is not only involved in the situation as a member of the Munali School Council, but can claim some educational experience in the African setting, having as a District Commissioner been chairman of a District Education Committee, and having at other times served on the Tanganyika European Education Authority, a local School Council, and as chairman of a parents association, As the matters discussed are of some urgency, this paper is submitted without the full study and consultation which the subject deserve so The Kenya and Tanganyika legislation to which I refer is not yet available to me, though copies are on orders but the material is doubtless available in the Secretariate Further, I would have liked to refer the draft to the Institute of Education in Salisbury, particularly to Professor Fletcher and to Dr. Cyril Rogers, whose suggestion of a Federal Education Commission is referred to later. I hope that the Northern Rhodesia Government will see its way to permitting me to do so. Whilst the only object of this paper is to suggest certain developments in the present system of African Education from the organisational angle, it is necessary to undertake a diagnostic exercise before remedies can be suggested- As some of the troubles may not only lie within the body of the patient but equally in his environment, a broad approach is necessary covering the boys, the parents, the African public, the European public, the staff and the School Council™ They are dealt with in that order hereunder.The questions which present themselves ares- How did the incidents affect these groups; what are their attitudes one to the other\ and how can these attitudes be improved in the interests of African education in particular, and more generally in the interest of the development of the country? In this connection it must be constantly born in mind that it is not what any particular group should think, but what it actually does think that matters„ A belief may be demonstrably false, but if it is believed it will motivate human conduct just as surely as if it were true.