CONTENTS 1. A STUDY OF CO-OPERATION 1. EnrRopuCTION—ASSUMPTIONS UNDERLYING THE REPORT 4 Tae Fusanctat, Nuups oF Arnican EDUCATION . |}, Tur Bevect on Tue REtarronstite oF GovERNMENT AND Missroxs |f, Tae Eernct on Musstonary Co-oPERavion 4} Tae Errucr oN Tum RELATIONSHIP OF MISSIONS AND THE Amiens 6. ‘Tan Svetem oF GRANTS-IN-AID Dirricunties iw tur WorKING oF THE Syste. 8. Carat ap Locat Funps : 9. Govanmenr ScHooLs AND Mission ScHoois 10. Locat. EDUCATIONAL AUTHORITIES . 11. Tae Copitions oF Eoucationat, ADVANCE 12, Tr Aims oF GoVERNMENT AND MISSIONS 13, Tae THREAT To CHRISTIAN EDUCATION 14. Misstonany Co-ormarion By DisTRicTs 35. Cistia Epventiox axp Ta Iprosxous CHunctt 16, Ta Function oF aN EDUCATIONAL Apvisen To THE Missions Il THE SALIENT FEATURES OF A POLICY OF CHRISTIAN EDUCATION 1, Rurat ScHoot Oncanizarion—Cuurcit, Scoot, aND Communrry 2. Tae Mission Primary Scoot, 3. Tam Transine oF AnicaN LEADERS 4. Tun TRAINING oF TEACHERS 5. Rezicious Epucation’ é 6. Boucarton For CumistiAN Mamniack aND Fanny Lire y. Tue DEMaNDs To 58 MET BY THE MisstONs AND CHUncHESD iscrcasingly diffcu MISSIONARY EDUCATION IN KENYA AND UGANDA I. A STUDY OF CO-OPERATION Introduction “Areport on missionary education in these two territories opens up an " Gmense field of study in the relations of Church and State, the problems fof missionary co-operation and the distinctive features of an educational elated to the aims of modern missions. These questions become ‘both for understanding and action, because the Goterests and activities of Church, Mission, Government and African ‘community are more and more interdependent. Moreover, the activity ff each is bound up more closely than ever before with education in the Broadest sense, No one agency can be understood in isolation from the ‘ethers. The whole study of education thus becomes a study of co# “This report is to be regarded as an interpretation by one person with the limits imposed by imperfect understanding. Moreover, it is written tunder the sense of an active commitment to advance the Christian cause in education, While it may be true for certain purposes that the spectator sees most of the game, no one can really understand the players unless sooner or later he leaves the touchline and gets into the serum. While, therefore, some degree of detachment is necessary, the report is based ‘on the assumption, for which good reasons will be given, that Christian education, if it can only realize its full depth and implications, is the best thing we can offer the African, and that the policy to be aimed at is one which will secure the fullest opportunity for Africans to be educated in Christian schools. 2. The Financial Needs of African Education More than‘ per cent of the children attending schools are being educated in mission schools in the two territories. The vast majority of these are unaided church schools or catechetical centres, The burden of ‘systematic elementary and primary education rests also on the missions, ‘Phe budget of these schools is mainly derived from government and focal funds. ‘The crux of African education therefore lies in the co-opera- 56 Missionary Epucation iN Kenya anp UGANDA tion ofall the agencies concerned—Government, Missions, Native Che Local Authority, parents, teachers and pupils. But these relations are affected at every turn by financial difficulties. There is as ye adequate provision for education.,In Kenya educational estimates less than they were in 1930. In Uganda the figure is rising but ca keep pace with the rising demand, It would seem that all the avai money is already mortgaged, yet the task of education is scarcely be In Uganda 32.5 per cent of the children of school age are in schoo Kenya the figure is not higher than 16 per cent. Of these the great majc go per cent in Uganda and 50 per cent in Kenya, are attending grade schools. This means that only 24,000 native children in Ug: and perhaps 44,000 7 in Kenya are attending schools of an elementa higher grade, and only a proportion of those will complete a four of years’ course of instruction such as would secure literacy. Yet it ‘these comparatively few children that all the present educational reve are spent. Large parts of Kenya have as yet no system of schools fo people. In more advanced districts the pressure for more and schools has already created an acute situation. Taxation in both territ is regarded as comparatively high for the native, Local cesses have introduced, They might be extended in Uganda. In Kenya Govern considers the principle has been carried as far as is advisable in the n time. Fees are steadily rising under pressure from both Governmen missions. Yet there is an overwhelming need for more facilities + cannot be paid for. It is idle to speak of cutting other services. Educat development would appear to wait on prosperity as prosperity wai more and better education. The circle seems to be closed. 3. The Effect on the Relationship of Government and Missions ‘The African wants more and better schools, and the pressure i felt by the missions. They cannot provide the schools without gover aid. A relationship which should be one of equal partnership bec that of employer and employee. Missions are forced to beg from Go ment instead of Government inviting missions to undertake work behalf. Bargaining enters into their relationship. The impressi given that missions are pursuing their own interests or even that are making something out of it. Government appears to be hars! suspicious, concerned only with reducing costs. The relationship is spoiled by this horrid fact of shortage of money and ever-incn demand. The only way by which missions could remove all grout misconception as to their motives would be to refuse to put the A 1 The Uganda figure (1934) refers to 250 schools and colleges; the Kenya figure refers to 545 schools.‘Kenya anp Ucanpa ‘A Srupy oF Co-OPERATION 7 nment, Missions, Native Chi 5 Government, and that, as we shall see, would give rise to fresh 1 pupils. But these relatio 1 difficulties. There is a8 yet Kenya educational estimates da the figure is rising but ‘would seem that all the availa sk of education is scarcely begun, fen of school age are in school, er cent, Of these the great majority ent in Kenya, are attending sube figures do not enable us to make an accurate comparison between mission schools and government schools of the same m Buch comparison is not called for in Uganda where direct govern st edueation is confined to Makerere College and to technical and ‘schools, so that the two agencies of Government and missions eogaged. in different. types of education. In Kenya government mare, in certain areas, undertaking the same grade of education as Spissions. ‘The Annual Report of the Education Department for 1934 spooo native children in Uganda, hows that a sum of £37,365 was spent on 3827 pupils in these schools ending schools of an cena oughly {10 a head), while the sum of £35,557 in grants to missions f those will complete a four or five: Spread over 34,270 pupils in aided schools, or roughly £1 a head. ould secure literacy. Yet it is Pfgures do not imply that it costs ten times as much to educate a all the present educational revenues {na government school as in a mission school of the same grade. ‘as yet no system of schools for the: By far the greater number of children in aided schools are in the lower SRo'treouve for more and better g sages of elementary education, whereas the figures for the government aan ee sTaxation in both terior "schools include a substantial proportion of primary * pupils, and therefore ion ral ceaca have been O@ver a lager percentage of European teachers, "These figures, however, in Uganda. In Kenya Gover ire substantial evidence that an extension in the number of aided schools in Diana, Jadvsable in the meat fe mean the most economical use of public funds. It is not contended that 2d 2s Et rom both Government “jtided schools are good because they are cheap. ‘They should indeed cost reetced for more facilites which taush more than they do if they were staffed with fully qualified teachers sing need Te, erviom. Educational Sadroperty equipped. But their cost cannot be increased unless public seeearesty as prosperity wats on f {s available. Missions can no longer extend without government aero be cloned, help, If they find a fifth of the cost of these schools, they can do no more. So that increased facilities depend on increased revenues from Govern- ‘tent and Local Authority Jovernment and Missions tter schools, and the pressure is first vide the schools without government ‘e one of equal partnership becor ‘sions are forced to beg from Gover fig missions to undertake work on its ieir relationship. ‘The impression hheir own interests or even that Jovernment appears to be harsh jucing costs. ‘The relationship is ortage of money and ever-incr missions could remove all ground f would be to refuse to put the schools and colleges; the Kenya figure (193 “& The Effect on Missionary Co-operation Tt would seem at first sight that financial difficulty would accelerate ‘the process of missionary co-operation, since each can do more through “mutual consultation and joint action than separately. It may have this “effect, but not necessarily so. Much depends on how the emergency is [Presented to the missions, Financial shortage may, and does, have the ‘Opposite effect. It may create a situation of strain. There is a conflict of “Glaims between different societies for work now partly assisted and new | work deserving assistance but receiving none. Areas which have hitherto neglected, perhaps owing to remoteness and backwardness, claim 16¢, while older established work increases its proportions and In Kenya, Elementary Schools include Standards I-IV, and Primary Schoo oe ieee st I-IV, and Primary Schools,8 Missionary Epucatron ry Kenya aND Ucanpa standards without deliberate effort on the part of either Government or missions. A new girls’ boarding-school has weighty claims, but their payment would mean refusing to recognize a developing primary day school, Sub-grade schools are the most essential in backward areas, but these can be assisted only at the expense of the salaries of teachers else- where. These conflicts of interest are usually represented through the missions, Hence the financial shortage may easily lead to an undignified scramble for the extra pennies. ‘This shortage is liable at any time to arouse distrust and suspicion as between different missions. 5. The Effect on the Relationship of Missions and the African We saw that the pressure for more and better schools comes from the African himself through missions. If the missionary refuses to put the claims forward, Africans readily believe that missions want to hold back their educational development. They tend to lose faith in the dis- interestedness of the missionary. They do not readily admit or understand the necessity for the restriction of expenditure. A reduction in teachers’ salaries or the refusal of a grant seems to them arbitrary or repressive. Hence the missionary is placed in an awkward dilemma, Will he take the side of economy and risk the loss of confidence with his own people? Will he wash his hands of the responsibility of acting as a buffer between. the people and the Department, and let Government bear the whole brunt of African suspicion? ‘The result would be eventually government schools, and much less money to go round, Or will he take the African side, as he usually does, and let Government assume that missions have some special sectarian aim to advance through this particular demand for schools? Whatever he does eventually, he is now in the position of pay- master to the African, and that is no enviable position when he has none of the bank-balances which he is assumed to possess. 6. The System of Grants-in-Aid ‘These preliminary considerations were necessary to show that no system of grants-in-aid can of itself promote the fullest harmony and co-operation between the different agencies involved in African education. ‘On the contrary, any system for the payment of grants affords at once the means of enlisting the service of voluntary agencies and the possibility of tension between them and Government. The system of aided education to which the British Government is committed implies that aided schools are regarded as filling a place of equal importance with the schools con~ ducted directly by Government. The same standards are expected, and their teachers are assumed to be of equal standing and qualifications with those of Government itself. The main principle of the grants is expendi-Kenya anp Ucanpa ve part of either Government or \ has weighty claims, but their mnize a developing primary Pesci in backward area, ol 2 of the salaries of teachers clse= usually represented through. the nay easily lead to an undignified hortage is liable at any time to different missions. ions and the African and better schools comes from f the missionary refuses to put lieve that missions want to hold tey tend to lose faith in the dis > not readily admit or understand nditure. A reduction in teachers’ to them arbitrary or repressive, kward dilemma. Will he take the vonfidence with his own people? ility of acting as a buffer between Jet Government bear the whole ‘would be eventually government und. Or will he take the African ament assume that missions have rough this particular demand for he is now in the position of pay- viable position when he has none ed to possess. were necessary to show that no vromote the fullest harmony and cies involved in African education, rment of grants affords at once the itary agencies and the possibility ‘The system of aided education mitted implies that aided schools ‘importance with the schools con- same standards are expected, and al standing and qualifications with nciple of the grants is expendi- ‘A Sropy oF CO-OPERATION 9 ‘on salaries, 90 that their effect is to concentrate on staff with the fications. Within recent years the grant system has been simplified. School managers are responsible for the whole cost of MT aluding, in the case of missionary teachers, such items as pensions, ‘married and children’s allowances, in addition to the actual ‘paid to the teacher. The government grant ideally is based on the " Houmed salary to which a teacher of such qualifications would be entitled faa government institution o alternatively on the total cost of a teacher fo his society. When Government is able to pay the full sales laid down, “thisis undoubtedly the best basis for the grants, It secures for Government the best qualified teachers in aided schools, and it leaves missions the fullest freedom in their selection of staff and management of schools 4. Difficulties in the Working of the System Government is often in the position that it cannot pay the grants ‘eared according to the rules, Unless this is made perfectly clear to missions and Africans, there is a loss of confidence. It may be thought that ‘the agreed basis of payments is not felt to be an obligation, Again, when ‘money is short, comparisons are made between the grant towards a ‘European missionary teacher and the salary paid to a teacher in govern- ment service. This is unfair to the missions, and untrue to the basis of the rules, for the grant is calculated on the basis of the total cost of the missionary to his society, whereas the government teacher’s salary is greatly supplemented by passage and other allowances. Comparison is fagain provoked between a missionary’s actual salary and the grant paid to his society of which he only gets a proportion. It is forgotten that, while fa single man may save money for his society, the married man’s cost is not nearly met by the government grant. Where mission and government schools exist within the same system, all these difficulties may be exag- erated. Boarding expenses are higher in government schools. Missions charge higher fees. African teachers are paid on a scale in government ‘schools which grants do not make possible in mission schools. The argu- ‘ment that mission schools are cheaper, however, is resporisible for some dangerous misconceptions. A mission school with the same staff, quali- ficationsand standards is certainly cheaper, but,if it belongs to the boarding type, it is probably carrying a larger staff, because it aims at a definite corporate life, and has therefore a bigger ratio of teachers to students. It may thus be more expensive. The difficulties are not in the rules them- selves, but in our failure to stand by their underlying principles. If mission schools were really put on an equal footing with government schools, half of the trouble would disappear. But missions must face the implications of this treatment. The staff they carry and the efficiency they achieveto Misstonary Epucation 1 Kenya aND UGANDA must not be lower than the neighbouring government school. Their religious basis can offer no excuse for slackness or poor teaching. They have to prove that they can do all the government school does, and yet provide that significant quality of freedom and enthusiasm which Chris- tianity infuses, 8. Central and Local Funds ‘One of the most successful developments of recent years has been the cenlisting of local native government funds for educational purposes. This is done through partnership with the central funds. ‘The local funds are supplemented by central funds in the case of elementary schools. This Principle is capable of immense application. Backward areas can be encouraged in this way to provide what they can for education in their own district. Girls’ education can be stimulated where it has been neg- lected. Through the giving of responsibility to local bodies, elementary education is seen to be a first charge on their resources, while central funds are to a large extent freed for higher education. As the central fund grants are made to local bodies, these gain a new sense of responsibility, and the various departments, missions and native authorities tend to consider the needs of their district as a whole rather than their separate and sectional interests. Here again, however, the conflicting needs of various schools involve much reconciliation. 9+ Government Schools and Mission Schools It is neither possible nor healthy to ignore the conflicts that arise where government schools and mission schools are working in the same area, In some cases Government has a school of primary standard built from local revenues, and partly maintained by them. ‘The balance of local revenue available for elementary education is then drastically re- duced. The position of these schools is highly anomalous. If they are schools conducted by Government they should not be absorbing the lion's share of a local revenue designed to finance elementary education. If, on the other hand, they are Local Authority schools, they should be placed under that authority, and should be subject to the same grants and conditions as obtain in the case of mission schools. Boarding allowances and teachers’ pay should be placed on the grant scales. Fees should be charged on the same terms, It is idle to assert that mission schools under these present conditions enjoy a place of equal opportunity. Ina few districts, Government in the past has built village schools. In the same area there are schools of various missionary societies. Natur- ally the government schools are a first charge on local revenues. Buildings of a superior type are provided. The pressure of chiefs is quite reasonably‘Kenya anp Ucanpa vuring government school. slackness or poor teaching. government school does, and fom and enthusiasm which Cb ments of recent years has been aids for educational purposes. central funds. ‘The local funds cease of elementary schools. slication. Backward areas can b tat they can for education in their stimulated where it has been nege ibility to local bodies, elementary their resources, while central funds sr education. As the central fund — gain a new sense of responsibility, rns and native authorities tend 19 | ‘a whole rather than their separate however, the conflicting needs of | iation. hools 1 to ignore the conflicts that arise mn schools are working in the same ‘a school of primary standard built 4 intained by them. The balance of ry education is then drastically re- ® is highly anomalous. If they are should not be absorbing the lion's finance elementary education. If, ‘Authority schools, they should be Id be subject to the same grants and aission schools. Boarding allowances fon the grant scales. Fees should be to assert that mission schools under ‘e of equal opportunity. rn the past has built village schools. various missionary societies. Natur t charge on local revenues. Buildings.” pressure of chiefs is quite reasonably ‘A Sruvy oF CO-OPERATION 1 secure good attendances, Fees are tring or altogether absent facon schools have to face unfair competition. Where those ee willing and capable of undertaking the work, it is highly sat they should be encouraged to take aver all village education, B This would lead to economy. Apart from the question of cost vn the villages, this would allow the government primary aa the region to recruit from the top classes of many elementary Fheveas at present, they often board sub-standard pupils because fa get no others, ‘The question of religious scruples ean be met Dy Feonacience clause where necessary. As a general rule the argument ‘eeutrality does not appeal to the African. Where Government pmpathy with the missions, i is found that mission schools are ‘even among backward pagan tribes. Local Educational Authorities © Yq commenting on the use of local funds for elementary schools vyas made to the importance of the local executive bodies or ct Beards of Education, ‘These are ad hoe committees whose ership includes officers of the various technical departments of vmament; representatives of the school managers, usually mission tind Africans elected by the Local Native Governments. These bodies, “Phrough a survey of the district needs, the drawing-up of estimates and he allocation of local grants, are assuming great importance in the Grtem, Their recommendations guide the use of central funds to an in- " ereasing extent. As they gain in experience and ‘understanding, they will ‘perform many of the fonctions of a rural community council. They pro- Figo another test of the wideness and disinterestedness of the missionary's thinking. Missionary policy should recognize that Government, in creat- fng these adhoc bodies rather than committecsof the Local Native Councils, Fas again shown its desire to give the voluntary agencies responsible part in decisions of policy. While these bodies may occasion intense | competition for the money allocations to different societies, they also fide an additional argument for concerted planning, and @ means Whereby the Christian forces may be identified with every effort for ‘be improvement of health, agriculture and social development in the districts. ‘1, The Conditions of Educational Advance We have seen briefly how the various agencies meet and react in the es of pai andthe conduct of schools. They have the best reasons ‘co-operation and, at the same time, they have countless opportunities | ffor friction. On the Central Advisory Council on African education12 Missionary Epucation in Kenya anp UGANDA missions are strongly represented, In this body they can share, according to their grasp of educational essentials and the breadth of their outlook, in the direction of policy for the whole territory. In the District Board: they have a similar opportunity to give their best thought to a combined plan of native development in the locality they serve. The African is not ‘yet represented on the Central Council in Kenya, but in Uganda he taker ‘a prominent part in its proceedings. It is very essential that he should be ‘encouraged to carry more responsibility in both central and local bodies. At present he is interested in the local school, and not much more. He hhas the handicap (or is it ultimately his greatest asset?) that he knows of no limits to the length of Government's purse. What he wants is at least as important as what we think is good for him. ‘The only way by which he can learn to understand the needs of various grades and types of education, and their relation to the future of his people, is by taking part in general discussions and seeing educational estimates as a whole. At the same ‘time the planning of policy demands that missions and governments should see clearly what are the more important needs in education, that they should survey the whole field together, and look well ahead in their thinking. They need to close their ranks, and press without hesitation and without ceasing for more money for African education as a whole. And, in this process, missions need to interpret their own task rightly, to make sure that what they ask for is not larger subsidies for mission education as such, but more public funds to be used for the greatest educational advantage of the African. For this co-operation two thing: are particularly necessary. ‘The first is that missions and government should understand each other’s aims, that each should credit the other with a seriousness and disinterestedness which, though taking different form, is at least equal to its own. ‘The second is that missions unitedly should be able to state what they desire to achieve in and through # policy of Christian education. 12, The Aims of Government and Missions ‘Much has been written to show that these are the same or, at least that they can be easily reconciled. My experience is to the effect that thie needs constant vigilance and effort. Ideally Government and missions want the same thing—the maximum good for the people, the development of latent capacity and so on. But, when that ‘good’ falls to be interpreted. when the conception is applied to a particular area or school, we see how readily separate lines diverge. All Government is rapidly assuming ar educational rather than an administrative character. The technical de- partments concerned with health, agriculture and other social servicer are implicated in the educational process. Their combined effect is tcy Kenya anp Ucanpa his body they can share, according and the breadth of their outlook, e territory. In the District Boards + their best thought to a combined lity they serve. The African is notj in Kenya, but in Uganda he takes is very essential that he should be x in both central and local bodies. al school, and not much more. He is greatest asset?) that he knows of %s purse. What he wants is at least for him. The only way by which he rious grades and types of education, people, is by taking part in general stimates as a whole. At the same at missions and governments should tant needs in education, that they er, and look well ahead in their anks, and press without hesitation for African education as a whole. to interpret their own task rightly, is not larger subsidies for mission funds to be used for the greatest For this co-operation two things js that missions and governments , that each should credit the other tess which, though taking different he second is that missions unitedly desire to achieve in and through @ sions that these are the same or, at least, y experience is to the effect that this cally Government and missions want for the people, the development of \ that ‘good” falls to be interpreted, sarticular area or school, we see how Sovernment is rapidly assuming an rative character. The technical de- griculture and other social services rocess. Their combined effect is to | ‘A Stupy oF CO-OPERATION B " urese economic development, Education Departments welcome this co- on and wish it to increase. Missions are inclined to stand outside fis movement, partly because of the obsolete separation of spiritual and secular, and partly because the improvement of economic and social Scaditions is pursued as an end in itself without reference to the freedom fand growth of the persons who alone can use such conditions to create the good life. Within the schools the inspector aims at technical efficiency in the broad sense, Standards and examinations are still the means of assessing the work of a school, though these may be applied with greater fr less elasticity, and more attention may be paid to the character of the teacher and the “fec!’ of the school. On the whole, these imponderables weigh less with individual government officers than is desirable. Of ourse, one can at once think of instances to the contrary. What we note hhere is that the essentials cannot be assessed by examinations or analysed in statistical returns. The missionary at his best cares for these qualities ‘more than all. He puts his best work into people. It is their outlook that ‘matters, not their knowledge. He wants them to look at the world in a new ‘way, and to covet for themselves and for their people insights and attitudes which will ensure a finer integration of loyalty and intelligence. There are administrative officers, medical and agricultural officers, and even in- spectors of schools to whom these things matter less than output, per- centages and material standards. Here is a fruitful cause of friction. It is not our intention to defend missions, There is still too litde understanding on our part of the full scope of education, Missionaries are but slowly outgrowing an antiquated notion of education as instruc tion. They are not as a class radical or progressive thinkers. Most of them have little time to think or read. The intimate relationship of the class- room to the environment of life outside it is still imperfectly understood. ‘The nature of education as social activity is as yet a new idea. Learning by the repetition of formule will take a long time to disappear, What is more serious is the extent to which religion and education are still divorced, 80 ‘that a missionary will feel that the latter is concerned with secular sub- jects while the other involves, on the contrary, ‘soul’ or ‘character.’ These are the results of a long tradition of the isolation of religion from life, and a defective instrumental theory of education based on a faculty psychology. But it is none the less true that among the finest teachers in East Africa are the missionaries, men and women concerned with the growth of persons in contact with each other through objective feeling, through growing wisdom, through acceptance of responsibility in the happy, varied and ordered life of a school and school society. It is of the utmost importance, not merely for missionary work, but for the welfare and pro- gress of these territories, that such missionary teachers should increase14 Misstonary Epucation in Kenya anp UGANDA in number and quality. Judged by the standards of educational metl their work is excellent. But they stand for more than this, They repres a deeper, more inclusive understanding of the educational process wh the State can ill afford to lose, It is vital that they should feel they hi the complete confidence of Government. On the other side, it is just as important that missionary teach should believe in the integrity and sense of vocation which governm, officers bring to their task. They have to take account of factors of wh the missionary may easily lose sight. They are responsible for the use Public money. They cannot be expected to champion any party. Th stand for the good of the whole community, old as well as young, pag as well as Christian. If, amid the warring sects and Churches, they fail see the universal values of Christian education, we need not be surprist If they emphasize the vocational and technical aspects of education, ‘ought to recognize how much these are needed if our humanistic and som what abstract ideas are to be realized in a community possessing t ‘means of living a full life. The missionary should assume that his colleag in Government has an ideal and a vocation comparable with his ow ‘Thus the relations of Church and State become the relations of missiona and government servant in the district. If they could see more of ea other in friendship, each would help the other to a fuller understandi of the tremendous range and depth of true education in the life of t African community. 13, The Threat to Christian Education Before passing on to the second essential of co-operation, the need f Christian missions to know clearly what is to be their distinctive contribs tion to the system of public education, we must consider the dange inherent in the present situation. Religious freedom is not direct threatened in British Africa. The danger is more subtle and less easy obviate. It arises from factors already mentioned. Finance is a thres because it limits school staffs at a time when there is every reason fi expansion. If one man has to do the work of two, and at the same time improve the standards of instruction, it simply means that the more in portant but less tangible things are neglected. He has less time for h Pupils out of school hours. The leisure which is necessary to reta perspective and balance is lost in a rush of classes and organizatio: Similarly missionary committees spend an unconscionable time makiz ‘ends meet, and their policy tends to take the form of a hand-to-mout ‘opportunism rather than a deliberate effort to pursue a series of importar but long-range objectives. Added to this is the great difficulty no: ‘experienced in recruiting missionary teachers from abroad. Staff therefori Kenya an Ucanpa A Srupy oF CO-OPERATION 15 remain stationary, while our commitments increase both in the i for more than this. They #0 if schools for which we are responsible and in the range of the ng of the educational process ‘enterprise associated with them, At such a time there is always vital that they should feel they h parry within missions which counsels withdrawal. It fears rightly Fadnctive witness of Christianity may be lost in a multiplicity of directed to intellectual and social improvement. This with~ rom the field of education would mean that the Church lost touch movement of African life and thought. It would become a Church illiterate and uninspired. Apart from these results, this is clearly a fof defeatism and despair. It is equivalent to handing over nine~ (6f life to secularism, and denying that God and His representative unity has any concern with the manifold occupations of the daily education, we need not be st ‘of the people through which alone the spiritual life can be realized. d technical aspects of education, i we have tried to show, this would be an irreparable loss to the whole ‘e needed if our humanistic and s “community. ved in a community possessing th W’At the same time the cause of Christian education is equally betrayed nary should assume that his colles there is n0 distinction between the schools and community work of vocation comparable with his o istian missions and those carried on by the State or other public ite become the relations of mission 5 “Men cannot go on doing bad educational work because it gives rict. If they could see more of ‘them good Christian opportunities’; and all our educational work will be 5 the other to a fuller understanding 4 ‘bad’ to.a greater or less extent if we feel it could be done equally well Gf true education in the life of the 4 by'those who have no distinct Christian vocation; “The true nature of the teligious view is to see life in its wholeness,’ and missionary teachers must have the means and the leisure necessary for true freedom if they are to m elate their task in school and workshop and farm to the fundamental sssential of co-operation, the need for 4 felationships and loyalties of family, community and Church, Thus the Int ie to be thelr distinevive contribue Oily satisfactory alternative to withdrawal is to be found (1) by the training ition, we must consider the dé of Africans as leaders capable of carrying more responsibility, and so Religious freedom is not directly # devolving more of the administration and management of schools on to anger'is more subtle and less easy to | the Native Church, and (2) by economy of resources through @ well age mentioned. Finance is a threat | Considered and co-ordinated plan in which as many missions as possible ine when there is every reason for | Spply their efforts in co-operation to achieve work of outstanding quality. vork of two, and at the same time tg. Wetake the latter point first for consideration. a, it simply means that the more im= + neglected. He has less time for hi feisure which is necessary to ret ‘a rush of classes and organization vend an unconscionable time making to take the form of a hand-to-mouth, he standards of educational meth ent. important that missionary sense of vocation which gov to take account of factors of ‘They are responsible for the ted to champion any party. munity, old as well as young, ring sects and Churches, they fail 14. Missionary Co-operation by Districts It is evident that there is room for indefinite expansion of education, ‘That is true even if we consider schools only. It has been estimated that fin Kenya alone an additional £30,000 annually is necessary in order to "Provide the children now attending sub-grade schools with an elementary ‘effort to pursue series of important | Sfcation up to Standard IIT. Yet this would only provide the minimum © this i the great difficulty now | liteary education for x6 per-cent ofthe children of school age, When we ; \eachers from abroad. Staf therefore | omsider education in the wider sence we include the education of adults,16 Missionary Epucation Iv Kenya anp UcAnpa family life, recreation, economic improvement and health. So that Programme leads us out into infinite spaces. It is within that context re see the imperative need for co-ordination of effort, How this co-ord. fiom might be attempted has been suggested in previous reporte ¢ particular in amemorandum entitled Missionary Co-operation in Af Education, The essence of these ideas is well known in the Feet through Dr Butterfeld’s books. Success depends on a fresh effort ta cur the field in terms of the African community, the selection of rural devel ment units, and the relation of all church and school work to work alve in progress and the needs still unsatisfied. This would mean thee missions in one tribal area made a joint survey of the provided srity td an estimate of their total resources in men and money. ‘They wo then determine, in the light of the Government and Local Auth. Programme, how much of the total educational task missions were able undertake and at what points they wished to concentrate thelr effort particular, they would decide what units or parishes were to be select for intensive development through village evangelism, village edna medical help and economic co-operation. ‘The advantages of such < ordinated planning would be immense. Each primary school would given its function in relation to the whole area and not to the work of o society. Teachers and extension workers would be provided for at tony to be agreed on mutually. In particular, the training of teachers won be related to the elementary schools, so that each of those selected non Hang to become @ community or area school and the base of operation for the different agencies serving the parish, Agricultural, socal and heat Work would be organized with reference to these centres, Special pr ¥ision could be made there for adult education and the teaching of worme and girls. This would be the headquarters of the Jeanes teacher and dt local co-operative societies. Sub-grade schools and their teachers woul look to this school for demonstration and training classes, “T} become the nuclei of the permanent functions of the Native Chusch iy 4 service of the small rural communities, stimulating the villages throug clasees for men and women, providing a place for meetings of elute ve ereisties, presenting examples of home and farming improvements, an becoming in time the focus ofall community progress.” Te is along these lines that education can be most directly related t ment of missionary policy. To think of the whole area, even if eae means to think in an unaccustomed manner. Instead o each society thinking only of its own schools an id churches, each society ‘would then be thinking of all the schools and churches, the marketsKenya anp Ucanpa A Srupy oF CO-OPERATION 17 ovement and health. So that the 2 jes, seed farms, etc., in a given district, and only at a later stage races. It is within that context that Ait have to consider, in the light of all that is being done and is ation of effort. How this co-ordina- ‘to be done, where and how it can best help. The best use of iggested in previous reports and, | gefating resources would mean in one spot developing its own school; ‘Missionary Co-operation in African fe another, perhaps, closing down; in one case making its primary school is well known in the Far East f gerve other missions, and in another, sending its people to the school of i depends on a fresh effort to survey Ghother society or combining with that society to maintain a joint school. nity, the Selection of rural develop- Co-ordination, therefore, involves rising above denominational needs and sh and school work to work already | aterests, Here and there one sees signs of advance, but progress depends isfied. This would mean that the fon a more thoroughgoing co-operation between missions. With the right nt survey of the provided schools, Hind of leadership, the present financial difficulty could be used to im- in men and money. They would ‘press the need for selection and consolidation in order to maintain work of Government and Local Authority butstanding merit which yet has a wide reference to every phase of village acational task missions were able to. J improvement. This further involves that the executive committees of the shed to concentrate their effort. In separate societies are willing to give their missionaries in each district a tits or parishes were to be selected large measure of freedom in discussing informally with representatives of lage evangelism, village education) ‘other missions how best they can combine forces. It is in the districts tion. The advantages of such co- that interests so easily clash, It is there that the old contacts as to ‘spheres se. Each primary school would be of influence’ are broken down by movements of population. There also cle area and not to the work of one | the African plays a leading réle. rs would be provided for at centres lar, the training of teachers would 6 that each of those selected would school and the base of operations arish. Agricultural, social and health nce to these centres. Special pro- ducation and the teaching of women urters of the Jeanes teacher and the fe schools and their teachers would ‘and training classes, “They would anetions of the Native Church in its , stimulating the villages through g 2 place for meetings of clubs and 15. Christian Education and the Indigenous Church For various reasons the Church is gaining a new prominence in dis- ‘cussions of African education. Missionary societies are an important but a temporary agency. They are committed to the policy of transferring esponsibility as fast as it can effectively be given to the African Church. In view of the strong rising of national or racial self-consciousness, ‘eparatist Churches are likely to spring up everywhere unless the Churches founded by western missions become self-governing bodies in which the ‘most progressive and enterprising Africans can find full scope for the ‘expression of their ability, We have also seen that the educational task is growing beyond the administrative powers of the local missions. ‘Neither their man-power nor their financial resources can cope with the ne and farming improvements, and | ‘expansion due to their own successes. They must either withdraw or amunity progress.’ they must delegate many of their responsibilities to the Native Church tion can be most directly related to 0 that mission staffs can concentrate on strategic types of education for | me reference gives us the best hope} which they have a special fitness. ion. Yet it involves a radical adjust- ‘Strange as it may seem, there is no institution which in essence is so cof the whole area, even if it be a | capable of undertaking a large share of the educational programme as is 2 unaccustomed manner. Instead of | the indigenous Church. If we consider the Church as the inclusive Chris~ 1 schools and churches, each society | tian fellowship it is evident that educational activity is essential to its realization of the Christian meaning of life. ‘The Church is committed to schools and churches, the markets,