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UNIVERSITY COLLEGE OF CAPE COAST
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UNIVERSITY COLLEGE OF CAPE COAST
ANNUAL REPORT I969/70
THE PRINCIPAL
I
CONTENTS
page The Academic Year 1969/70 5
Reports 13 I Faculty of Arts 13 II Faculty of Science 25 III Faculty of Education 42 IV Library 62 V University College School 63 VI Hospital 67 VII Development Office 67 VIII Social Studies Project 87 IX Students Activities 102 X Chaplaincy Board 103 XI Central Photographic Unit 105 XII Manciple's Organization 107
Appendices 108 I Students—Statistics 110 II (à) Teaching Staff—Statistics 111 (b) List of Senior Members and Senior Staff 112 III 1970 Examination Results—Pass List 123 IV Members of the College Council 126 V Welcome Address by Chairman of the Council— Third Congregation 127 VI Address delivered by a Graduand—The Valedic¬ torian—Third Congregation 131 VII Principal's Address at the Third Congregation 133 VIII Address delivered by Prof. E. A. Boateng, Principal to Senior Members on the occasion of the Second Convocation of the College. 140 IX Principal's Matriculation Speech 146 X Speech delivered by Prof. E. A. Boateng, Principal at the Opening of Exhibitions and Film Shows on "Man on the Moon." 151
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.
. ANNUAL REPORT
1. THE ACADEMIC YEAR 1969/70
STAFF AND STUDENTS
The College re-opened for the Eighth Academic Year on 2nd October, 1969 and closed on 3rd July, 1970. There were 797 students made up of 694 men and 103 women; Ghanaians numbered 773 and non-Ghanaians 24 {Appendix I). The 147 members of the teaching staff consisted of 11 Professors/Associate Professors, 10 Senior Lecturers, 85 Lecturers, 28 Assistant Lecturers and 13 Demonstrators. Out of the 26 members of staff on study leave, 11 have returned after successfully completing their courses {Appendix II {a)
1970 FINAL EXAMINATION RESULTS
The statistics of successful candidates are as follows:
CANDIDATES EXAMINATION TOTAL Presented Internal External
B.A. General (Education) Second Class (Lower Div.) 25 25 — 25
Third Class 55 49 6 55
Total 80 74 6 80
B.Sc. General (Education)
Second Class (Lower Div.) 1 1 — 1
Third Class 12 8 4 12
Total 13 9 4 13
Graduate Cert, in Education 39 34 2 36
Total 132 117 12 129
Pass Lists of candidates are published in Appendix III. 5 REPRESENTATIVES OF THE COLLEGE ON OUTSIDE BODIES. Representatives of the College are serving on outside bodies. The details are as follows:
1. Ghana Universities Press Board.. Mr J. E. Opoku 2. Council for Scientific and Indus¬ trial Research Assoc. Prof. K. A.J. Nyarko 3. Professional Board of School of Education Assoc. Prof. T. W. Birch 4. Ghana National Committee of the West African Examination Council Assoc. Prof. K. A. J. Nyarko
5. The West African Examinations Council Subcommittee Assoc. Prof. K. A. J. Nyarko 6. Advisory Board of the Institute of African Studies Vice-Principal, Deans of the Faculties ofArts and Educa¬ tion and Assoc. Prof. J. Yanney Ewusie 7. Association of Commonwealth Universities Principal 8. Association of African Universi¬ ties Principal 9. Committee of Heads of Ghana
University Institutions .. Principal 10. Ghana Museums and Monu¬ ments Board Professor of Education 11. Central Region Advisory Com¬ mittee for the Rehabilitation of the Destitute and the Handi¬ capped Dean, Faculty of Education 12. Ghana National Committee for Unesco Principal 13. Subcommittees of the Ghana National Committee for Une¬ sco Assoc. Prof. J. Yanney Ewu¬ sie and Dr. N. O. Anim 14. International African Institute, London Principal 15. Inter-African Panel of Scien¬ tists on Science and Techno¬ logy Assoc. Prof. J. Yanney Ewusie
6 REPRESENTATION ON THE GHANA NATIONAL COMMISSION FOR UNESCO
1. National Commission .. .. Prof. E. A. Boateng 2. Natural Sciences (Specialised Committee) Assoc. Prof. J. Y. Ewusie 3. Social Sciences and Cultural Activities (Specialised Com¬ mittee) Mr K. A. Karikari 4. Education (Specialised Commi¬
ttee) ...... Dr. K. Asiedu-Akrofi
REGISTRAR Mr G. T. Anim, B.A. Lond. assumed duty as Registrar on 19th February, 1970 succeeding the first Registrar of the College, Mr K. A. Obese-Jecty, who took office on 19th February, 1962.
COLLEGE COUNCIL A list of members of the Council is at Appendix IV
THIRD CONGREGATION The Third Congregation of the College took place on 21 st February, 1970. 78 past students were presented. The students were made up of BA General (Education) Final Degree 45; BSc. General (Education) Final Degree 32 and Graduate Certificate in Education 1. The Welcome Address was given by the Chairman of the College Council (Appendix V) and the Congregation Address by the Principal (Appendix VII). An innovation was an Address by a Graduand—the Valedictorian of the year (Appendix VI).
CONVOCATION The Second Convocation of Senior Members in the College was held on 1st July, 1970. The Principal's Address is published in Appendix VIII
FIRST MATRICULATION The College held its First Matriculation Ceremony on 8th Novem¬ ber, 1969. In all 218 students were presented as follows: (a) Preliminary Students
Arts .. 73
Science .. 72 145 (b) Degree Students
Arts .. 36 Science 2 38
(c) Post-graduates .. 35 35 218
A copy of the Principal's Matriculation Speech is published in Appendix IX. 7 CONFERENCES, COURSES, LECTURES, EXHIBITIONS ETC.
A. At the College 1. The first Inaugural Lecture since its inception in the College during the Academic Year under review was delivered by Pro¬ fessor T. L. Green, Head of the Department of Advanced Study of Education on 9th December, 1969. This was followed on 2nd July, 1970 with another Inaugural Lecture by Professor Baiion de Sa, Chief Technical Adviser (UNESCO). These Lectures have been published elsewhere. 2. Mr E. Bankole Timothy, eminent journalist and author and former Editor of the Daily Graphic gave a lecture on "Christianity through the black eyes" on 26th November, 1969, and "Africa in the contemporary World" on 27th November, 1969. 3. The Social Studies Project organised a Conference on "Pro¬ blems of Rural and Agricultural Development" from 23rd to 25th March, 1970. 4. Conference of the Consultative Council of the Teachers' Asso¬ ciation was held from 31st March to 4th April, 1970. 5. The Fifth Annual Conference of Y.W.C.A. was held from 10th to 13th April, 1970. 6. The Classical Association of Cape Coast held its Fifth Annual Conference from 8th to 9th May, 1970.
B. Overseas The Principal and Dr. F. Agbodeka, Acting Dean, Faculty of Arts participated in the Second Conference of the Association of African Universities at Kinshasa from 16th to 21st November, 1969.
C. Exhibitions 1. An exhibition (including Film Show) was mounted by the U.S.I.S., Accra, on American moon landing from 10th to 13th November, 1969. Principal's speech at the formal opening of the exhibition is in Appendix X 2. An exhibition designed to show teachers, education officers, educationists etc. how the modern methods of teaching mathema¬ tics and science are put into practice in British Primary Schools was mounted at the College from 6th to 20th February, 1970 under the auspices of the British Council. 3. Observatory Post—This was opened by Dr. R. Oteng, Ag. Head, Department of Physics in the Science Faculty of the College to track satellites and to provide information on the weather. It will also relay its findings to other stations in Africa with such observatory facilities.
REPRESENTATION OF THE COLLEGE ON OUTSIDE BODIES 1. Dr R. Oteng has been appointed to represent the College on the Metrication Committee which is to investigate and advise the 8 Government on the advisability of adopting the metric system of weights and measures in Ghana. 2. Professor E. A. Boateng, Principal, has been nominated as the College's representative on the Governing Body-of the International African Institute, London.
VISITS 1. Dr. Kurt Wawarzyniak, Director of the Goethe Institute, Accra, visited the College on 30th September, 1969. 2. Mr' Michael Kennedy, the new Regional Representative for the African-American Institute based in Lagos called at the College on 2nd October, 1969. 3. Three members of the Study Mission on the Teaching of English and Lrench in the Teacher-Training Colleges of West Africa set up by UNESCO with the support of the Special Fund called at the College in the second week of October, 1969. 4. The Rt. Hon. Dr. K. A. Busia, Prime Minister, Ghana, visited the College on 14th November, 1969. 5. Professor J. Hinderick, Professor of Human Geography of Developing Countries, visited the Social Studies Project in the Col¬ lege from 17th October to 18th November, 1969. 6. Dr Aart J. M. Van de Laar of the Institute of Social Studies, The Hague, came to the College on 22nd October, 1969. 7. Professor J. H. Fremlin of the Department of Physics, Univer¬ sity of Birmingham, visited the College from 9th to 13th January, 1970. The Professor was in the country under the auspices of the Atomic Energy Commission. He led a Seminar on "Problems of teaching Physics in Schools." 8. Mr E. C. J. Martin, Director of Overseas Appointments, Ministry of Overseas Development, U.K. visited the College on 5th February, 1970, in connection with the "British Expatriate Supple¬ mentation Scheme." 9. Professor Vernon I. Cheadle, Chancellor of the University of California, Santa Barbara Campus, and Dr William Allaway, Director of Programmes for Junior Year Abroad, visited the College on 5th February, 1970. 10. Mr J. H. Baxendale, Reader in Chemistry, University of Manchester, visited the College for a short stay as Professor of Chemistry. 11. Professor David M. Balme, Professor of Classics, Queen Mary College, London, and first Principal of the University College of the Gold Coast (now University of Ghana), paid a visit to the College on 12th March, 1970. 12. Mr Robert Gardiner, Executive Secretary to the Economic Commission for Africa visited the College on 20th March, 1970. Mr Gardiner was accompanied by Mr Frank Pinder, also of E.G.A. and Dr M. Lane, University of Bradford. 9 13. Sir John Henniker, Director-General of the British Council accompanied by Mr H. C. Burrow paid a visit to the College on 7th April, 1970. 14. Mr D. H. Baker, Project Officer of the United Nations World Food Programme visited the College on 14th April, 1970, to discuss "World Food Programme in relation to student feeding." 15. A three-member team of Social Scientists from Utrecht University, The Netherlands, visited the College for preliminary works for the Socio-Economic Survey of Cape Coast, under the auspices of the Social Studies Project. The Survey was sponsored by the Dutch Government. 16. A group of 125 American Educators, sponsored by the Afri¬ can-American Institute, arrived at the College on 8th July, 1970, and stayed till 25th July to participate in a special summer course of lectures and excursions.
GHANA SCIENCE ASSOCIATION
The Cape Coast Branch of the Ghana Science Association was inaugurated at the College on 17th February, 1970, with a five- member Executive Committee.
EVALUATING U.N. SCIENCE PROJECT Between 17th and 20th April, 1970, a two-man United Nations team visited the College to evaluate the achievements of the Science Project at the College and make recommendations. The team was made up of Dr H. H. Grantham, Consultant, United Nations Development Programme, New York, and Mr G. H. Crank, Unesco Department of Education, Paris. In the absence of the Principal overseas, the Vice-Principal, Associate Professor K. A. J. Nyarko, held two formal meetings with the team at which the Deans of Faculties and Heads of the Science and Education Departments were present. The team also visited the two Faculties to see the physical equipment available for teaching and to watch the students at work. They also had independent meetings with members of the two Faculties. The Project, which was inaugurated six years ago, is a Special Fund project under the United Nations Development Programme and its aim is the training of secondary school science teachers. UNESCO is the participating and executing agency with the Ministry of Education as the co-operating Government agency. It should be mentioned that the University College of Cape Coast, the third existing University Institution in Ghana, has been assigned the unique role of producing graduate teachers in arts and science subjects for the secondary schools, teacher-training colleges, poly¬ technics and technical institutions in the country.
GIFTS A. To the College 1. Professor Howard Thomas of Wisconsin State University presented a number of books and a projector to the Chemistry 10 Department of the Science Faculty. 2. The Ranfurly Library Service Ltd., donated a number of books to the College Library. 3. The Pioneer Tobacco Company, Ltd., presented a cheque for N(Z'220.00 to the Principal to be spent in purchasing books for two outstanding students of the Year. 4. The U.S.I.S. presented a set of books to the Faculty of Arts.
B. From the College 1. The Protestant Chapel Committee made Christmas gifts to the following institutions :
(a) Cape Coast Hospital — N£10.00
(b) Ankaful Leprosarium — NJZ10.00 (c) Project Nima (sponsored by Christian Fellowship) — NiZlO.OO (d) West Africa Leadership Train¬ ing Conference, SCM — NjZlO.OO (e) Apewosika Village Christ¬ mas Party — N£10.00
UNIVERSITY SALARY REVIEW COMMITTEE The four-man Salary Review Committee appointed by the Govern¬ ment to review and make recommendations on the salaries of the academic and administrative staff of University Institutions in Ghana visited the College on Friday, 15th May, 1970. The Committee's report is out, and steps are being taken to implement its recom¬ mendations.
VOLUNTARY WORKCAMPS ASSOCIATION OF GHANA (U.C.C.C. BRANCH) PROJECT The University College Branch of the Voluntary Workcamps Association of Ghana, worked on eight projects during the academic year, including a new Catholic Church and a new Pentecostal Church at Apewosika, a village near the College. Three members of the Association were elected to lead three long vacation camps from: (/) 16th July to 13th August—International Students Camp at Akropong-Akwapim. (//) 15th August to 8th Sept.—International Camp at Otuam in the Central Region. (Hi) 21st Aug. to 16th Sept.—International Camp at Asamang- Ashanti.
CAPE COAST CASTLE MUSEUM PROJECT The College has accepted an invitation to participate in the Cape Coast Castle Museum Project jointly with the Ghana Museum and Monuments.
11 Dr F. Agbodeka represented the interest of the College on the Project which is designed to consist of: (a) an Historical Museum dealing mainly with the period of European trade on the West Coast; (b) a resource centre to be located in the east wing of the Castle, where research can be done into West African history generally and the slave trade in particular. The Centre, consisting of a library and archive, will be at the disposal of scholars from all over the world, who are researching into African history and related discipline.
12 2. REPORTS
FACULTY OF ARTS
FACULTY STRUCTURE AND STAFF
Associate Professors ...... 2
Senior Lecturers ...... 6
Lecturers .. 39
Assistant Lecturers ...... 7 *Audio-Visual Tutors 5 The Faculty is organised in two Schools, those of Languages and Literature, and of Social Sciences. The latter in particular conti¬ nued to benefit from the setting up of a Social Studies Project along¬ side the Faculty structure, in the charge of a Visiting Professor with two Visiting Assistant Lecturers from the Institute of Social Studies at the Hague.
STUDENTS STATISTICS The distribution of students by courses was as follows:— Preliminary 81 First Year Degree ...... 130 Second Year Degree ...... 80 Final Year Degree ...... 89
EXAMINATIONS The results of the end-of-year examinations were as follows :— No. Entered Pass Referred Fail Preliminary 81 68 First Year 128 116 Final Year 89 72
GRADUATE OUTPUT IN VARIOUS DISCIPLINES OF FACULTY
.. Literature ...... 17
History ...... 47
.. Economics ...... 32 Geography 35 French 23
.. Latin ...... 9
.. Greek ...... 1 Sociology 30
Mathematics ...... 3
This post is peculiar to the French Department and is a special feature of the Government-to-Government agreement with France for increasing the output of graduate teachers of French. 13 accommodation With the removal of the Museum, additional accommodation became available but this could not solve the accommodation requirements of the Faculty altogether. administration The administration of the Faculty was decentralized and more responsibilities formally discharged by the Dean devolved on the Departments. plans for future developments Honours Courses will start in the Faculty at the beginning of the 1971/72 session.
DEPARTMENT OF HISTORY general: The History Department continued to be housed on the ground floor Block 4 of the Arts Faculty next to the Bookshop. Conditions under which we worked for the year were the worst so far. Noise and congestion due to the proximity of the bookshop have increased, are increasing and must be diminished. staffing: Stalling difficulties continued, because although the arrival of Miss Agnes Aidoo increased our total staff establishment there were now four instead of three members of staff on study leave. student enrolment: Student enrolment in the Department stood at 170 made up as follows : Preliminary 49 First Year 48 Second Year 29 Third Year 44 plan of work: There was no change in the History syllabus followed in the 1968/- 69 session. The Department could not offer the Russian and Ameri¬ can History alternative for the Final Year students, all of whom had to do Modern European History. Similarly all the 2nd Year students had to do Russian and American History. examinations—sessional and final in june 1970: No. Entered Pass Fail Preliminary 49 46 3 First Year 48 45 3 Second Year Final Year 44 38 6 14 teaching and research facilities: We are still under-supplied with basic facilities for teaching; such as classrooms and tutorial offices. The Department was allocated a total sum of NJZ505 for research and N(?160 for .books and periodi¬ cals.
plans for future development! The Department has, in consultation with other Departments, taken a firm decision to start Honours Courses in the 1971/72 session.
DEPARTMENT OF CLASSICS
student enrolment! There were 33 students reading Classics this year. Of these five read Greek. Our intake this year was the same as it was last year. However, there was a marked rise in the number of students who continued to read Latin after the Preliminary course. The analysis of enrolment is as follows: Greek Latin 1968/69 1969/70 1968/69 1969/70 Preliminary .. 4 3 11 8 First Year 3 7 Second Year.. 1 1 8 5 Final Year .. 2_ 1 J5 7 7 5 28 27
staff (establishment) : Our establishment for this year is as follows:— J. T. Bedu-Addo, BA, PhD (Lond.)—Lecturer—Ag. Head of Department G. H. Wikramanayake, BA (Lond.), MA (Oxon.), Dr Phil. (Gott)—Senior Lecturer. F. Opeku, BA, Dip Ed. (Lond.)—Lecturer (On Study Leave). J. Harburn (Miss), BA, B Litt. (Oxon.)—Lecturer. P. E. Dean MA (Lond.)—Assistant Lecturer. We are pleased to record that Mr P. E. Dean obtained Iiis MA (Lond.) externally in August this year.
obituary : We record with deep sorrow the untimely death of Dr. George Wikramanayake on the 29th of August this year. A fitting tribute was paid to him at the funeral service by the Acting Principal; this has been published in the College Gazette of last September. May he rest in peace.
courses, syllabuses etc. The regular courses on Greek and Latin Languages, Literature and Ancient History were given this year. The Department has worked 15 out its Honours Degree syllabuses for Classics, Greek and Latin, as well as syllabuses for Combined Honours with Greek, Latin and Greek and Roman Civilization. Greek and Roman Civilization is a course on the history, institutions, society, literature, philosophy and religion of the Graeco-Roman world based on the reading of Classi¬ cal texts in translation, and is designed specifically to meet the needs of students with little or no knowledge of Greek and Latin languages.
5. examination results: The Classics results in the B.A. General (Education) Degree exami¬ nation this year show an improvement on last year's. Of the 10 candidates presented only two failed. The analysis is as follows:— Greek Latin No. of No. of No. of No. of Candidates Passes Candidates Passes 1969 1970 1969 1970 1969 1970 1969 1970 re-taking 2 111 5 7 4 5 3 2 2 2 exam. ^ — — 2 111
6. classical association: The Department continues to participate actively in the programme of the Classical Association of Cape Coast—a branch of the Classical Association of Ghana. The Association serves as the meeting point of teachers and students in Cape Coast. This year Miss Joyce Har- burn, a member of staff is the secretary. In March this year the Association organized a Latin reading com¬ petition for schools. The passages were set by the Department. Dr J. T. Bedu-Addo and Mrs Fletcher of Mfantsipim School were the judges. Mr P. E. Dean and Dr. J. T. Bedu-Addo gave model readings of the passages after the competition. The annual conference of the Association was, as usual, held in the College last May, and two members of staff read papers.
7. further details of the academic activities of members of staff: (ia) Three papers were read at the annual conference of the Classi¬ cal Association. Of these, two were read by members of staff: (i) 'Plato's Seventh Letter,' by Dr. George Wikramanayake (ii) 'Plato's Theory of Mental Development—An Interpretation Of The Central Books Of The Republic,' by Dr. J. T. Bedu- Addo. The third paper 'Menander: Some Recent Discoveries,' was read by Mr L. Ford of the Department of Classics, Legon. (b) Research and Publications: The research projects of members of staff this academic year are as follows: Dr. J. T. Bedu-Addo—The Sophistes of Plato. 16 Mr F. Opeku—A Translation And Commentary on Apuleus' Flori¬ da—Thesis in preparation for the Ph.D. (Lond.) Miss Joyce Harburn—Aristotle's Theory of Universais. Mr P. E. Dean—"The Main Implications of Destiny For The Stoic Theory Of Human Action." This was accepted last August for the M.A. Degree in Classics, London.
DEPARTMENT OF ECONOMICS
The following report, covering the period October 1969 to Septem¬ ber 1970, is submitted in regard to the work of the Department of Economics during the year under review:—
1. STAFFING The academic staff comprised eleven (11) members including three on study leave. The approved establishment for the Department was 14 but it was not possible to fill the three vacancies during the year. The members were— (a) Present: Dr. A. Bayer, Senior Lecturer and Acting Head
— „ B. B. Quraishy Lecturer
Mr K. A. Karikari ?»
„ P. Prazak ?»
„ T. K. Buxton »>
„ G. M. Adamu ?»
„ P. Greenhalgh » »
Mrs C. A. Greenhalgh ?» (b) On Study Leave: Mr N. N. Kuma — Lecturer
— „ J. O. Iyaniwura Asst. Lecturer
„ A. Mawuli
2. TEACHING PROGRAMME The staff were encumbered with heavy teaching load as a result of under-staffing. As a temporary measure, the Department engaged one part-time Lecturer from Legon to teach Mathematics and Statis¬ tics to Part I students. We also, as before, had free teaching aid from two members of the Social Studies Project, namely,
Mr P. P. Van der Wei — Economic Structure of Ghana (Preliminary year) Mr H. T. M. Wagenbuur — Economic Geography (First year). Teaching was, on the whole, very satisfactory.
3. STUDENTS AND COURSES A total of 166 students (made up of 36 Preliminary year, 62 First year, 39 Second year and 29 Final year) read Economics. Proposals for the introduction of Honours Courses were discussed at a number of Departmental Meetings and suggestions submitted to the Dean's Office.
17 4. SEMINARS Owing to the heavy teaching load that devolved on the staff, it was not convenient to organize seminars as in the previous year. However, the I.D.E.P. Seminar for 1970 held at Legon was attended by a staff member (Dr. B. B. Quraishy) and three Second Year students (Mr Kwesi Ahwoi, Mr T. K. Addey and Mr I. K. Adu). The theme for this seminar was SOCIOLOGICAL, SCIENTIFIC AND INSTITUTIONAL PREREQUISITES OF DEVELOP¬ MENT IN AFRICA.
5. RESEARCH ACTIVITIES
Individual researches included—- (a) Mr T. K. Buxton—The second phase of a project on the DISTRIBUTION AND ALLOCATION OF INCOME FROM COCOA which took him to areas around Jasikan, Koforidua, Suhum, Akropong-Ashanti, Acherensua and Sefwi Wiawso.
(b) Mr G. M. Adamu—The first phase of a research into IN¬ COME AND EXPENDITURE PATTERNS OF THE UNIVERSITIES IN GHANA.
6. OTHER ACTIVITIES.
Mr T. K. Buxton: (i) Delivered a lecture on ECONOMIC PLANNING IN AFRICA to African Studies students; (ii) Prepared a paper on SUGGESTIONS FOR A NEW APPROACH TO PLANNING IN GHANA and circulated among members of the Cabinet; (iii) Presented paper on INCOME LEVELS, EXPENDITURE PATTERNS AND ASSETS STRUCTURE OF THE COCOA FARMERS IN GHANA at a seminar on Rural Development organized by the Social Studies Project. Re¬ port was based on surveys conducted in the areas around Assin Foso and Agona Swedru.
7. DEPARTMENTAL OFFICE.
(a) Work Output: Work in the office appears to be too heavy for one man. Although our Clerk has been able to cope with work (both clerical and secretarial aspects of it) very satisfactorily, it is suggested, in the interests of efficiency, that the engagement of a Typist during 1970 be given a serious consideration. It is, however, proposed to send a memoran¬ dum to the Dean's Office to this effect.
(b) Operational Difficulties: Difficulties often arose where items of stationery became exhausted in the Department for some time. Items such as white chalks and File jackets were very scarce during the year. IB If it is at all practicable, we would suggest that in future, Departments be given imprest for petty expenses where needed.
ENGLISH DEPARTMENT The English Department is housed in the old Arts Faculty building and has a departmental office, nine staff rooms and a language labo¬ ratory on the first floor, as well as the use of the lecture rooms which it shares with the other Departments of the Faculty. Like other departments it is beginning to feel the need of more living-space, and some of the classrooms are barely large enough for the growing numbers of students. The teaching staff during the session of 1969-1970 was as follows:- G. J. Padmanabha, M.A. Oxon — Associate Professor and Head of Department S. K. Opoku, B.A. Dip. Ed. (Lond.) M.A. Ph.D. (Princeton) — Senior Lecturer A. J. C. Chantier, M.A. (Can¬ tab.) Dip. Eng. (Leeds) — Lecturer G. W. Groos, M.A. Camb. — Lecturer N. P. F. Machin, B.A. (Oxon), M. Phil. (Lond.) — Lecturer K. E. Yankson, B.A. Ghana, M.A. Calif., Dip. Eng. Studies Leeds — Lecturer J. C. Hagan, B.A. Ghana, M.A. Col. — Lecturer T. Essilfie, B.A. Ghana, M.A. Dip. TESL, M.A. Calif. — Lecturer R. H. Fraser, M.A. (Sussex) — Lecturer
This year the Department was greatly helped in its language teaching programme by three numbers of the Education Faculty staff: Miss Moyra Macdonald, the British Council ACE officer, Miss Elizabeth Harding and Mr George Owusu-Sekyere. We are very grateful to these lecturers and to the Dean of their Faculty for lending us their services. Mr Groos left during the session to take up an appointment in the English Department of the University of Libya at Benghazi, and Professor Padmanabha left at the end of the academic year after eight years of continuous service, having joined the staff at the inception of the College in October 1962. He is returning to Oxford to complete a book on the poetry and plays of T.S. Eliot. During the year the Department also lost the services of Miss H. M. Davidson, another pioneer member of staff, who has been appointed as Senior Lecturer in English at Dar-es-Salaam.
The Department runs the following courses:—• (1) English Language for preliminary students. This is obliga¬ tory for all Arts students in the Preliminary year, whether they are taking English Literature or not. 19 (2) A Preliminary course in English Literature, in which students are prepared for three papers on Drama, Prose and Poetry respectively.
(3) A one-year Part I course and a two-year Part II course, each leading to an examination containing four papers (Drama, Prose, Poetry, Language).
(4) A course of background lectures on Literature and Language, designed to give students a wider and deeper knowledge of their subject by dealing with general topics not directly related to the prescribed texts.
This year students were examined on new syllabuses for both Literature and Language in the Preliminary year and in Part I of the degree course. Examinations on the new syllabus for Part II will be held for the first time in June 1971. The above particulars relate to the B.A. (Ed) General degree; but syllabuses for an Honours course in English were drawn up and presented to the Faculty during the course of the year and at the time of writing are awaiting the approval of the Academic Board. Plans for future development include increased use of the newly re-equipped Language Laboratory and greater emphasis on extra— curricular activities ancillary to the study of English (Dramatic Society, creative writing courses etc.) Research projects already under way which are of special interest in terms of the national life include the promotion and study of African writing in English and a comparative study of linguistic structures as between English and Akan languages. The Depart¬ ment collectively takes a keen interest in the study of African art and has in the past mounted exhibitions and book displays in this con¬ nexion, in addition to exhibitions dealing with literature and the theatre. A limiting factor in the Department's activities is the inadequacy of office staff and it is hoped that priority can be given to this need.
DEPARTMENT OF FRENCH accommodation: The Department of French occupies the ground, first and second floors of the Faculty of Arts (Annex). The ground floor accommo¬ dates the lecture rooms and the departmental library. On the second floor are the offices and lecturers' tutorial rooms. The third floor is the audio-visual centre of the department. It has three classrooms equipped with tape recorders, projectors, etc. a 12-booth language laboratory and a workshop. staff: The teaching staff was made up of 10 French Nationals (on techni¬ cal Assistance) and one Ghanaian. Apart from those, two Ghana¬ ian lecturers were on study-leave. The total number of staff was then 20 much inferior to that of 1968-69. During the course of the year however Mr Britwum was appointed lecturer and could take up the teaching of African Literature—a subject which we thought suitable to extend and which we did extend in all years—although he is not a specialist of it. Fortunately Dr. Opoku-Agyemang has now been appointed and he will be able to teach it in 1970-71 as his speciality. Student enrolment during the year was 130 distributed as follows:
Preliminary year ...... 39 Part I 39 Part II 30 Part III 22
The intake of students for the Preliminary year was considerably lower than that of 1968-69 or that of 1970-71—but considering all years the number of students is steadily increasing. Besides this number, there were seven students taking courses in Abidjan and two in France, on bursaries awarded by the French Government. The number of passes accordingly increased and 16 students passed their final degree examination this year (plus 3 external candidates.) The results of Preliminary and Part I examinations tend to prove however that we must expect a lot more in the coming years. teaching work: Teaching work in the department fell under two categories: (1) The Preliminary course which was mostly audio-visual was designed to give students a sound foundation in both the written and oral languages and to prepare them for more difficult work in Part I.
(2) The General course for students in Part 1, 2, 3. Grammar, Literature (set books), Translation, Literary Appreciation, French Civilisation, were the dominant features of our sylla¬ bus. visits : In the course of the year we had a visit from His Excellency the Ambassador of France accompanied by the Cultural Attache, French Embassy and an Expert in the teaching of French. A fruitful discussion ensued with the whole staff on the way French is being taught in this department. activities: In view of the success of our weekly film shows the staff were very keen on improving the standards of the films and the conditions of projection. The latter improvements however were made rather difficult by the situation of the premises themselves but we could note nevertheless an increase of the number of people attending (students in French, students and teachers from secondary schools). Since most of the staff this year were new members they had no time yet to undertake any research. MrJoppa and Mr Ettey however 11 are carrying on their researches in Canada and in France. Mr Pacaud also wrote a thesis which is not yet published and both Mr Beaumelou and Miss Cail undertook a world-wide research on the teaching of French in non-francophone Universities. Hundreds of questionnaires have been sent out and many have been returned already. The standards of the teachers have notably increased this year since four members obtained new qualifications. Mr and Mrs Senegas both completed their "Licence de Lettres," Mr Beaumelou passed the C.A.P.E.S. in French and Mr Pacaud passed his Maîtrise, so that four members (Mr Beaumelou, Mr Coustel, Mr Pacaud and Mr Gardien) are now preparing for the Agrégation to be taken in June 1971. honours course: A new syllabus has been drawn for a Honours Degree course in French and would have started in 1970-71 if there had been sufficient staff and suitable students (our best students who were in Part I last year have left for Abidjan). But the department will be ready to undertake it in 1971-72.
DEPARTMENT OF GEOGRAPHY general description: The Department of Geography currently occupies the western section of the ground floor of the main Arts Faculty Block. Part of the Department is also housed in the single-storey building in front of the Arts Faculty Annexe. Within its premises there are two large lecture rooms, a depart¬ mental Library and Reading Room, a Drawing Room, a Laboratory for practical work in Physical Geography, a Store, the office of the Head of Department and two rooms for use by the departmental staff. To accommodate the increasing number of lecturers in Geo¬ graphy three additional rooms were made available to the depart¬ ment elsewhere in the Faculty Building. The present allocation of rooms to lecturers in the department may thus be regarded as a temporary arrangement subject to change when necessary. the senior staff: The academic year began with many changes. Mr M. B. K. Darkoh, Lecturer in Historical and Economic Geography, left the Department on Study Leave for the United States and Mr D. K. Berkoh, a Demonstrator in the Department resigned. Fortunately these men were replaced by three former members of staff, Drs. E. V. T. Engmann, L. A. Dei and F. E. K. Amoah, who had been on Study Leave for a period of three years, who joined the staff in the course of the first term after completing their Doctorate degrees abroad. For the rest of the academic year the activities of the depart¬ ment remained normal, thanks to the part-time assistance received from Professor T. W. Birch and Mr H. T. M. Wagenbuur. At the 22 end of the academic year, another member of the departmental staff, Mr W. H. Yoxall, also resigned. He will be replaced next March by Dr L. R. Mills, Lecturer in Cartography. Mr G. H. Adika joined the Department at the beginning of the year as Chief Technician. the junior staff: The ancillary Staff of the Department consisted of Messrs. G. T. Quarshie, C. L. Amarquaye, E. Lokko and I. Ampah-Baiden. Among other tasks, they played a major role in the drafting and draw¬ ing of maps of the Enumeration Areas (E.As.) of the Central and Western Regions of Ghana for the National Population Census of 1970. Mr I. Ampah-Baiden continued to manage the equipment in the Physical Laboratory. Miss Marian Tchume served as the depart¬ mental secretary and Mr S. K. Ocran as messenger.
students in the department: The number of Students offering Geography as a subject continued to rise. The Department registered 33 students for the Preliminary (pre-degree) class in Geography, 44 for the First Year, 24 for the Second Year, and 29 for the Final Degree Course. Of the 29 regular candidates who were presented for the Final Examination in Geo¬ graphy 24 passed in the subject. We share the joy of their achieve¬ ments and wish those who were not successful better luck next time.
plan of work: Two types of courses were provided in the department. (a) one-year pre-degree course of a standard roughly equivalent to that of "A" Level. (b) a three-year course leading to the General Degree. Plans are being made to introduce, possibly in the 1971/72 acade¬ mic year, Honours degree courses in two other categories, firstly the Single Honours for which Geography will be studied as a major sub¬ ject, and secondly, the Combined Honours, for which Geography will be studied in combination with another academic subject. A syllabus for this purpose has been drawn for approval by the Acade¬ mic Board.
research and teaching facilities: Apart from the two large lecture rooms, the Department also has a Laboratory for practical work in Geography. It is equipped with a flume for laboratory experiments in hydrology, precision instruments for weighing, and chemicals for assessing the contents of rock and soil samples. In addition to these the department acquired a number of equipment which included a bromoform , a manumeter, epidiascope, a theodolite, a microscope and several glass cylinders used as containers. The Department also has a small meteorological Station, a departmental library with a fair collection of current text books, a variety of Atlases and unpublished dissertations representing students' field researches. A good deal of the present stock of scienti- 23 fie and technical equipment was provided by the Faculty of Science to facilitate work in practical geography at the Department. research projects: One of the Department's research projects for the year was the Socio-Economic Survey of Cape Coast. Preliminary field studies on this have been done, but the main survey will be conducted next July in collaboration with the Department of Geography of the University of Utrecht, Holland. Individual members of staff also pursued other research interests. While Professor K. A. J. Nyarko concentrated on the Cape Coast Survey, Dr. E. V. T. Engmann continued his population studies of Ghana. Dr. L. A. Dei expanded his field operation in the analysis of Quaternary Landforms in the Central Region and Dr F. E. K. Amoah sought to investigate the processes underlying the Rise and Decay of some Seaport Towns in the Central Region.
DEPARTMENT OF SOCIOLOGY
The Department is housed on top of the Bookshop in the Arts Faculty Block 3. It is made up of five rooms, one of which is used as a lecture room, the remaining four used by members of staff as offices for tutorials and private work. We share a general office with the Department of Economics. student enrolment: A total of 52 students were in the Department. They were distri¬ buted among the three classes as follows :— 1st Year Degree ..17 2nd Year Degree 11 3rd Year Degree ...... 24 staff: At the beginning of the Academic Year, there were Mr B. I. Chukwukere, A. F. Banuaku, L. V. Naidoo, Mrs C. Obumselu and Mr I. J. McKissack on the staff. Mr Chukwukere acted as head of Department for the first term and Mr A. F. Banuaku, took over from him from the beginning of the second term. Mr McKissack left the college at the end of the first term ; his lectures were taken over by Mr A. F. Banuaku. Professor E. V. W. Vercruijsse, Director of the Social Studies Project gave lectures and tutorials to the 2nd and 3rd Year students in empirical and applied Sociology. Mr S. K. Blay, a member of staff, is on study-leave in the U.S. Arrangements are afoot to fill the vacant position of the Chair of Sociology. Mr B. I. Chukwukere left the Department at the end of the Acade¬ mic Year. His resignation took effect from the 30th of September 1970. 24 visit: Professor Jack Goody, visited the Department and gave a lecture to students and staff.
representation : Messrs. A. F. Banuaku and B. I. Chukwukere represented the Department atlDEP Seminar for University Teachers held at Legon from July 20—24. Mr L. V. Naidoo also represented the Depart¬ ment at the 7th World Sociological Congress held in Varna, Bulgaria. He presented a paper on "Caste, Class and Social Change in South Africa."
research : Mr B. I. Chukwukere continued his research on "The Role of Asafo Companies in Contemporary Fanti Social Life. Mr A. F. Banuaku is working on "Authoritarian Upbringing and Creativity." A cross cultural Study. Mr L. V. Naidoo : "Problems of Modernization among Sugar- farmers in Ghana." Mrs Obumselu carried on research on "New Approaches to the Sociology of African Religions." This is part of a piece of Theoreti¬ cal Research for the Oxford D. Phil.
FACULTY OF SCIENCE
The opening paragraphs of my report for 1968/69 remain valid even now, except that the sunshades have now been fixed in position and an attempt has been made to plant some grass here and there. The problems of mudsloshing in wet weather and dust raising in dry weather are still with us. The net result is that the appearance of the walls is sorrier than it was last year although every effort is made to remove mud and dust wherever this is physically possible.
staffing : The entire academic staff of the Faculty numbered 52 and were distributed as follows:
Dr R. Oteng ...... Acting Dean, Faculty of Science
Botany Department .. .. 11 (including 2 on study leave) Chemistry Department 1 Mathematics Department 9 (including 2 on study leave) 12 Physics Department .. (including 2 on study leave) Zoology Department 9 (including 1 on study leave) In addition, these were in the Dean's Office : an Administrative Assistant a Stenographer Grade I 1 Typist Grade 1 2 Porters a Messenger and 10 Cleaners. 25 Mr S. K. Mensah, the present Administrative Assistant in the Dean's Office was transferred from the Estate Section on the 16th of January, 1970 to replace Mr Prempeh who had been transferred to the Registrar's Office.
ADMINISTRATION : (a) General: The Administration of the Faculty has now been decentralised and only matters which need to be handled by the Dean's Office are referred to that section. Although there were some occasions on which the administration relapsed into the old habit of passing every transaction through the Dean's Office, the decentralisation was on the whole effective. The decentralisation has had its side effects: The Central Common Room for the entire Faculty is not flourishing since it appears that more intimate ones have been established in the various departments. (b) Committees: Most of the Committees appointed to go into the various problems in the Faculty completed their work and submitted recommendations which have been either implemented or referred for further discussion at various levels. For example consultations are going on between the Faculty of Science and various companies and schools for the disposal of sur¬ plus equipment. The Academic Board has not however discussed the Faculty's proposal for the establishment of a Technical Training Centre in this University.
RESEARCH :
Research has gone on in those departments where expensive equip¬ ment is not required. Those departments whose needs are necessarily expensive (Physics and Chemistry) have been handicapped. How¬ ever various efforts have been made by these departments and some research papers have been published. The Pioneer Tobacco Company Limited, Ghana, had expressed the wish to sponsor a project in the Science Faculty. On further dis¬ cussion it appeared that the amount they intended to invest in the project was not much. Further discussions will be necessary to per¬ suade the Pioneer Tobacco Company to increase the amount it had originally intended to invest.
GHANA SCIENCE ASSOCIATION:
A branch of the Ghana Science Association was inaugurated in the Faculty of Science during the 1969/70 Academic Year. Lectures are delivered fortnightly and everybody in the Faculty has benefitted immensely from this association. 26 astronomical dome: The Astronomical Telescope which had been sitting in the Mathe¬ matics Department for some time was finally installed in a dome at the top of the Mathematics Department. It is hoped to observe some interesting phenomena and particularly some stars of interest with the telescope. faculty board: The Faculty Board has remained the instrument of organisation and legislation in the Faculty. During the 1969/70 academic year it standardised entry require¬ ments, put forward sets of subject combinations as they are to be studied in the Faculty, approved main and supplementary syllabuses and regulated the distribution of lecture hours, practical periods and tutorial sessions. It also compiled a set of Faculty regulations which will soon be printed and made a permanent feature of the Faculty. Legon is still dragging her feet on the scheme for honours courses presented to them for approval. This is a pity ; however it is hoped that this approval will be forthcoming soon. unesco agreement: The Unesco Agreement ended in August of the 1969/70 Academic Year. The representations made for an extension brought down an assessment team from Paris. It is reliably learnt that the team re¬ commended an extension and it is hoped that Paris will soon take action on this recommendation. With the termination of the project departed Prof. B. de Sa who has been Chief Technical Adviser to the project and Professor of Mathematics. We wish to place on record our appreciation of the services of Professor de Sa. We wish him well wherever he may be.
students: There were 371 students in the Faculty of Science as a whole and were distributed as follows:
Biosy Chem Phys Phys/Maths Maths Zoo Bot Sub. Chem Prel. 37 73 37 36 38 —— —
1st Yr. — 7 26 — 27 22 22 21
2nd Yr — 22 22 — 31 31 30
3rd Yr — 9 8 — 11 8 9 — As a result of refusal on their part to take the sessional examina¬ tion which was postponed from June last year 152 out of the 175 students in the third year were sent home. Only twenty-two of them thus remained to sit the final B.Sc. examination in June this year. Of these nine were successful. This was a sad event which it is hoped will not occur again. Those who were sent down were offered the opportunity of re¬ sitting the examination which they had earlier refused to take. 24 of them were successful and are to be offered places in the third year class for the 1970/71 academic year. 27 THE SCIENCE WORKSHOP: The Science Workshop under the supervision of Mr G. H. Ankrah, Chief Technician, continues to provide service to all departments of the Faculty. Having given up three of the rooms for housing of the P.A.B.X. Unit, it has indeed become necessary for an extension to be done to the workshop building to enable them to readjust themselves suitably and afford room for reorganisation.
INSTALLATION OF P.A.B.X. SYSTEM: Work on P.A.B.X. telephone system is progressing satisfactorily. It is hoped that the system will be ready soon.
RESIGNATIONS : We wish all those members of staff who have left the Faculty as reported by the various departments prosperity wherever they may be. We sincerely thank them for the services they rendered to the Faculty.
ELECTION OF DEAN: Assoc. Prof. J. Yanney Ewusie was returned unopposed as Dean for the Faculty of Science for the Academic Years 1970/71 and 1971/72.
DEPARTMENT OF CHEMISTRY
This has been a year of consolidation both in the teaching and in the organisation of the department. The practical work was re¬ organised to give equal weight to physical, Organic and Inorganic A lot of work was done to bring the syallabuses up to date and in line with the new degree structure. Out of the eight internal students presented for the final degree examination four passed in chemistry and two obtained the B.Sc. General (Education) degrees. Prof. D. A. Bekoe of Department of Chemistry, University of Ghana, Legon continued to exercise general oversight over the work in the department in the absence of a substantive head. Special visitors to the department include Prof. Bevan, University of Wales, Cardiff (a council member) and Dr Baxendale, a Reader in Chemistry, Manchester University who came under the auspices of the Inter-University Council to advise on instrumentation. Dr Dadson and Dr Yeboah attended the C.B.A. and Chemistry Study Courses in the U.S.A. Three lecturers from the department (Drs. Owusu, Dadson and Khan) attended the West Africa Science Association Conference in Ibadan where they all read original scientific papers. Research assistance in form of Chemicals and equipment was received from Sherwin Williams Research Centre, 3Chicago, U.S.A., for work in thin layer chromatography. 28 staff: Two Ghanaian lecturers Dr Dadson and Dr. Yeboah returned from study leave. We were also joined by four new expatriate staff: Visiting Professor M. Crawford, Dr Keenan, Dr. Parker and Dr. Cotton (An Afro-American). At the end of the year Dr. Munz (Peace Corps Volunteer) and Mr Bartosiewicz left the department after being on the staff for about two years. Mr Adase, an assistant technician in the department left for Britain on an Inter-University Council Fellowship to do a technical course. academic staff: 1. A. A. Owusu, BSc (Lond.) MSc (Ghana) PhD (Lond.) Lecturer and Ag. Head of Department. 2. M. Crawford, BSc DSc (Glasgow), PhD (Munich), FRIC Visiting Professor. 3. B. A. Dadson, MSc (Ghana) PhD (Camb.) Lecturer 4. S. K. Yeboah, MSc (Ghana) PhD(Bristol) Lecturer 5. A. A. Khan, MSc (Dacca), PhD (Mane.) Lecturer 6. J. H. Parker, BS (Emory) PhD (Calif) Lecturer 7. D. J. Cotton, BS (Howard) MSc (Yale) PhD (Howard) Lecturer 8. J. E. Munz, BSc (PCP & S.), PhD (U of P.) Lecturer 9. R. L. Bartosiewicz, MSc (U. of C.) Lecturer 10. A. K. Keenan, BSc, PhD (Dublin) Lecturer 11. I. M. Procter, BSc, (Hull) Assistant Lecturer technical and other staff: 1. Assistant Technicians Mr F. Adase (On study leave) Mr R. Anim
2. Technical Assist. Grade I — Mr C. Awotwe-Dadzie Mr David Arthur Mr G. Y. Nyankomago
3. Technical Assist. Grade II — Mr R. W. K. Ofori Mr Luke Adokoh Mr B. K. Aggrey Mr F. Filson
4. Technical Assist. Grade III — Mr S. O. Ewool 5. Apprentice Tech. Assts. — Mr John Koufie Mr Samuel Debrah
6. Typist Grade I — Mr James Godwyll 7. Messenger Mr Kobina Adabuh 8. Cleaners — Mr J. Y. Antwi Mr Kwamena Acquah Mr Kabibaya Dargarti staff establishment:
Professor .. 1 Senior Lecturers 3 29 Lecturers 10
Demonstrators ...... 2 Chief Technician 1
Senior Technician ...... 1
Technician ...... 1
Assistant Technician ...... 2
Technical Assistant Grade I .. 5
Technical Assistant Grade II .. .. 6
Technical Assistant Grade III .. .. 1 Apprentice Technical Assistant.. 2
Senior Clerk ...... 1
Clerk Grade II ...... 1
Messenger ...... 1
Cleaners .. 3 student population during the session:
Preliminary .. 77
1st Year Degree ...... 7
2nd Year Degree .. .. 22
3rd Year Degree ...... 8 114
accommodation : The Chemistry department occupies the first three floors of the 1st quadrangle in the Science Faculty. There are:— 7 Teaching Laboratories (approx. 1 lOOsq. ft each) 3 Research Laboratories (approx. 800sq. ft each) 7 Instrument Rooms. 5 Large Stores 10 Lecturers' Rooms 1 Head of Department's Office 1 Departmental Office 1 Staff Common Room 1 Chief Technician's Room 1 Dark Room 4 Preparation Rooms 1 Glassblower's Room 1 Workshop. equipment and supplies New major equipment received in the department included Perkin and Elmer I. R. and U. V. Spectrophotometers, Ice flake making machine, air conditioners and a duplicating machine. 60 sets of Quickfit apparatus were received for students use. research: Efforts were made to start some research in the department. The projects which were carried on were:— 30 1. Studies in thin layer chromatographic techniques 2. Studies in natural products 3. Structure determination of some copper complexes 4. Comparative studies of some Ghanaian common salts.
DEVELOPMENT PLANS: Efforts will be made to get the engineer to install the extractor fans in the fume cupboards. We are going to compare the quality of our students and the teaching in the department with those of American Chemical Society Universities. This will be done by giving some questions in Chemis¬ try obtained from the A.C.S. to our students at the beginning of the academic year and at the end of the year. We shall then feed the data we obtain into the computer at Legon for analysis. We have some Perkin and Elmer spectrophotometers in the department and we are arranging to send one of our technicians into the Perkin and Elmer Factory in Britain to learn how to service and maintain the instruments. We have noticed that the present laboratory benches are very unsuitable for some work in organic and inorganic practicals. We intend building new benches to replace these Kovo benches.
PUBLICATIONS Dr A. A. Owusu 1. The Mossbauer Effect and Chemistry Part IV Some further work on the Stereochemistry of organo tin complexes and results for organo tin dithiocarbamates Journal of Chemical Society (A) Vol. 6 page 935, 1970.
2. The application of Mossbauer Effect in the study of some Biological interesting compounds. Abstract of 7th Biennial Conference of West African Science Association Ibadan, Nigeria April, 1970 page 34. Prof. M. Crawford The Synthesis of Benzo (b) naptho (2, 1-j) fluoranthene, Benzo (a) naphtho (2, 3-j) fluoranthene and other related Benzo (j) fluoranthene Derivatives. Journal of the Chemical Society 1970 C, 1832. Dr B. A. Dadson Total Synthesis of (+) Desethyl-Dihydrocleauamine Abstract of 7th Biennial Conference of West African Science Association Ibadan, Nigeria, April, 1970 page 25 Dr. A. A. Khan The Pulse radiolysis of p-nitrosodimethylaniline in aqueous solutions. Abstract of 7th Biennial West African Science Association held in Ibadan, Nigeria in March—April, 1970 page 27 31 Dr. J. H. Parker Vibrational Energy Distribution in Chemical Lasers, J. Quart Elec. QE 5 (1969)
Dr D. J. Cotton A Theory of Cavity Formation at Solid-Liquid Interfaces Mat Lab 3054, Nav Ship R&D Lab (1969)
Dr A. A. Keenan Preparation of CIS-3—methylflavanones Tetrahedron Letters No. 16 1970 p. 1333-1334 "
Dr I. M. Procter Electronic Properties and Stereochemistry of the Copper II ion. Part VI. Bis (bipyridyl) Copper II Complexes. Journal of the Chemical Society Section A. 1969 page 2219
DEPARTMENT OF MATHEMATICS
STUDENT ENROLMENT: Student enrolment during the year was as follows:
Preliminary Year .. .. 39 (Mathematics) 37 (Subsidiary" Mathematics)
First Year ...... 29
Second Year ...... 32 Third Year 73 (First Term) 14 (Second/Third Terms)
ACADEMIC STAFF: The academic staff during the year was as follows: D. N. Offei, MSc Lecturer and Acting Head of Department B. de Sa, DSc Professor and Chief Technical Adviser {Unesco) K. H. Schmid, PhD, Dip Ed Senior Lecturer {Unesco Expert) E. A. Ofori, MSc Assistant Lecturer J. B. Ofosu, BSc Assistant Lecturer S. B. Edgar, BSc Assistant Lecturer C. H. Lutterodt, BSc Demonstrator
Professor de Sa's term of office as Chief Technical Adviser (Unesco) came to an end and he left the College in July 1970. Mr E. A. Ofori resigned his appointment as Assistant Lecturer at the end of the academic year and Messrs J. B. Ofosu, S. B. Edgar and Lutterodt left Ghana for the United Kingdom to pursue further studies in British Universities from October 1970.
SYLLABUS A new degree syllabus in Mathematics was approved by the Legon Academic Board in December 1969. First Year degree students were 32 examined on the new syllabus in June 1970. Final year degree students will be examined on the new syllabus for the first time in June 1972.
CONFERENCES Mr D. N. Offei and Dr. K. H. Schmid attended a meeting of ex¬ perts for the teaching of Mathematics and Geography in Secondary Schools in Africa at Younde, Cameroon from 20th to 29th July 1970. They also attended the Annual Conference of the Mathemati¬ cal Association of Ghana at Winneba from 31st March to 4th April 1970. Mr Offei gave a series of three lectures on "Vectors and Vector Spaces" during the conference.
OBSERVATORY An observatory, on top of Room M3-7 in the Mathematics Department, was opened by Dr. R. Oteng, Acting Dean of the Faculty of Science in June 1970. The observatory will be used to track satellites and to observe the moon and stars.
RESEARCH The research interests of members of staff during the academic year were as follows: 1. D.N. Offei — Boundary value problems for ordinary differential equations 2. J. B. Ofosu -—• Asymptotic methods in Statistics
3. K. H. Schmid — (1) Linear Programming, Operations Research (2) Mathematics Methods in Secondary Schools.
4. S. B. Edgar ■— Theory of Relativity 5. C. H. Lutterodt Applications of group theory to pro¬ blems in Quantum Mechanics
RESEARCH PUBLICATIONS 1. D.N. Offei (1) Some asymptotic expansions of a third-order differential equation (Journal of London Mathematical Society, 44 (1969), 71-87). (2) The Use of boundary condition functions for non-self-adjoint boundary value problems (Journal of Mathematical Analysis and Applications, 31, 555 (1970). 2. K. H. Schmid An Algorithm for Determination of the Educational capacity of Uni¬ versities (Jahrbuecher fuer Na- tionaloekonomie and Statistik 182, 415 (1969). 33 DEPARTMENT OF ZOOLOGY general: There has been a marked improvement in the collective manage¬ ment of the Department this academic year. Not only were the staff more involved in the physical running of the Department, but there has also been some examination of the courses we offer and their relevance to conditions in the country. It is hoped that this spirit of self-examination will improve the quality of our teachng from year to year and thus help to turn out better graduate teachers. staff: (a) Teaching Staff: At the end of last academic year, Mr T. Y. Adomakoh was awarded a UNESCO fellowship for post-graduate studies in Manchester University. The Department started this academic year with only six lecturers comprising:— Eyeson, K.N. BSc Lond. ; PhD Leeds Lecturer and Acting Head Omarkhan, M. MSc Osm., PhD London Associate Professor Dimelow, E. J. (Miss) BA DipEd. Birm., B.Sc. Lond., Ph.D. R'dg. Senior Lecturer Djangmah, J.S. BSc Lond., PhD Wales Lecturer Rutherford, T. C. MS South Carolina PhD Virginia Polytechnic Inst. Lecturer Sapwell, J. E. BSc Lond. MSc Wat. Asst. Lecturer In January 1970, Professor M. M. Hosny joined the staff as a visiting Professor sponsored by UNESCO. (b) Other Staff: This consisted of one Chief Technician (Mr J. K. Yankah), one Asst. Technician, two Technical Assistants Grade I, three Technical Assistants Grade II, one Technical Asst. Grade III, one Technical Apprentice, one Typist Grade I, one Messenger and three Cleaners. plan of work: There was increased collaboration with the Department of Botany in the training of Biology teachers. Subject combination "Zoology and Chemistry" for the undergraduate course has been discontinued, and all Biological Science students in the First Year Course were required to read Zoology and Botany this year. This made it possible for certain specialised fields, such as Cytology and Genetics, which appear in both Zoology and Botany Syllabuses, to be taught by the Botany Department. The time saved by this arrangement was used to give background courses in Chemistry which the students need to make them good biologists and better scientists. This collaboration will be under constant review. The Preliminary Science Course Syllabus for Biology has been revised to suit a 2-year course and a new syallabus has been written for an Ancillary Biology for the Physical Science students of the 34 Preliminary course. A syllabus for an Honours degree course in Zoology has also been written and is being scrutinised. teaching: Four new rooms have been organised for a Department Library, Sterilization room, Histology and Research/Physiology Laboratories. The two laboratories have been air-conditioned. The Department has also acquired two nature reserves on the campus, and it is hoped that students will make frequent use of them. It is also necessary to report that the teaching of Ecology, which has been a weak spot in the past, is receiving the emphasis it deserves. The animal house at the old site which was abandoned sometime ago, has been re-occupied, and the live animals housed there are used for class demonstrations. This leaves the animal house at the Science Faculty completely free for breeding of small laboratory mammals for class use and research.
research : All members of the department have started some research in various fields. These include (a) A Survey of Ghana Prawns by Drs. J. S. Djangmah and T. C. Rutherford. (b) Aspects of fish biology by Drs. M. Omarkhan and K. N. Eyeson. (c) Studies on Snakes and amphibia by Mr J. E. Sapwell. Also in progress is the construction of experimental ponds for research and teaching. It is disappointing that the department has still not been allocated a dependable Land Rover for the numerous field trips involved in its duties.
publications : 1. Eyeson, K. N. (1970) Cell Types in the Distal Lobe of the Pitui¬ tary of the West African Rainbow Lizard Agama agama (L). General and Comparative Endocrinology Vol. 14, 357-367. Eyeson, K. N. (1970). The Role of the Thyroid in Reproduction in the West African Lizard Agama agama (L). General and Comparative Endocrinology (In press). 2. (/) Djangmah, J. S. and Grove, D. J. (1970) Blood and hepato- pancreas Cu in Crangon vulgaris. Comparative Bioche¬ mistry and Physiology 32, 733-745. (ii) Djangmah, J. S. (1970). The Effects of Feeding and Starva¬ tion on Copper in the blood and hepatopancreas, and on blood proteins of Crangon vulgaris. Comparative Bio¬ chemistry and Physiology 32, 709-731. 3. Sapwell, J. (1969). An unusual defensive display by a West African Snake, Crotaphopeltis hotamboeia hotamboeia Herpetologica 25, 314-315. 35 other activities: The department took active part in the 6th Biennial Conference of the Ghana Science Association held in Legon from December 26 to Dec. 31, 1969. The following lecturers read papers at the con¬ ference : Eyeson, K. N. on "Studies on the Pituitary Gland of Agama agama." Djangmah, J. S. on "The Effects of Feeding and Starvation on Blood Protein and Copper. Levels in the shrimp Crangon vulgaris. Rutherford, T. C. on (i) "Variation in Caridinopsis sp. (Crustacea, Decapoda, Palaemonidae) of Liberia (ii) "Freshwater shrimp in the area of Cape Coast." Sapwell, J. on "Food and Feeding of Etheostoma exile and Etheos- toma microperca in Sunfish Lake of Ontario." development plans: The Department is working on plans to build a small teaching Zoo which will stimulate interest in living animals as an essential part of the training we offer here. The Department intends to undertake an extensive survey of animal life in Cape Coast area. With regard to this, we shall continue in our efforts to get a reliable Land Rover allocated to us. Our efforts this year have been thwarted by the chronic weak finances of the College, but we shall continue to press for it in the coming year.
DEPARTMENT OF BOTANY
1. introduction: During the year the Department strove to improve on all aspects of its work with special reference to teaching and research.
2. accommodation of department The present space allocation of the Department is as follows: Accommodation Units of Rooms
1. Laboratories ...... ■ • • • 5
2. Preparation rooms ...... 5
3. Office-laboratory ...... 1
4. Lecturers rooms. .. .. ■. 11
5. Technicians rooms ...... 4 6. Office
7. Senior Staff Common Room .. 1
8. Herbarium ...... 1
9. Dark room/Photographic room .. .. 1 10. Histology room .. .. 1 11. Microscope rooms .. .. • ■ •. 2 12. Specimen room ...... 1
13. Botanical Museum ...... 1
14. Store ...... 1 36 3. CAPITAL EQUIPMENT OF THE DEPARTMENT (a) Teaching Facilities Among these are the following: 1. Microscopes: Jena 33 Austria 50 Russia 1 84 2. Dissecting Microscopes — 60 3. Balances, Physical — 5 4. Microtomes: Rocking 2 Sledge 5 7 5. Electric water baths 2 6. Glasswares enough 7_ Chemicals enough s! Stains enough (b) Research Facilities Among these are the following: Universal Research Microscope 1 Research Microscopes 10 Microfilm projector 2 Portable autoclave 1 Warburg Apparatus 1 Stills 4 Slide diascope 1
4. STUDENTS OF THE DEPARTMENT During the year there were 172 students in the Department distn buted according to year of course as follows:
Preliminary year ...... 37
First Year Degree ...... 22
Second Year Degree .. .. 104
Third (Final) Year Degree .. 9
Total 172
5. STAFF POSITION (a) Academic Staff The Department had two Visiting Professors during the year. These were Associate Professor W. N. Easterly who was a Fulbright Visiting Professor from the University of Bowling Green State, Ohio, and Prof. J. G. Vaughan from Queen Elizabeth College (University of London). The Department also recruited Mrs Jean Sapwell as a second demonstrator to succeed Mr A. A. Oteng-Yeboah who left at the beginning of the Academic Year to undergo further studies at the University of Edinburgh. Dr. J. Ghatak was on study-leave during the first term of the Academic Year. For much of the academic year, therefore, the staff strength of the Department was as follows:— 1. Assoc. Prof. J. Yanney Ewusi, BSc. (Lond.), PhD (Cantab.) 37 MI.Biol. (Lond.), FAG, FWA Head of Department. 2. Prof. J. G. Vaughan, BSc. DipEd. (Mane.), MSc., PhD (Lond.), (Visiting Professor). 3. Assoc. Prof. W. N. Easterly, MS (Iowa), PhD (West Virgi¬ nia), Fulbright Visiting Professor. 4. Dr J. Ghatak, BSc. (Cal.), MSc. (Cal.), PhD (Leeds), FLS (Lond.), Senior Lecturer. 5. Dr M. M. Imam, BSc. (Sind), MSc. (Sind.), Dr.rer.nat. (Bonn), FLS, Lecturer 6. Mr A. C. Rose, BSc. (Birm.), CertEd. (Birm.), Lecturer. 7. Mr H. B. Damptey, BSc. (Lond.), MSc. (Ghana), Lecturer. 8. Mr C. E. Stephens, BSc. (Lond.), MSc. (Ghana), Lecturer (on study leave). 9. Mr R. Stinton, BSc. (Card.), MSc. (Lond.), DIC, Assistant Lecturer. The Demonstrators of the Department were Mr R. F. Quan- sah, BSc.Ed. (Ghana) and Mrs Jean Sapwell, BSc. (Lond.). Although the staff situation was much better during the year, the lecture load is far from satisfactory, and efforts are still being made to improve the situation so that more tutorials can be arranged for students. (b) Technical Staff The technical staff situation was as good as can exist in any mode¬ rate sized Department of Botany. Although many of the Technical staff were new, they quickly responded to training under the able leadership of the technician Mr E. N. Lartey who himselfjoined the Department at the beginning of the year. Although the Herbarium continued to be unmanned for much of the year, we were pleased to have made the appointment of a Technician (Herbarium) Mr G. W. Agyakwah, FLS, who was trans¬ ferred from the Department of Botany, Legon, to man the Herbarium before the end of the academic year. Equally significant is the appoint¬ ment of Mr J. O. K. Ansah who is transferring from Ahmadu Bello University, Zaria, where he had been holding the same post for about five years. The Technical and Herbarium Staff situation is as follows:
Chief Technician Mr J. O. K. Ansah
Technician .. Mr E. N. Lartey
Asst. Technician .. Mr E. A. Thompson
Technical Asst. Grade I . . .. Mr P. A. Yalley
.. .. Mr B. K. Bentil 99 99 99 II
.. .. Mr J. O. Arkoh 99 9 ? 99 II
Ill . . .. Mr J. Arku
.. .. Mr A. 9 9 99 99 Ill Kwakye
Ill .. .. Mr E. O. Anakwa
.. .. Mr F. S. 99 99 99 Ill Cudjoe Apprentice Technical Asst. .. Mr Peter Idan
.. 99 99 99 Mr A. N. de-Heer 38 Herbarium Staff Herbarium Keeper Mr G. W. Agyakwah, FLS (Technician in-charge) Asst. Herbarium Keeper (Vacant) Technical Asst. Grade I Mr A. Ogoe Other staff of the Department are : Clerk Grade II Mr J. Godwyll Typist Grade I (Vacant) Asst. Store-keeper Johnson Awuah Messenger and Cleaners Mr B. K. Acquah and three Cleaners.
6. ACADEMIC STAFF—COLLEGE ACTIVITIES Apart from the normal duties, the academic staff of the Depart¬ ment participated fully in the committee work as well as voluntary association activities of the College. Among these are the following: Assoc. Prof. J. Yanney Ewusie was elected President of the Cape Coast Branch of the Ghana Science Association which was inaugurated during the year, and participated in the activities of the Association in many ways including serving on the panels for the symposia organised by the Association on the Degree structure in Science, and the contribution which this College can make towards the development of science in Ghana. In the College Prof. Ewusie served on the College Council, the Finance Committee, the Academic Board, the Executive Commit¬ tee of the Academic Board, the Budgetary Committee, the Estate Management Committee, Chairman of the Manciple's Organisa¬ tion Committee. He was also elected and served as one of the two Academic Board assessors for Academic appointments (including Professorial appointments). From 19th January to 21st April, 1970, Prof. Ewusie acted as Dean for Dr R. Oteng the Acting Dean for the academic year, during the latter's absence from the country. During this period, Prof. Ewusie also served on the Development Committee, and as Chairman of the Inter-Faculty Board. Dr J. Ghatak and Mr H. B. Damptey read papers to the Ghana Science Association (Cape Coast Branch). Dr M. M. Imam continued to serve as a Tutor in Oguaa Hall and as a member of the Academic Board as well as the Inter- Faculty Board and the Farm Management Committee. Mr A. C. Rose served on the Staffing and the Budgetary Com¬ mittees, as well as the Residence Board. Mr H. B. Damptey served as a Tutor in Atlantic Hall.
ACADEMIC STAFF—EXTRA-MURAL ACTIVITIES Staff of the Department participated in a number of activities at different levels outside the College which projected the good name of the College. Among these are the following: Assoc. Prof. J. Yanney Ewusie was invited to assist in the work of a Committee that advised on the review of the educational policy and structure of the country. He also served on a committee of the 39 curriculum Section of the Ministry of Education on the re-organi¬ zation of the various O'Level Science Subjects. He is also a mem¬ ber of the Board of Governors of the Winneba Training College (Post-Secondary) Winneba. Assoc. Prof. Ewusie gave one of the Museum Lectures for 1969 in November 1969. Dr. M. M. Iman, Mr H. B. Damptey and Mr A. C. Rose served as examiners of the West African Examinations Council. Mr H. B. Damptey served on the panel of the GAST in working out a new syllabus for an 'integrated' science course held at Takoradi. Mr Damptey has also been elected as member of the Executive Committee of GAST. Assoc. Prof. Ewusie, Dr J. Ghatak and Dr. M. M. Iman attended the 7th Biennial Conference of the West African Science Associa¬ tion held from 30th March to 4th April 1970 at Ibadan, Nigeria. They all read original papers on their research work. Dr M. M. Imam also read a paper at the Conference of the Ghana Science Association held in December 1969 at Legon. At the same Con¬ ference Prof. Ewusie contributed a paper on the current problems in scientific research in Ghana. Prof. Ewusie participated in the African Regional Symposium on Disarmament and Development at Legon from 28th—31st July 1970, read a paper at a Conference on African Flora in Munich from 7th to 12th September and parti¬ cipated in the I BP/UNESCO Regional Symposium on Bioenerge- tics and Tropical Ecosystems at Makerere University, Kampala, from 16th to 19th September, 1970. Prof. Ewusie continues to represent the College on the Council for the Institute of African Studies and the Unesco National sub- Committee on Natural Sciences.
8. TEACHING DEVELOPMENTS With the refusal of the Final-Year students to take their assessment examinations and their eventual suspension by the Council of the College in January, the few students left in the Final Year had inten¬ sified tutorial tuition. The Department further intensified its assess¬ ment of students in all years with providing mock examinations at the beginning of the third term. Students appeared to have benefitted from the discussions of these examinations. For the first time too, students in Ecology started to perform field and laboratory experi¬ ments and to make quantitative measurements, apart from making observations on special ecological habitats. The Department has prepared its Honours Degree Syllabus which has been approved by the Faculty Board. During the year Prof. Easterly made botanical collecting trips to the North of Ghana and the Ankasa Forest Reserve (Western Region) and brought back a number of new collections which en¬ riched the Herbarium.
9. DEVELOPMENT PLANS During the year an experimental plot was constructed and a green- 40 house built. This has considerably improved the teaching of the Department. Plans for the Botanic Garden was much advanced during the year with the invitation of Mr Gavin Paul of the Univer¬ sity of Science and Technology to advise on the .project. During the coming year it is expected that work on the Garden will commence. Also a more sophisticated type of green-house and a culture room are to be established. Plans for the experimental water-pond will be prepared. Now that a Senior Officer has been appointed to the Herbarium the single vehicle allocated to the Department will not be adequate for the needs of the Department, and in particular the present terms for the allocation of the vehicle will need to be reviewed.
10. research in progress All members of the academic staff of the Department have conti¬ nued their current research projects. Among the research pro¬ grammes in progress are the following: Assoc. Prof. J. Yanney Ewusie— The floral mechanism of Sida. The Capsicum peppers of West Africa. The physiology of flowering in the pawpaw.
Dr. J. Ghatak —• Cytotaxonomy of pteridophytes and grasses of Ghana
Dr. M. M. Imam — Colchiploidy in Manihot Mr. A. C. Rose Macromycete taxonomy, and aquatic phycomycetes of Cape Coast area. Mr H. B. Damptey Environmental effects on plants Seed dormancy, seed testing methods and seed storage. Vegetative propagation of woody plants and phenologi- cal studies. Mr R. Stinton Soil micro-biology.
11. publications (1969-70) 1. J. Y. Ewusie (1969) Some observations on the Annual pattern of flowering of some tropical woody plants. Ghana J. of Science 9 (1) 74-78. —(1970) The role of African administrators in the develop¬ ment of science. Scientific World XIV (1), 7-8. —(1970) The Challenge of Change in Education. Insight 5(1), 21-26. 2. Dr. M. M. Imam: Polyploidy and radiosensitivity in some species of Gossypium. Ghana J. of Sei. (in press). Effect of colchicine on some varieties of cassava. Ghana J. of Sei. (in press). 41 3. Mr H. B. Damptey : A review of some physiological problems in tree breeding. Ghana J. of Sei. (in press). •
12. VISITORS Among the distinguished visitors to the Department are :— 1. Prof. David Balme, Queen Mary College, University of London 2. Dr. J. B. Stahel, Forestry Institute, Switzerland 3. Prof. J. K. Morton, Professor of Botany, University of Water¬ loo. 4. Prof. Round, University of Bristol. 5. Dr. Glenn, Secretary of the Commonwealth Scientific Committee, London. 6. Mr Addo-Ashong, Ag. Director, Forest Products Research Institute, Kumasi. 7. Prof. G" W. Lawson, Head of Department of Botany, Univ. of Ghana.
FACULTY OF EDUCATION
GENERAL INTRODUCTION 1. The Faculty ofEducation is engaged in the professional training of undergraduates to become teachers, as well as in the training of graduates who have started teaching and the further training of already trained graduates. It offers the following courses:— {a) An undergraduate 2-year Course along with courses in Arts and Science for the year BA (Ed.) and BSc. (Ed.) degrees. (b) A Post-Graduate Certificate in Education for graduates with at least a year's experience in Education. (c) A Course for the Diploma of Advanced Study in Education. 2. Courses for the degree of Master of Education (MEd.) are now under consideration. 3. The Faculty is housed in:— (a) The Faculty Building adjacent to the Dining Hall. (b) The Faculty Annexe, previously a residential Hall. 4. The Faculty is presently divided into the following Departments: Department Head i. Department of Education Dr N. O. Anim ii. Department of Curriculum and Information Systems Assoc. Prof. T. W. Birch iii. Department of Advanced Study in Education — iv. School of Education —
5. These Departments are functional but are not possessed of separate structural locations because the Faculty is housed not in a specially designed accommodation but in converted premises. 42 STAFF 1. Study Leave Mr Y. Bassa-Quansah Mr E. E. Ekuban Mr K. A. Awuku—Starting from January, 1971 Mr N. K. Pecku 2. Academic Appointments Mr J M. Dotse—Assistant Lecturer Geography Prof. J. M. Barre—Professor of Audio Visual Aids. Prof. D. G. Burns—Visiting Professor of Education 3. Resignations Prof. T. L. Green Mr W. F. Barrett Miss Myora MacDonald 4. Lecturers Resuming Duty after Study Leave Abroad Mr S. A. Awudetsey Mr E. E. Ekuban Mr J. S. K. Owusu 5. Transfers Mr E. N. Kotey transferred to Administration Mr A. K. Bondzie transferred from Halls of Residence.
CONFERENCES, COURSES, LECTURESHIPS, AWARDS AND GIFTS (a) Dr N. O. Anim and Mr K. A. Awuku attended a Consulta¬ tive Committee Meeting of A.T.E.A. Programme in Monrovia from 21st—27th March, 1970. (b) Dr C. H. Ayisi and Mr J. E. Opoku attended conference of Francophone Psychologists at Abidjan, from 6—12 July, 1970. (c) Mr M. K. Antwi attended a UNESCO Conference on the development of Rural Life and Institutions in West Africa held in Mensah Sarbah Hall, University of Ghana from July, 23—31, 1970. (d) Mr K. A. Awuku attended the National Food Congress in Accra between 26th and 29th May, 1970. (e) Mr M. K. Antwi represented the Faculty at the meeting of the Schools Advisory Committee held at Broadcasting House on May 16, 1970. (/) Academic Staff' Fellowship for Post Ph.D. Dr N. K. Dzobo was nominated for a Commonwealth Staff Fellowship award tenable at the University of Keele from 1st October, 1969 to July, 1970. While at Keele, Dr Dzobo gained some experience in his field of specialization, teaching along with his counterparts. (g) Dr Asiedu-Akrofi is serving as Chairman, National Advisory Counsel for Schools—Broadcasting. 43 He is a Member of Ghana National Commission for UNESCO. He was also a delegate and Chief Spokesman on Education to the General Biennial Conference of UNESCO 1970. Director of Environmental Studies Programme organised at U.C.C.C., Cape Coast in August, 1970. Miss Sarah Anne French participated in workshop on the intro¬ duction of integrated science at Takoradi in April, 1970. It was financed by UNESCO. (/;) Vacation Courses The Centre for Civic Education conducted a refresher course for Regional and District Organisers from 3rd—14th August, 1970 in this Faculty. (i) Mr S. K. Odamtten organised a conference of various Teachers Subject Association in the country at U.C.C.C. from Tuesday, March 31—Saturday, April 4, 1970. (j) Gifts The Faculty is grateful to the British Council as well as U.S.I.S. for various gifts of educational books and materials. Visiting Lecturers Dr J. L. Henderson visited the College in general and the Faculty in particular between 8th and 18th March, 1970. While here, he delivered various lectures to the undergraduate and postgraduate students, the public and the Academic Staff Association. Professor Harry Kay, Pro-Vice Chancellor of the University of Sheffield paid a visit to the College and the Faculty from 6th—20th March, 1970. While here he talked to the Academic Staff and local teachers at Mfantsipim. in the series "Teaching in Universities" Mr Ron Hoapy, the Executive Editor of African Encyclopedia paid a short visit to the Faculty on Wednesday 25th February, 1970 where he talked to a number of lecturers in this Faculty. Other Visits. Mr G. E. Harrington of the Department of Education Territory of Papua and New Guinea visited the Faculty between 2 and 3 p.m. on 26th May, 1970. A party of 31 from Columbia Teachers College (USC-UCLA- UCCC) visited the Faculty between 8th and 14th August for Interna¬ tional and Curriculum Studies. External Examiners Professor Andrew Taylor of Institute of Education, University of London and Professor Ian Espie, Director, Institute of Education, University of Zambia acted as external examiners for the 1969/70 degree examinations in the Faculty. External Examinerships The undermentioned members of staff of the Faculty acted as examiners in public examinations: Mr K. A. Awuku Mr K. O. Agyakwa 44 Mr G. Owusu-Sekyere Mr Kwasi Gyan Mr N. K. Pecku Mrs N. A. Essilfie Mr A. E. Sosu Mr M. K. Antwi Mr Sam Bortei Doku Dr E. Asiedu-Akrofi Plan of Work for 1970/71 Academic Year
1. PRESENT SITUATION (a) Structure: On paper the Facility of Education has the following five depart¬ ments : (i) School of Education (ii) Department of Education (iii) Department of Advanced Study of Education and Research (iv) Department of Curriculum Development and Information Systems (v) Department of Physical Education (b) Functions: (i) The School of Education was established to keep under constant review the training of education of teachers of all kinds so as to make recommendations to meet changing needs. It was be¬ cause of this that the School was made responsible for overseeing the training courses of certain Training Colleges in the country. The School was also charged with the organization for in-service training of teachers for which Departments and Faculties of the College were responsible. (ii) The Department of Education—responsible for the main under-graduate courses as well as the Graduate Certificate in Educa¬ tion and the Associate Certificate in Education. Additional Function of the Department of Education— This department was also expected to provide programmes in cultural activities, such as Music, Drama, Art, for students. These activities were supposed to be useful for the teacher, both in his work and for his general well-being. (iii) Department of Advanced Study of Education and Research— responsible for conducting courses for a Diploma in Education and higher degree MEd. and PhD. This was also supposed to be the research department of the Faculty—to carry out large scale research mainly in the theory of Education. This arrangement was not meant to prevent staff members in other departments from carrying on research. (iv) Department of Curriculum Development and Information Systems—set up to be responsible for research in modernizing the curricula in secondary schools. Specifically the research would involve the preparation and introduction of new syllabuses. 45 Also all lecturers in this department were expected to teach the method courses for the Department of Education and supervise teaching practice.
(v) Department of Physical Education—this was meant to be a small service department whose functions were to provide courses in Physical Education primarily as optional courses in the Department of Education. In doing this it would assume the added responsibility of stimulating interest in games, field activities and general health among students.
CRITICAL EXAMINATION OF THE PRESENT FUNCTIONS 1. The School of Education—does not function as envisaged because little effort has been put into recruiting the needed personnel. There are only two full-time members of the department and the former Dean (Professor T. L. Green) acted as Director. Its major function has therefore been sacrificed to organising courses in African Studies for undergraduate students and acting as an external examination body for ATTC, STC and GTC, Tamale. 2. The Department of Education: By the nature of its functions every member of the Faculty works for this department. It contains all the various disciplines with which this Faculty has to deal. It therefore operates as an omnibus department with no definite struc¬ ture. This in effect means that the whole Faculty is within this depart¬ ment. In other words the whole Faculty is being run as one depart¬ ment—an inefficient and ineffective way of operating a Faculty. The functions of the Department of Education should be assigned to the departments proposed under the New Structure. 3. The Department of Advanced Study of Education and Research The number of students registered for courses within this depart¬ ment has been negligible. There are at present only two students studying, part-time, in this department. Apart from this fact these students are taught by lecturers from other departments of the Faculty. It has not in fact justified its existence. 4. Department of Curriculum Development and Information Sys¬ tems—Instead of concentration on research in curriculum develop¬ ment and instructional techniques its activities are limited to offering method courses in the various school subjects. It should be noted that research in curriculum development is related to work done in the classrooms and adequate staff should be recruited to do this. 5. Department of Physical Education—This department is defunct because it has neither a programme nor personnel. This is unfortu¬ nate because it could have served a very valuable purpose in the College.
II. PROPOSALS FOR REORGANISATION 46 1. Introduction: The structural and organizational weaknesses pointed out above, do not make the Faculty function effectively. At best it can be said that it operates on the basis of course groups, that is, undergraduates G.C.E. and D.A.S.E. This arrangement is wrong because it should be expected that every lecturer recruited would teach his or her sub¬ ject from the undergraduate to the post-graduate level. It is therefore proposed that the new organization should, as far as possible, be based on subject areas instead of course areas. There are certain obvious advantages to be achieved from the above pro¬ posal: {a) Lecturers teaching the same or related subjects could co¬ ordinate their work and so develop inter-disciplinary studies which are necessary for intellectual as well as academic ex¬ cellence.
(b) Each department will be able to plan and co-ordinate its syllabus for the various academic levels of students in an effective way. (c) We shall have a clearly defined policy for the allocation of academic staff to departments. After a department has identified and established its major teaching and research areas people can be appointed to fill definite posts in the de¬ partment. (d) As a follow-up from (c) we can say that each department would have a definite structure and responsibility. This should in no way, prevent flexibility in relationship between departments. It should, on the other hand, ensure good programming at the departmental level, which in turn should lead to the whole Faculty discharging its responsibility most efficiently and effectively.
2. Proposed Departments We wish to propose that the following five departments should be established within the Faculty of Education: (a) Department of Cultural Foundations of Education (b) Department of Psychological Foundation of Education (c) Department of Curriculum Development (d) Department of Educational Administration and Planning (e) Institute of Education (School of Education)
3. Details of Departments (a) DEPARTMENT OF CULTURAL FOUNDATIONS OF EDUCATION Functions: This Department shall be established as a teaching and research department within the Faculty of Education. The Department of Cultural Foundations shall deal with education as a Cultural phenomenon. It shall concern itself with: (i) The History of Education as it has developed throughout the 47 ages and with Comparative Education which emphasizes the study of Education under different cultural conditions. (z'z) The Sociology of Education which takes up the theoretical and empirical study of the relationship between education and society as a whole, and of the school system as a social phenomenon. (z'z'z') The philosophy of Education which examines the basic Princi¬ ples and Aims of Education and provides a philosophical perspective from which educational problems can be discussed. Specialisations within the Department (z) History/Comparative Education (a) History of Educational Practice and Ideas—the Growth and development of Education throughout the years. (h) Comparative Education—A study of the factors which have shaped educational patterns in specific countries, e.g. Soviet Union, U.S.A., Britain, France, etc. (c) Educational development in Africa with particular empha¬ sis on Ghana. (z'z) Philosophy of Education: (ia) Philosophical bases of Education (b) Philosophical analysis of contemporary educational pro¬ blems.
(b) DEPARTMENT OF PSYCHOLOGICAL FOUNDATIONS OF EDUCATION The department shall be organised on a tripartite basis embracing teaching, research and service. Functions: 1. Teaching—Courses in Educational Psychology shall be offered at two levels, the Undergraduate and Graduate. 2. Research.-The department shall mount and be actively engaged in researching into various aspects of education in Ghana. In particular, a unit to be established within the department as an Institute of Child Development and Guidance shall undertake studies covering the development of Ghanaian children. A second unit to be established as a Testing Centre shall undertake the development and validation of achievement and aptitude tests. This centre shall liaise with bodies like the Test Development and Research Organisation of the West African Examinations Council and similar establishments in West African Universities. 3. Service.—The Service aspect of this Department shall take the form of disseminating information on research findings for the improvement of teaching and learning in the Educational System. Specialisations within the Department In order to meet the present and future training requirements of students and research interests of staff members the following spe¬ cialised areas shall be established within the departments: (z) Psychology of Learning (z'z) Developmental Psychology (z'z'z) Guidance and Counselling 48 (ïv) Testing, Measurement and Evaluation (v) Statistics and Experimental Design in Education (vi) Personality (vii) Exceptionality and Remediation (c) DEPARTMENT OF CURRICULUM DEVELOPMENT The Department shall be established as a teaching and research department in the Faculty of Education. The work of the Faculty in areas of Curriculum Improvement, Methodology and Audio-Visual Education shall be based in this department. The instructional pro¬ grammes and activities of the department shall be related to the educational programmes in the Nursery School, Elmentary School, Secondary School, Training College, Technical and other organised pre-university educational Institutions. Functions The Department shall co-operate with other departments in the Faculty of Education, and also in the Faculties of Arts and Science in: (!) the training of teachers for pre-university educational institu¬ tions in Ghana (ii) preparing curriculum and audio-visual aid specialists (Hi) aiding schools, training colleges and other educational institu¬ tions in Ghana, through consultation and research in their problems of curriculum and teaching (iv) the dissemination of information on University Teaching at U.C.C.C. Educational Media Centre.—In order that the department shall perform its functions efficiently, particularly in the areas of research in curriculum improvement and studies in the making and use of audio-visual materials an Educational Media Centre shall be esta¬ blished to provide facilities for research and study in the fields indicated above. A detailed description of the nature and functions of the Educa¬ tional Media Centre is attached as Appendix A. Supporting services for the Centre shall be provided by the Audio-Visual Aids Section and the Faculty Educational Workshop. A detailed description of these two Sections appears in Appendix B. Functional Units ofthe Department.—Specific functional units shall be recognised and established within the Department. Related sub¬ ject areas shall be grouped together to form a unit. Members in the group shall consult together and work out co-ordinated programmes, where necessary. One member of the group shall be designated co¬ ordinator of the unit. The following shall be the functional units of the department: (i) Languages and Literature Education Ghana Languages, English, French, Classics, etc. (ii) Social Studies and Humanities Education Social Studies, History, Geography, Economics, Religious Education. 49 (iii) Science and Mathematical Education Science, Biology, Chemistry, Physics, Mathematics. (iv) Educational Technology Audio-Visual Education, Programmed Teaching, Educational Television. These units, when established shall be responsible for: (a) teaching the relevant method courses to students of U.C.C.C; Ib) the general problems of teaching each particular subject in pre-university educational institutions in Ghana; (c) the making and use of relevant teaching/instructional mate¬ rials; (d) research in planning and development of curricula in the subject areas listed under the unit; (
2. Functional Units of the Department : The Department shall consist of the following operating units: 1. Administration and Supervision: responsibility for the running of schools systems—primary and secondary. Supervision of instruction. 2. Planning: Development planning in education. Formulation of educational policy. 3. Specialisations within the Department: 1. Educational Administration as it relates to the Primary School. 2. Educational Administration as it relates to Post-Primary institution. 3. Supervision of Instructions. 4. Supervision of teaching practice by U.C.C.C. students. 5. Educational Planning—Guides for determining public policy in education.
AUDIO VISUAL AID SECTION Though incomplete, it is necessary to have it as a starting point in hammering out an audio-visual programme, which will meet the specific requirements, of this university.
BROAD OBJECTIVE To assist and speed up the teaching-learning process at the univer¬ sity as well as in the Schools and Colleges of Cape Coast by means of the latest audio-visual resources. Researching this process in the country's context was also an implication.
SPECIFIC OBJECTIVES
A.V. Consultation: (1) To provide consultation for Faculty mem¬ bers, students and staff in areas of audio-visual specialization. A.V. Courses: (2) To initiate courses, seminars and in-service sessions in audio-visual educational techniques for students, teachers and returning tutors. A.V. Production: (3) To produce softwares (slides, tapes, films, programmes, models, etc.) as required to make the teaching-learning transaction more effective. A.V. Services: (4) To organize the loan-circulation of audio-visual hardware in a manner which will assure the user of working equip¬ ment when needed. 51 MEANS AND METHODS Office Services: I. This office will act as a clearing house for the latest developments in the field of audio-visual education and it will supply from private collection, pamphlets, articles and books on the subject. Campus Library: The audio-visual section of the Campus library, which is very good, will, no doubt, acquire more recent publications. These appear in section labelled L.B. 1043. Course Content: II. Courses in audio-visual educational techniques are now nearly outlined for the various levels and will be available to the members of the Faculty. These will include study of the phenomena of perception—how affected when mediated through audio-visual aids—how behaviour is affected—learning how to operate equipment—preparing materials—creative design—examples of audio-visual technology at work—specific teaching practices characteristic of various media—the array of new instructional media and the need for audio-visual technology in teaching. Technical Servicesfor Softwares Preparation: III. Instructions will be formulated in the fact that technical services will be able to pro¬ duce some of the necessary softwares required for instruction early in the first term. They may proceed to consult with the audio-visual specialist, stating the desirable characteristics for their charts, dia¬ grams, models, slides, transparencies, etc. required for their purposes. Experienced teachers will find that this is the best way to obtain teaching materials urgently needed to achieve the objectives of their courses. Softwares Production Part of Educational Process: Readers will have no difficulty in understanding that the production of audio¬ visual softwares for teaching purposes cannot be a purely technical matter. The psychology of the learner must always remain the prime consideration. Therefore "media", to be used within the instructional design, are determined by the requirements of objectives, content and instructional methods. Media are the instructional input themselves, not supplementary to instruction. Audio-Visual Choice and Research: Determination must be made of which media, at what line and in what form will provide most effectively the most relevant experiences for the learner. Finally, continual research in testing to determine whether the sought behavioural changes have occurred will be necessary, so that, if necessary, softwares can be redesigned and reapplied until the desired results are achieved. Photographic Production and Circulation: Since we have a photogra¬ phic unit, fairly well equipped and housed, photographic softwares can be produced at once. An inventory of photographic softwares will be available and their circulation will be handled by the Educa¬ tion Librarian. Photographic hardware will continue to be handled from the Photographic unit. It is anticipated that we may be limited 52 until additional hardware and further supplies of film, etc., are available. Educational Production Free: It is suggested that production for educational purposes be subsidised by the university but that costs of materials be assessed for personal use. It should be understood that educational production always precedes other uses. Hardware Equipment Circulation and Maintenance: IV. Having discussed objectives as well as means for the audio-visual education programme and the team work required to develop meaningful softwares as part of the curriculum, we reach the basic physical requirements necessary to the programme, namely: manpower, hardware, housing and circulation services. Audio-Visual Manpower: Manpower appears good, though after further assessment, redeployment and/or additions may be necessary. At this time, it appears necessary to have someone manning the proposed student/faculty laboratory, where all kinds of audio-visual productional aids will be available "to students and faculty members. Another person will also be required to handle the proposed audio¬ visual circulation desk so essential to smooth services. While main¬ taining good public relations, this person will be responsible for the loan of workable equipment at appointed times. This will include checking the return where the borrower is slow in fulfilling his obligations. A third person will be assigned, in due course, to the operation and production of closed circuit television programmes. Audio-Visual Student!Faculty Laboratory: The first recommended addition to housing facilities is an audio-visual laboratory, which should embody some aspects of an A.V. Showroom of desirable exhibits as well as be fitted with "do-it-yourself" production facilities for the on-site training of students in audio-visual techniques in conjunction with classroom work. This laboratory should, at all times, be under the supervision of a knowledgeable technician, who can help workers and supply required materials at cost. This labora¬ tory technician would also be in charge of traffic under his jurisdic¬ tion. It is possible that if the traffic was heavy, two persons would be required. Audio-Visual Circulation: The second additional area is a fully enclosed circulation desk and storage room in the hallway imme¬ diately outside the Chief Technician's Office. Becasue of existing ventilation, the room is ideally situated to receive the benefits from an air-conditioner to be installed soon in the A.V. Unit's Technical Area. This would help prolong the life of all A.V. Equipment. Correspondence Instruction: It should be advisable to envisage the services of correspondence instruction to increase the scope of a university education to a larger number of Cape Coast Area resi¬ dents.
Audio-Visual Association: The formation of an audio-visual association for the country will be considered. 53. Closed-Circuit Television: Closed circuit television and the latest updating in every phase of audio-visual education is also a must if this university wishes to keep abreast of current trends in communi¬ cation and commerce. Membership in Audio-Visual Professional Associations: It is impor¬ tant to consider securing membership in Audio-Visual Associations such as E.M.A.C. of Canada (D.A.V.I. of Washington) and sending, at least, one representation there. One could hope that some form of aid would thus be made available. Representation in International A.V. Associations: However, in this quickly developing area of technology, a knowledgeable representa¬ tive on site to appraise educational and technical development can confer valuable benefits to the sponsoring institution. Savings can be effected by learning from the mistakes of others. Post Graduate Training for Students: Serious considerations will have to be given to sending graduates abroad for further training in Audio-Visual Education. This is in order to meet the requirement of the country for Audio-Visual Personnel. Conclusion: In conclusion, I should like to draw the reader's attention to the marginal notes which summarize this survey.
PUBLIC LECTURES The following public lectures have been given by some members of staff: Mr K. A. Awuku 4th June, 1970—Symposium on Urgent Educational Reforms Required in Ghana. Under the sponsorship of the Ghana Academy of Arts and Science Elementary School Education and Teacher Training courses. Dr C. H. Ayisi Talked to annual Conference of Ghana Association of Teachers of Religious Knowledge—subject "The way of thinking and understanding of students in forms 1 and 2 of the secondary schools and its relevance to the teaching of Bible Knowledge in those forms". Talked to Cape Coast Methodist Youth Fellowship on 21st Anniversary celebration, subject—"The Youth and Education". Rev. Dr. Brookman-Amissah National Unit—Centre for Civic Education—Moral Education today—Grail Centre Kpandu, V.R. Religious Education in Ghana—Orientation course for Expa¬ triates—Legon. Mr D. K. Agyeman 1. May 13, 1970—"Functions of Education in the Second Republic" delivered to P.E.A. at Saltpond. 2. April 16, 1970—"The Individual and the Society in Ghana", P.E.A. Komenda. 54 4. May 22, 1970—"Educational and Social Changes in Ghana' P.E.A. Group, Assin Manso. 3. June 5, 1970—"Families in Transition," P.E.A. Group, Ajumako-Besease. 5. 30th July, 1970—"The Ghanaian adolescence and Relation". 6. 7th August, 1970—"Discipline in Schools" at conference of headmasters and Principals of Secondary Schools and Training Colleges. Dr E. Asiedu-Akrofi 1. 21st August, 1970—"School Management" at a lectureship course for over 80 teachers drawn from all over the country. 2. "The Management of Education in Ghana"—To Ghana National Association of Teachers, Accra. 3. "The role of teachers in modern Ghana"—Catholic Teachers Association—Western and Central Regions at Cape Coast. 4. "Straitagis in Ghanaian Education" to Education Officers and Principal Teachers at Saltpond Curriculum Centre. 5. "Education for inequality"—To Tutors of Teacher Training College at Saltpond Curriculum Centre. 6. "The ungraded curriculum"—To Tutors of Teacher Training Colleges—Saltpond Curriculum Centre.
PUBLICATIONS
Mr J. E. Opoku 1. "On Teachers' Uniforms" The Legon Observer, vol. V No. 125 June 18, 1970 page 12-14. 2. Some thoughts on the "Report on the Follow-up study of Science Graduates of the U.C.C.C." Faculty of Education Bulletin, U.C.C.C, Vol. 1 No. 2, July, 1970 page 38-40. Mr Thomas Andrew Boyd Joint publication with Professor E. V. W. Vercruijsse "A design for a study of the process of occupational differentiations in rural areas and its causes". As article in journal entitled "Development and Change" Vol. 1 1969 (The Flague). Dr. C. H. Ayisi Contributed all the entries on psychology (about 98 in number) in "African Encyclopedia" (in press), a new one volume encyclopedia of the world being published by Oxford University Press, London, for use in schools and colleges all over Africa. Mr D. K. Agyeman 1. Africanization of formal Education in Middle Africa (Accepted for publication in University College journal). 2. "Tribal Affiliations and National Consciousness among Ghanaian students"—In Faculty of Education Bulletin Vol. 1, No. 1 March, 1970, U.C.C.C. 3. "Ethnicity and Language policy for our Schools"—In Faculty of Education Bulletin Vol. 1, No. 2, July, 1970, U.C.C.C. 55 Prof. T. W. Birch A new book entitled "Africa map and photo Reading" in the press. Rev. Dr. J. Brookman-Amissah 1. "Freedom and Authority in the School. A View Point" Faculty of Education Bulletin. Vol. 1, No. 2, July, 1970. 2. "Lay Theologians," African Ecclesiastical Review, Uganda.. Vol. XII, 1970. 3. "L'Eglise du Sud Ghana," Vivante Univers, Namur, Belgium Sarah Anne French (Miss) An approach to the teaching of Magnetism and Electricity G.A.S.T. occasional publication number 4. 1970. T. J. Powell 1. Programmed learning in Ghana—An Overview Ghana Journal of Education, Vol. 1, No. 3 (April, 1970). 2. The Adaptability of Ghanaian Student Teachers. Teacher Education in New Countries, Vol. II, No. 1, (May, 1970). 3. Nine monthly articles in "New Era Magazine" on various topics in Mathematics, from Vol 2, No. 4, (February, 1970) 4. Some Programmed Texts—A guide for teachers' journal of the Mathematical Association of Ghana. Vol. 10 (November, 1969).
TEACHING FACILITIES Apart from the lecture rooms, theatre and laboratories most of the lecturers deliver lectures in their offices. LECTURE THEATRE The lecture theatre which has a seating capacity of 300 has been completed and is in use. A lecture room and some offices have been converted into a laboratory for Physics on the ground floor of the main building. This has brought the number of laboratories in the Faculty to three, i.e. Biology laboratory, Chemistry laboratory and Physics labora¬ tory. Both air conditioners in the language laboratory are broken down. The laboratory is therefore not in active use.
A CURRICULUM RESEARCH LABORATORY This is equipped with teaching aid materials.
RESEARCH PROGRAMME FOR THE CURRENT YEAR All the Lecturers in the Faculty who wish to undertake research programme apply through the Dean for financial assistance. The Lecturers whose names appear below are undertaking the following Research programmes :— 1. J. E. Opoku The development of a cumulative Record Card for use in guidance in Schools in Ghana. Problems of school children with implications for A Guidance 56 Programme; Teacher Education and Training of guidance coun- cellors. 2. French, S. A. (Miss) Study of the most suitable Method of approaching sections of the new W.A.E.C. Physics Advanced Level Syllabus and investigation of the suitability of text-books now on the market. Development of a teaching programme for the introduction to "experimental era at Preliminary or Sixth Form Level." (work being undertaken in conjunction with Mr T. J. Powell.) Investigation of the future occupation of 'O' level graduates, with particular reference to those who have specialised in science but who do not continue with further education. 3. Kwasi Gyan Short Term Research (1969/70) Problems of French Teaching in Ghanaian Sixth Forms.
Long Term Research (4 years 1969-73) The History of French Education in Ghana (leading to the Doctorat d'Universite) (Paris- Sorbonne). 4. Harding, E. R. (Miss) Problems of teaching English Literature in Secondary Schools and Training Colleges in Ghana. 5. G. Owusu-Sekyere Problems related to the teaching and learning of Ghanaian Lan¬ guages (Akan) in Primary and Middle Schools in Ghana. 6. N. K. Pecku Experimental Schools. 7. C. H. Ayisi (Dr) Child Development in Ghana 8. A. E. Sosu Listing and classification of common pronunciation and common grammatical mistakes in 5th and 6th Form French in Ghana Secondary Schools. 9. N. O. Anim (Dr), Sam Bortei-Doku, T. A. Boyd University Village Household Census 10. Amissah, J. B. Rev. (Dr), D. K. Agyeman The role of youth organisations as informal Education Agents. 11. W. F. Barrett An investigation to determine whether there are any factors in¬ fluencing the academic results of the students of the U.C.C.C. Preparation of an anthology of documents concerning the growth of education in Ghana. An investigation into the present state of French teaching in Ghana A comparison of the achievement of Secondary Schools on the basis of results obtained at ordinary level. 57 (iv) Art Education Diploma—Final Part II No. Entered Restults 26 10 Upper Second 16 Lower Second
3. GOVERNMENT TRAINING COLLEGE, TAMALE Agricultural Science No. Entered Results 22 1 First Class 15 Upper Second 2 Lower Second 1 Third Class 3 References
EDITORIAL BOARD
At its first meeting held on 3rd November, 1969, the Editorial Board of the Faculty of Education Bulletin elected Mr D. K. Agye- man Chairman, Mrs E. Harding Mayhew Recorder, and Dr J. Brookman-Amissah Member. The Dean of the Faculty was made an honorary editor. The Editorial Board at this meeting decided that the Faculty Bulletin should be published thrice a year. The first problems the Board encountered were: (1) Articles: Many of the Faculty Staff members promised articles but did not send them for publication. Those who sent theirs delayed so much that the Board had to wait till March, 1970 before the first Number could be published. (2) Personnelfor typing our materials: The first attempt to publish the Bulletin with the help of our administrative personnel failed because of poor typing and poor material. We had to abandon the first 250 copies which were typed by our typists. The decision to type the articles and also get the offset done in the library led to the successful publication of the first Number. The second Number of the same Volume was also processed in the library. It is believed that the typing and printing work will continue to be done in the library. In any case it must be borne in mind that this will inflate the cost ofpublication. The first two Numbers of Volume I were financed through the Faculty Research Fund. The library has not sent us any bills yet. But it is believed that any bills to be settled will be referred to the Chief Accountant. There were 300 copies of Vol. I No. 1 and 500 copies of the Vol. 1 No. 2. Copies of Vol. 1 No. 1 were sent gratis to educational institutions and libraries inside and outside Ghana. 300 copies of the 2nd Number were sent to the College Bookshop for sale. A copy of each costs 25Np. The rest of Vol. 1 No. 2 were sent gratis to 60 educational institutions outside and inside Ghana. The newly con¬ stituted Editorial Board will have to decide whether and for how long subsequent copies should be sent gratis to the said institutions. The Board will also have to decide whether it will continue to publish the Bulletin thrice yearly or change to a quarterly publica¬ tion. The first Editorial Board of three has now been reconstituted to a membership of seven after the resignation of Mrs Harding Mayhew. Members of the new Editorial Board are: Prof. N. O. Anim Editor
Mr D. K. Agyeman .. Secretary
Mrs N. A. Essilfie ...... Finance Secretary Prof. D. G. Burns ) Dr. J. Brookman-Amissah) Mr G. Owusu-Sekyere ) Members Mr Sam Bortei-Doku )
APPENDIX 'A'
EDUCATIONAL MEDIA CENTRE
The Educational Media Centre shall be a financial unit within the Department of Curriculum and Methodology. The Centre will con¬ sist of Curriculum Materials Section.
Curriculum Materials Section This Section will contain a wide range of curriculum guides and instructional materials at the elementary, secondary, teacher training, etc. levels. A partial list of the curriculum materials is given here: curriculum guides, syllabuses, textbooks, handbooks, educational research publications, past examination questions, journals, periodi¬ cals, bulletins, and newsletters. The purpose of the Centre is to provide materials for study and research in the fields of curriculum and instructional materials at the elementary, secondary and teacher training levels. These mate¬ rials would be used by students, staff and other people interested in (a) the study of curriculum problems; (b) curriculum construc¬ tion; (c) developing instructional materials; (d) the preparation of research papers and professional publications.
APPENDIX 'B'
THE EDUCATIONAL WORKSHOP The Faculty of Education Workshop shall be organised under two units: Production and Maintenance, Functions 1. Production of improvised equipment and teaching materials. 2. Maintenance of Faculty equipment, materials and teaching aids. 3. Maintenance Facilities shall be made available for other Facul¬ ties and for the Halls. 61 APPENDIX 'C'
PUBLICATIONS—DR E. ASIEDU-AKROFI 1. "Our Lack of Scientific Attitudes"—Insight and Opinion Vol. 5 No. 1 1970 p. 34-39. 2. "The Roles of Heads of Schools and students in Student-Teaching Programmes" Faculty of Education Bulletin Vol. 1 No. 1 March 1970. p. 8-12 3. "The Proposed Degree Structure and the Dialogue between the Faculties of Science and Education"—A PERSONAL VIEW— Faculty of Education Bulletin 4. "Cape Coast University—A Rejoinder"—The Legon Observer Vol. 5, No. 13 of 19th June—2nd July, 1970.
THE LIBRARY Stock:
We started the year with a stock of 56,000 volumes and ended with 67,000 volumes, thus showing an increase of 11,000 volumes. A total of 10,600 volumes were catalogued by the Cataloguing Department. In addition, the Department undertook the cataloguing of books for other Departments in the University. This totalled 1,300 volumes. Acquisition: The teaching staff of the Science Faculty continued to give us invaluable assistance in the selection of books. Some members of staff donated to the Library copies oftheir theses. They were:— 1. Amoah, Frank E. K. The Growth and Decline of Seaports in Ghana: 1800-1962. A dissertation submitted in partial satisfac¬ tion of the requirements for the degree Doctor of Philosophy in Geography. Presented to University of California, Los Angeles. 1969. 2.. Bedu-Addo Jr., Joseph Tumfu. Plato's Theory of Knowledge—A New Interpretation of the Theaetetus. Thesis submitted for the Ph.D. degree of the University of London. 1969. 3. Engmann, E. V. T. Geographical Distribution of Population Characteristics in Ghana: An Aspect of Population Geography. Thesis presented for the Degree of Doctor of Philosophy of the University of Edinburgh, in the Geography Department, Faculty of Social Sciences. 1969.
4. Eyeson, K. N. Studies on the Structure and Function of the Endocrine Organs of the West African Rainbow Lizard, Agama Agama (L). Thesis submitted for the Degree of Ph.D. in the University of Leeds, Department of Zoology. June, 1968. 62 5. Imam, M. Manzoorul. Untersuchungen Uber Die Beziehungen Zwischen Strahlenempfindlichkeit, Mutationshaufigkeit und Polyploidiegrad Bei Triticum. (Investigations into the relation¬ ship between radio-sensitivity, mutation frequency and poly¬ ploidy in Triticum (wheat). )
6. Owusu, Albert Ababio. Mossbauer Spectroscopy in a study of the Structure of Metal Complexes. A Thesis submitted for the degree of Doctor of Philosophy in the Faculty of Science, Department of Chemistry, Birkbeck College, University of London. April, 1968. 7. Yeboah, Samuel Kofi. I. The Structure and Chemistry of Wort- mannin—A Steroidal Metabolite of Pénicillium Wortmanni. II. The Synthesis of /ra//.y-5-Hydroxyhex-2-Enoic Acid. A Thesis submitted for the Degree of Doctor of Philospophy. Presented to the University of Bristol. September, 1969.
Periodicals:
We now receive 1,560 serial publications. An up-to-date list of science periodicals was prepared. Efforts are being made to fill gaps in the collection. The College Library now has exchange arrangements with 50 overseas University Libraries. Efforts are being made to increase the number of University Libraries within our exchange programme. About 80 publications were received during the year through legal deposits. Although they were mainly pamphlets, they are worth keeping.
Technical Services: The Bindery Section bound 1,400 volumes of Periodicals and 400 books and pamphlets. In addition, 300 books belonging to members of staff were bound. The Printing Section's output during the year was very commend¬ able. There is need for additional machines to cope with the work in the Section. However, lack of adequate accommodation will not permit us to install any new machines. Two photocopying machines were purchased during the year— one for the Main Library and the other for the Science Library.
Staff: Messrs S. A. Afre, R. Arkaifie and D. Bentil attended the Seminar on the use and implementation in Ghana of the Anglo-American cataloguing rules, 1967, organised at the Department of Library Studies, University of Ghana, Legon. Mr Afre read a paper entitled "A Survey of Cataloguing Rules and Practices in the University Libraries in Ghana." The British Library Association elected Messrs R. Arkaifie and D. Bentil to its Register in the category of Associate. Mr D. Bentil was promoted to the post of Assistant Librarian. 63 UNIVERSITY COLLEGE SCHOOL
The First Term began on 6th October with an enrolment of 509 made up of 266 boys and 243 girls. This compares with last year's total of 502. Applications for admissions received numbered 218; but owing to the limited vacancies in the School we could admit only 62 children. There were not many staff changes this year: Mrs E. A. Ettey, Nursery 1A teacher, was the only member of staff who left. She was granted three years' leave of absence without pay to enable her accompany the husband on study leave in France. But we were lucky to have Mrs J. E. Powell, a British trained teacher with consider¬ able experience in Nursery School work, to replace Mrs Ettey; and Mrs T. A. Sekyi, a holder of the Associate Certificate, was also appointed to relieve Mr Kwesi Baiden from classroom duties to enable him take his specialist subject—Music. We are happy to announce that two of our teachers were among those who have recently been promoted Principal Teachers as a result of a keen competitive Examination conducted by the West African Examinations Council on behalf of the Ministry of Educa¬ tion. The lucky teachers are: Mrs Agnes Nyarko and Mrs Ruth Brako. This brings the number of Principal Teachers in the School to four, Miss Gladys Dadzie and Mrs Hilda Otchere having passed the same examination last year. We heartily congratulate them on their success. We regret, however, that although a Teacher was appointed to teach Science in the School, the Ministry of Education would not allow his transfer. He could join us only if he resigned, and this he thought was inexpedient. All attempts by the College to get him transferred failed; and so this year we have not had a Science Teacher as we had expected. A fresh advertisement will be made soon for appointment in October when the School re-opens. We hope fortune will smile on us this time. In all, the teaching staff this year number 20, including the Head- teacher. This compares with last year's total of 19. In addition, there are four Nursery Attendants, one Clerk, an Accounts Clerk, a messenger and three cleaners. And now to Activities and Events
We have continued with the Friday morning games introduced last year. The individual prepartions that the children make after classes on Thursdays against Friday mornings—the washing and ironing of games uniform—and the obvious impatience of the children when the morning devotion happens to be a bit protracted- all this is eloquent testimony to the popularity of the games. And we do not intend, ever to skimp our wards of this benefit of physical culture, for we are aware, and it is indisputable, that a sound mind is in a sound body. This year we were lucky to have the Police Reserve Force from Elmina training on the College sports field just in front of the 64 School. They brought along with them a large quantity of worn out lorry tyres. These have illegally become our property and you would be delighted to see the 'racing cars' we have turned out of them. Regarding our spiritual life, the short daily corporate act of wor¬ ship of an undenominational christian character continues, and we observed the christian year with all its festivities. This year we cele¬ brated our Palm Sunday on a Monday and marched singing "Ride on, Ride on in majesty". Charity begins at home, the saying goes; and we like to think that charity begins in infancy. Although we are young we remember the underprivileged. On Red Cross Day we managed, from a little contribution of 5Np per head, to send to the Central Region Branch Headquarters N HOSPITAL In spite of overwhelming difficulties and restrictions, the hospital has striven to maintain a high standard of medical care and attention of patients who attend the hopsital. 1. The Ante-natal Clinic has become extremely popular for the past year with increased attendance. There has been a corres¬ pondent increase in deliveries. In order to cope with this situa¬ tion, more nurse-midwives are being recruited. 2. The general increase in the number of admissions to the hospi¬ tal, and the need to maintain the modern trends in medical care, make it imperative that the hospital be expanded as a matter of urgency. 3. Staff accommodation is another problem. It is hoped that in future most of the staff will be housed near the hospital to avoid transportation difficulties. The following novel ideas are being considered for implemen¬ tation in the next academic year. (a) School Health Service for the University Primary School. A public health sister is being recruited who will visit the school from time to time to inspect the children's teeth, etc., and those needing dental and medical attention will be referred to the Medical Officers immediately. 67 (b) Public Health Services: Inoculations, vaccinations will be carried out at the Univer¬ sity Hospital in future to save staff and students the in¬ convenience of going to Cape Coast clinic for such injec¬ tions. (c) Anti-rabies campaigns on the campus will be intensified. The recruitment and training of two sanitary inspectors for the inoculation of dogs on the campus and surrounding villages is under consideration. They will visit each house on the campus to inoculate dogs on the spot. In conclusion we are hoping for a brighter future for the hospital and for our patients. THE DEVELOPMENT OFFICE 1. THE ORGANISATION OF THE DEVELOPMENT OFFICE Location: The Development Offices and its workshops are located near the Central Gate entrance to the Southern Section of the Campus. structure: The Development Office is arranged into four units:— Development Landscape (Grounds and Gardens) Engineering and Services. Works and Maintenance The scope of activities within each Unit is broadly summarised as follows:— development unit: (Head : Alan Mayliew, Director of Development) The Development Unit is primarily concerned with the creation and implementation of major and minor development projects. It covers the fields of Campus planning, architecture, interior design, landscape design and other spheres of visual development. Closely attached to the Unit are Consultants, a varied range of Specialist advisors, the newly created Engineering and Services Unit and the Landscape Unit. landscape unit: (Grounds & Gardens) (Head: E. J. Blankson Curator) The Landscape Unit consists of a Nursery and Fieldwork Teams. The purpose of the Nursery is to nurture plants for use in all aspects of landscape of the College. The role of the Field Team is to maintain the existing landscape of the Campus, and to carry out new proposals formulated in con¬ junction with the Development Unit. 68 engineering and Services unit: (Head : A. D. Hammond, Works Maintenance Engineer.) This Unit embraces all fields of engineering and services, for example civil, structural engineering, mechanical and electrical engineering, water, sewerage, air conditioning & refrigeration, telephones, land surveying, plant & machinery. There are two Specialised Sections within the Unit: The Electri¬ city Section, and the Air Conditioning & Refrigeration Section, each with their own head and workshops. The Unit has a twin role, the first part of which is the maintenance of all engineering services for the College. In the second, which is at a different level, individuals are involved in creative work on major engineering and services development projects. works and maintenance unit: (Head: L. Amartey-Kwaku, Works/Matce. Officer) There are three areas of activity within the Works and Mainten¬ ance Unit. They are Building, Maintenance and Projection. Through direct labour programmes the Unit is responsible for building pro¬ jects which are initiated from the Development Unit and/or Engineer¬ ing and Services Unit. Maintenance covers all College furniture, buildings and roadworks. The Production Section consists of a joinery workshop and a plant for concrete products. Both of them provide a support service for the building and maintenance pro¬ grammes. the total organisation: The interaction of these activities is visually presented in Chart No. 1. Each Unit with its own head, initiates and implements the total operations of his Unit. development group: In addition to these four Units a Development Group has been established for all senior staff of the Development Office. The pur¬ pose of it is to provide an opportunity for all senior professional and technical staff to contribute ideas and criticism of the Develop¬ ment Office activities by means of an informal and open forum. Discussions take place regularly about every two weeks. From time to time the attendance at these forums has been broadened to in¬ clude senior staff of other College Departments to discuss in¬ formally mutual problems. administration : Each Unit has its own small group of administrative personnel which will eventually be brought together in a centralised adminis¬ trative pool. This will then be co-ordinated by a Senior Administra¬ tive Assistant (to be appointed). Standard administrative proce¬ dures are being evolved and a trial framework has been established 69 in the Development Unit for drawings and project documentation, filing systems, accounts and communications etc. which will form the basis of an Office Manual. documentation: Since January there has been a gradual build-up of a small techni¬ cal library. As part of a continuous documentation programme, short reports and summaries of work carried out in the College are being prepared. The first of these, Occasional Report No. 1, deals with Project 100, the new senior staff housing scheme. permanent exhibition : As a permanent feature it is planned to have a small exhibition of models and drawings which will be mounted within an informal reception area. The aim of it is to encourage members of the College and visitors to acquaint themselves with physical development of the College. Time has not permitted this feature to develop as quickly as we would have liked, but drawings, models and photo¬ graphs are gradually being assembled. 2. MANPOWER distribution: By June 1970 a total of 446 personnel were working in the Develop¬ ment Office. The manpower distribution of senior, junior staff and daily rated employees within each of the four main units is given in Chart 2. Each Unit and Sectional head is responsible for the deploy¬ ment of man-power within his own section. The only departure from the personnel grouping shown in Chart 2 is that three Clerks of Works have been moved temporarily into the building section of the Works & Maintenance Unit (Chart 1) to strengthen supervision as a result of the greatly increased direct labour programmes under¬ taken by the College. Scope of Activities of Key Professional & Technical Staff The scope of individual responsibilities of Development Office Senior Staff is summarised below :— Development Unit: Alan Mayhew—Director of Development The Director of Development is responsible for the initiation, preparation, execution, co-ordination and contract administra¬ tion of all major, minor building projects and development planning of the College, liaising with Consultants, Specialists and Advisors; Organising and Co-ordinating the Development Offices four Units. 70 R, K. O. Odamtten—Clerk of Works Supervision of Contractors site operations on behalf of the Director of Development for all major and minor building projects. This includes overall supervision of contracts, checking to ensure that work carried out complies to drawings, specifica¬ tions and contract documents; checking and testing all materials; keeping daily records of all building operations. J. C. Mingle—Assistant Clerk of Works E. A. Ashirifi—Assistant Clerk of Works Both Assistant Clerks of Works help the Senior Clerk of Works in all aspects of building work described above. David Banafoe—Assistant Quantity Surveyor Ago Okunor—Assistant Quantity Surveyor Pre-contract work of cost planning exercises, preparation of Bills of Quantities and tender documents in liaison with Consul¬ tants. Post contract work includes cost control, site measuring helping to prepare valuations and project accounts in liaison with Consultants. Landscape Unit: Grounds and Gardens E. J. Blankson—Curator (Head of Unit) The Curator initiates and supervises all activities within the Nursery and Fieldwork Teams; carries out design proposals in close liaison with the Development Unit. Other tasks are General Administration and supervision; Landscape action policy matters and design, Nursery, Development projects; Accra Guest House, Stores and Supplies, Transport, Black Soil, Botanic and Zoological Gardens, Natural Reserves, School teaching garden. R. W. Thompson—Senior Horticultural Overseer. Inter-Departmental Services and M.E.B, requests. Garden Lay-Out for Houses and General 'External' Services, some Development Projects, close Supervision of Northern Section and Science Faculty/Casely Hayford Hall/Dual Carriage-Way area, Junior Staff Disciplinary Matters, Hospital Matters and Pay-Out (Wages). Engineering and Services Unit: A. D. Hammond—Civil Engineer (Head of Unit) The Head is responsible for the initiation and control of all development and maintenance activities of the unit; the prepara¬ tion and execution of selected engineering projects; site supervi¬ sion for all engineering and services aspects of the College; liaising with Specialists. John Gadzi—Chief Technician (Air Conditioning and Refrigerators). The Chief Technician is concerned with the maintenance and 71 servicing of Central Air Conditioners, Cold Rooms, Deep Freezers, Refrigerators and Window Air Conditioners. J. S. T. Laryea—Senior Technician (Electricity). Supervision of all mechanical, electrical and engine attendants ; Maintenance and servicing of Generating Plants, execution of electrical installations ; repairs of electrical equipment. C. K. Larnyoh—Senior Draughtsman. Assisting the Head in the preparation of all drawings for the Unit; Responsible for the supervision of the Development Office drawing archives, equipment and materials. Works & Maintenance Unit: L. Amartey-Kwaku—Head of Unit The Head of the Unit is responsible for the overall organization of the Unit; programmes and supervision of daily employed staff who carry out direct labour projects for building, main¬ tenance and production requirements. G. E. Assan—Senior Works Superintendent. The Senior Works Superintendent assists the Head in all aspects of the work and maintenance but is primarily responsible for the maintenance programmes. 3. THE PHYSICAL DEVELOPMENT PROGRAMME General Summary: During the 1969-1970 financial year about 0.6 million New Cedis was used from our annual allocation of NJZ1.9 million (Table 1) the balance of this being revoted to 1970-71. At first glance this situation would appear to be somewhat alarming. There is however a very basic explanation for this state of affairs. About 60 per cent of our annual allocation (approximately NCI,150,000.00) has been virtually untouchable as a result of Government restrictions. For example, because of the ceiling limit of N(Z 10,000.00 per house it has only been possible to half build one bungalow, despite the prolonged efforts by the College to meet the demands of the Ministry of Finance and Economic Planning. This has meant that no less than NfZ0.6 million was blocked as a result of the Ministries insistence on retain¬ ing a ceiling limit of NC 10,000.00 per bungalow (It has also effec¬ tively set back our development programme by at least four months). architectural projects: 1. Science Faculty .. NQ218,000.00 2. Cafeteria .. NQ 40,000.00 3. Halls of Residence .. NC 68,000.00 4. Classroom Block .. NC198,000.00 5. Senior Staff Quarters .. .. NC600,000.00 6. Central Stores .. NC 50,000.00 7. Science Equipment .. NC478,000.00 8. Consultants Fees .. NCI 13,000.00 72 engineering Sc services projects 9. Road Phase I NQ 7,000.00 10. Electricity N(Z 64,000.00 11. Water Supply NQ 32,000.00 12. Telephone P.A.B.X N£ 43,000.00 Table 1 Annual Development Allocation for 1969—1970 In turn, funds allocated for electricity and water (about N(Z50,000.00) are similarly affected. Although it is possible to lay services without the houses this is not really a practice to be en¬ couraged since later decisions can frequently undo all previous work. A furtner example of our constraints which affect the funds is the allocation for Scientific Equipment (nearly NQ0.5 million) and Con¬ sultants Fees (over N^ZO.l million). Because of the protacted exercise of making known to the College the results of the Archer Commis¬ sion of Enquiry it has simply not been possible to utilise these funds effectively. It is evident from the foregoing that this state of affairs is hardly satisfactory to anyone. It is also likely that unless the Government makes known the results of its enquiry and a decision is taken about housing, then we must expect the problems which arose during 1969— 1970 to repeat themselves. A total of N(Z733,880.00 has been alloca¬ ted for staff quarters and Scientific Equipment in the 1970-1971 financial year, Table 2. During the course of the year it has been necessary to expend a great deal of time and energy settling outstanding project accounts. This has meant wandering back into files four or five years old to try and clarify problems and decisions taken long ago which has been a thankless as veil as time consuming exercise. But, it is gratify¬ ing to record that we have now cleared the decks, and just for a change we shall have next year an opportunity to look forward instead of backwards. consultancy services to the college: Pending the results of the Archer Commission the temporary suspension of the former Consultants, Comtec Ghana Limited, has created a very large gap in professional and technical manpower, which at present is being bridged by the Development Office. Addi¬ tional strength has come from the appointment of Messrs Widnell & Trollope, Quantity Surveyors as Consultants for a limited number of smaller projects and Ove Arup & Partners, Structural Engineers for the design of the new permanent building for stores. Perhaps the most important decision which the College will face is the future role of Comtec. Major projects will be underway during the forth coming financial year and it is clear that if their services are not to be continued then alternative professional skills must be acquired at once. Payments to Comtec have been withheld 73 since 1968 until the results of the Government enquiry are known. Allocated sums for this purpose will have to be carried over into the next financial year. proposed developments for 1970-71: A general summary of each architectural project carried out by the Development Unit and the Engineering & Services Unit is given below together with proposals for their continuation during 1970-71. In addition new projects to be started will include preliminary draw¬ ings for a Principal's Lodge, Central Library, Arts Faculty and a Botanical Garden. Table 2 gives the annual allocation budget for 1970—71. Project Annual Allocation Science Faculty Block NjZ336,710 Cafeteria 7,000 Halls of Residence 68,000 Roads Phase I 7,000 Roads Phase II 120,000 Electricity 138,890 Consultants fees 60,000 Water supply 23,000 Telephone P.A.B.X. and Accessories 79,740 Science equipment 373,880 Staff quarters 360,000 Permanent building for Stores 50,000 Printing equipment 11,400 Preliminary drawings 25,000 Botanic garden 4,000 Sub-total: University College of Cape Coast 1,664,620 Grand Total: National Council for Higher Edn. 4,703,450 Table 2. University College Development budget for 1970-71. A. ARCHITECTURAL PROJECTS SCIENCE FACULTY summary of physical progress: All major construction work is complete. During the course of the year both Electrical and Plumbing sub-contracts were finished, and the erection of the sunshade devices to some of the internal courtyards was also completed. Provisions were made in the 1969— 1970 financial year for the completion of the special laboratory in¬ stallation. It has however not yet been possible to complete this part of the programme due to an acute shortage of the proper materials. Substantial funds were included in the 1969-1970 financial year for the surface treatment of the Science Block. Initially the external finish was intended to be natural fairfacc concrete. This design idea proved to be disastrous. The Development Unit carried out exten¬ sive studies which considered applied finishes to the building as well 74 as methods of treating the surface by means of acid washes and brush¬ ing techniques. After careful consideration of these proposals, the Development Committee decided during a meeting in mid-April not to continue with the idea of treating the surface of the Science Block but instead re-allocate funds for the construction of roads. proposed developments for 1970-71 : Existing laboratories require a regular supply of gas and compress¬ ed air for practical experiments. At present bottled gas is expensive, inconvenient and impractical without compressed air, many practi¬ cal experiments are not possible. To resolve these problems it is proposed to install a new central gas plant and compressed air plant. CAFETERIA (Phase One) summary of physical progress All building work for phase one is complete. The year's activities of the development unit have been concentrated upon final accounts which are now finished. The only other outstanding feature is the completion of the Steam Boiler installations. The protracted exercise to acquire two Czechoslovak technicians to complete the steam boiler installations has only made very slow progress. Signs are encourag¬ ing that by the beginning ofthe new financial year the installations will be completed. proposed developments for 1970-1971 Only the completion of the Steam Boiler installation is outstand¬ ing. No other physical work is envisaged. HALLS OF RESIDENCE (Phase 5) summary of physical progress All physical work is now complete and the period of post contract building maintenance is after some difficulty of assessment now expired. Final settlement of accounts has been the only work necessary for the Development Unit. proposed developments for 1970-1971 (Phase 6) The development estimates submitted to the central government for the period 1969-70 covered a three year projection for the tri¬ ennial period 69-70 to 71-72. Since then the student intake has dropped, so further requests for new project funds are not needed. The preliminary sketch designs for a new womens hall of residence by the former consultants to the University have also been rejected as unsuitable. During the coming financial year it is proposed to reassess the needs for residential requirements as. an integral part of the comprehensive development plan for the College. 75 CLASSROOM BLOCK Physical work is complete and the maintenance period has now expired. Activities on this project during the year have been entirely administrative (accounts) except for a re-appraisal and sketch design for the fountain of wisdom area. The latter included simple proposals for giving the area a face-lift, which are to be carried out under a minor works programme. Several disputes which arose with the contractor have finally been settled after long negotiations. SENIOR STAFF QUARTERS (U.C.C.C. Project No. 100) SUMMARY OF PHYSICAL PROGRESS Physical work consists of approximately thirty new houses for Senior Staff. During the financial year only one house has been built. A government request to build a new University house for a target of N(Z10,000.00 has posed a formidable problem for the College. An initial view of University housing in Ghana revealed that no suitable existing designs could be built for this sum. (For example existing single storey bungalows at the Southern sector of the Campus and the similar types at the Northern sector would cost in 1969 approximately N(Z20,000). This implied a highly concen¬ trated three months exercise to design and prepare production drawings for a new housetype. The exercise was completed by mid January. To ensure that a much cheaper house (estimated at NC12,500) would be appropriate for University use (since radical re-appraisals were necessary of qualitative standards). It was decided to build a prototype before committing further funds. For these reasons physical progress has inevitably been delayed. For example without a target restriction an existing housetype could have been reduced and 30 new houses probably complete within the time-scale. All efforts by the College to persuade the government to accept the results of a winning tender for 10 houses (at a price of NjZl2,495.00 each) to be built by an outside contractor have so far not been successful. In an endeavour to try and relieve the des¬ perate pressure for new houses on the Campus it was decided to begin the construction of 5 No. project 100 type bungalows under a direct labour programme. A full account of the development of project 100 is given in the Development Office publication Occasional Report No. 1 PROPOSED DEVELOPMENTS FOR 1970-71: At least 30 new houses are required for the next academic year. But the present paralysis affecting the building of new staff quarters will probably continue unless clear cut decisions are taken by the Ministry of Finance and Economic Planning to change its ceiling limit of N(Z10,000.00 per house which the College has now challenged. As soon as this aspect is resolved it will be possible to begin building houses again. 76 PERMANENT BUILDING FOR STORES (U.C.C.C. Project No. 105) summary of physical progress The crash housing programme for senior staff bungalows has inevitably delayed the commencement of design work for a new central stores. Despite this setback, extensive design studies have been carried out during the year. Initial proposals considered the possibility of converting one of the existing Works Maintenance Sheds. For a variety of reasons this idea was discarded. It is now proposed that one of the Works Maintenance Buildings should become a new transport depot. Other proposals followed which considered the design of any existing buildings that might be utilised for new central stores. From this study the design of two buildings emerged, one from Kumasi Univer¬ sity of Science and Technology and the other from the Posts & Tele¬ communications Workshops in Accra, designed by Ove Arup & Partners. The latter was finally selected by the Development Com¬ mittee as a basis of design for a new permanent stores buildings. Several sketch designs have been produced since this decision which have now been worked up into a final design. proposed developments for 1970-1971 Relevant drawings need to be completed by the Development Unit and the structural engineers. After this stage building will begin immediately under a Development Office direct labour programme. SCIENCE EQUIPMENT The figure of NJZ478,000.00 provided in the 1969-1970 estimates which was meant to complete the supply of scientific equipment under the Italo-Ghana Agreement could not be utilised as further supplies had to be suspended in view of the Archer Commission of Enquiry. There remains a substantial supply of equipment to complete the contract. Financial requirement for this is carried as a spillover into the 1970-1971 financial year as it is still not known whether the contract will be terminated or not. B. ENGINEERING & SERVICES PROJECTS ROADS (Phase One): summary of physical progress All work has been completed in connection with Phase One. Because of numerous contractual complications over retention monies, settlement of the final account was only completed during the latter part of the financial year when final certificates were issued. proposed developments for 1970—1971 None Project completed. ROADS (Phase Two) Physical work is about 75 per cent complete. During 1968 work was stopped on the project due to lack of funds. Although funds 77 were not allocated to the College for continuation of the project during this financial year, negotiations have started with the original contractor to continue work as a result of a decision taken by the Development Committee to re-allocate funds from the Science Block to Phase Two of the roads. Negotiations have been slow. The outstanding work on the project is the tarring of the surface. The construction of roads (Phase Two) is restricted to the Northern Section of the Campus. It is proposed to develop this area further with the impending construction of 30 new senior staff houses. Additional vehicular use of the existing laterite roads (which can adequately service a number of the new houses) will further deterio¬ rate unless they are surfaced properly. This problem has become serious now since initial capital outlay is being cancelled out gra¬ dually by erosion. ELECTRICITY Physical work consists of connecting the Southern Section of the College onto the Akosombo Grid. Materials for the project i.e. cables, transformers etc. had already been acquired by the College at the beginning of the financial year. Physical progress has been extremely slow. After some problems about tendering procedure and suitable contractors to carry out the work, the College Development Com¬ mittee authorised the Development Office to undertake the project by direct labour. Serious development activities began during April. Since then cables have been laid, and after some difficulties jointing boxes to the cables were fitted; the construction of a new trans¬ former house has also begun. PROPOSED DEVELOPMENTS FOR 1970-1971 As top priority to, the completion of the link with the Akosombo Grid. Further developments will include street lighting and connec¬ tion to all new senior staff housing and the permanent new building for stores. WATER SUPPLY The amount of NJZ32,000.00 voted in the 1969-1970 financial year covers firstly the connection from the mains water supply to the high level hy-rib tank, (N£l8,000.00) and secondly, connections to all new senior staff housing (NJZ14,000.00). As in the case of electricity, part of the vote could not be utilised properly because it has not been possible to build any senior staff housing. Top priority development consists of water service connections to all new senior staff houses, central stores and key minor works. TELEPHONE: PABX AND ACCESSORIES A new PABX Unit was purchased during the current financial year. Work on its installation began on 1st June, 1970. The installa¬ tion period will take approximately six months after which it should 78 be possible for all existing telephones to operate on the automatic. To achieve this, however, it will be necessary to modify the wiring of all existing telephones. This exercise will gradually be undertaken and completed during the 1970-1971 period. ' 4. MINOR DEVELOPMENT PROJECTS The following list provides brief details about each minor project approved for the 1969-1970 programme. Of the twenty four minor projects scheduled eighteen of them have been started, and eight completed. 1. Main Gate: Problem: To provide a visual uplift to the main entrance gate¬ way (One gate to be illuminated). Progress: Building repainted and illuminated. Project completed 2. Principal's Office: Problem: To refurnish, and redesign the interior of the Princi¬ pal's Office (approved budget Nf4,000.00). Progress: The Ashanti Furniture Co., Accra, prepared a sketch design and estimated cost for the total works in close liaison with the Development Unit. After modifications of the furniture design by the Development Unit, the furniture and interior conver¬ sion were carried out to completion by Ashanti Furniture Com¬ pany. Project completed. 3. Faculty of Science (Dept. of Physics): Problem: Conversion of a space to include Generator Room, Dark Room and a Working Room. Project completed. 4. Faculty of Science: Problem: Landscape to the forecourt and surrounds of the Faculty of Science (including vehicular and pedestrian requirements). Progress: Initial proposals for road, pedestrain routes sub¬ mitted by Comtec—17th November 1969. Designs adjusted by the Development Unit. Temporary concrete slabs laid under footbridge to link ground level between Classroom Block and Science Faculty; levelling and grassing of courtyards. Project completed. 5. Principal's Lodge: Problem: To improve security, privacy and environment in the existing Lodge. Progress: Design Group Accra prepared an initial sketch design at an approximate cost of NJZ17,000.00. The Development Office took over the project, adjusted prices; and prepared outstanding technical details. Budget NJZ10,000. Work began on site during March under a direct labour pro¬ gramme. About 50 per cent of the project was built by the end of June, 1970. 79 6. Faculty of Education (Physics Method Lab.): Problem: Alterations, built in furniture and benches required (approved budget of N(Z1,075.00). Progress: Joinery designed and all work carried out to completion. 7. Faculty of Education: Problem: To extend the existing workshop, by converting toilet facilities in the basement; provide a new office, a store and provide a staircase link between the existing workshop and new extension. Progress: On-site decisions taken about alterations; work begun and completed under a direct labour programme. 8. Nursery School Extension: Problem: To provide two new classrooms to the existing Nursery School. Progress: Initial sketch designs prepared for the approval of the School Committee. 9. Tesano Rest House: Problem: To convert both the existing two storey and single storey guest buildings into a more workable arrangement. To utilise more effectively floor space. To convert and improve the Junior Staff Quarters. To remove and redesign the drivers quarters. To provide a new guest house for the College staff. Progress: An initial review of the whole problem was carried out between the Registrar and Director of Development. A survey of the buildings has been completed and initial sketch designs prepared. 10. Faculty of Science (Dept. of Botany): Problem: Extension of Preliminary Laboratory. The existing Lab. benches (from Czechoslovakia) require sinks. A demonstration bench is required; and the existing screed should have floor tiles. Progress: The Problem was evaluated, estimates provided and work carried out to completion. 11. Reading Room for Students : Problem: Structural changes to be considered and furniture designed. Progress: Problem evaluated, estimates provided and work carri¬ ed out to completion. 12. Faculty of Science: Botany Department (Greenhouse) Problem: Feasibility study required for provision of Greenhouse suggested area—Classroom Block roof. Progress: As a basis for a new greenhouse the model in the Grounds and Gardens has been used for a new design. Cost estimates have 80 been prepared and approved by the Development Committee and building work begun. 13. The Market: Problem: Visually seal off the market and its surroundings from the main road. Progress: A sketch design was incorporated into a feasibility study of central stores and transport yard re-organisation. In princi¬ ple the Market will be moved from its present site. No further action required. 14. Transport Yard: Problem: To consider the needs of the Transport Section for an action planning policy. To incorporate into a feasibility study with the Central Store. Progress: Initial sketch proposals drawn up and approval given to the outline principles. Three garages in the Transport Yard are to be converted into a store to enable one of the Works and Mainten¬ ance Sheds to be vacated. On completion the Transport Yard can be moved gradually. 15. School at Apewosika Village : Problem: To assist the Villagers aided by the Rev. H. Peterson in the design of a small school around a very limited budget. Progress: Sketch designs prepared, approved and technical draw¬ ings completed. No further action required, project to be built under a self help programme. 16. Hospital Extension: Problem: Provision of new wards and facilities for Staff. Progress: Scope of the problem discussed with the Medical Staff and a brief prepared. 17. Senior Common Room: Problem: Conversion of existing staff club to provide Dining facilities, reading room, coffee-lounge rooms, roof top bar, games room, furniture etc. Progress: Preliminary design and estimate prepared ; some minor items completed i.e. floor tiles laid in the existing billiard room for immediate use as a reading room. 18. Extension to College Shop: Problem: To provide room for expansion. 81 Progress: An initial sketch design and estimate prepared. Job to be carried out together with proposals for Senior Common Room. 19. Control of Traffic on the Campus: Problem: To consider ways of improving safety, convenience and environment on the Campus. 20. Faculty of Science: Problem: Provide a Porters Lodge (to be located in the ground floor space of the entrance staircase). Provide screens to the male/ female toilets. 21. Faculty of Science (Zoology Department): Problem: Conversion of a corridor into a store for consumable goods. 22. Maps of the Campus : Problem: Prepare maps showing names of roads, location of buildings etc. at each of the three College entrances. 23. Provision of Car Ports: Problem: To provide car ports in front of the administration block and existing faculties. 24. Small Pavilion: Problem: Design and prepare estimates for a small pavilion at the Southern Section sports ground. UNIT ACTIVITIES A. AIR CONDITIONING AND REFRIGERATION SECTION The responsibilities of the Air Conditioning and Refrigeration Section are to maintain, service, carry out repairs, and install all of the College Central and window Air Conditioners, cold rooms, refrigerating plants, Deep Freezers and Refrigerators. The approximate number of the U.C.C.C's appliances are:— 53 window Air Conditioners—Westinghouse 23 window Air Conditioners—Tadiran 3 Central Air Conditioning plants—1 Auditorium plant 2 Library plant 3 Faculty of Education 45 Refrigerators and movable deep freezers. 2 Refrigerating plants : 1 Old Site manciple plant, 1 cold room. 2 Cafeteria plants, 5 cold rooms. 2 Antechambers and 1 deep freezer. 14 Water coolers 82 During the year repairs were carried out on 2 water coolers, 16 window air conditioners, 10 refrigerators, 1 deep freezer, 7 faults repaired for the Manciple Department's Cold rooms and pre¬ liminary investigations of the central air conditioning plant at the Library which has broken down. The Section is headed by the Chief Technician, and his staff include at present two Tradesmen Grade II seconded from Electricity Section; there is a vacancy for another technician. As things are at the moment it will not be economically sound to increase staff; because of the lack of funds in the College for the purchase of spare parts. Our action is somewhat paralysed. There are several faulty Air Conditioners lying idle in the workshop because funds are not available to purchase spares. Any additional staff of Technician grade will at present only inflate the running costs of the section. B. ELECTRICITY SECTION: The Electricity Section deals with general repairs, fittings and installations of the College; the repairs of equipment in the Works and Maintenance Section; the running of the University Power generating plants and the supply of Electricity to all sections of the University 24 hours a day. Routine work includes the maintenance of all lighting systems and 3 phase or single phase motors. The section holds some stock of lamps, cables, electrical fittings, machine spare parts, cooker elements, chokes, condensers and spares for most electrical and mechanical compliances in the College. The section is also responsible for carrying out maintenance work on the following equipment :— 6 120 KW. Skoda Generators 2 100 KW. Henschell Generators 1 Diesel Water Pump 2 98 KW. Henschell Generators 3 Electric Water Pump 1 Block making machine 1 M. Dumper 7 Concrete mixers 1 Electric Oven (for bread making) 1 Dough mixing machine 1 Concrete poker machine. During the past year the Section has undertaken as an addition to its normal work an extensive part of the Development programme. This has included the laying of 9,200 feet of .04 HT Cable in readiness for the Southern Section to benefit from the National Grid Electricity Supply; Electricity services have been extended to the College Farm, Grounds and Gardens, Eastern Barrier Gates, Principal's Lodge, Flats 39-49, Flats 55-56, Bungalows Nos. 49-50, 13 and new Senior Staff Prototype House. 83 The total staff now stand at 37, which may well need to increase as a result of the University expanding development programme. the works & maintenance unit The Works and Maintenance Unit is broadly divided into three sections: Building, Maintenance, and Production. The following notes discuss briefly the activities of each section. building : The building section is responsible for the construction of all minor works (section four above) and when assigned, certain major development projects. Major works carried out this year include the Prototype Senior Staff Bungalow, transformer house and the Principal's Lodge. Additional minor works include a temporary grandstand for the sports union and mosquito netting to the Science Library. services The design and implementation of Engineering Services is initiated by the Engineer. After this stage and as an addition to this unit's normal building programme the Works/Maintenance Section also deals with various services to the College. For the current year it includes the laying of 1,260 feet of 12 inch pressure piping and 1,200 feet of 10 inch pressure piping for connections to the 200,000 gallons hy-rib water tank. As routine work during the long vacation all water service roof tanks are cleaned and water connections checked and replaced where necessary. For sometime now, the occupants of Bungalows Nos. 59 and 60 have been troubled by a sewage backflow into their toilets. After a survey and careful technical study new soak away pits, surface drains and sand filters were built and completed. Since then the occupants have not been troubled and the desludging tanker has not been called for. As a result of this work the water table level in the area has now dropped. production : The Production Section consists almost exclusively of the Joinery Workshop. The only other attachment is the Block Plant which has been at a standstill throughout the year due to lack of spare parts for our block-making machines. The Joinery Workshop is responsible for the preparation of all joinery for direct labour projects (major and minor) and all mainten¬ ance work. Another major role it fulfills is the construction of new furniture ordered by the College. Sixty orders for furniture were completed during the financial year which included the construction of 124 chairs, 32 tables, 15 desks, 64 beds and 100 towel horses. Thirty four private orders were also dealt with. 84 MAINTENANCE : The Maintenance Section is concerned with redecoration and the maintenance of all college buildings, furniture, roads and pavings. Buildings redecorated this year are the interiors of 54 bungalows, 15 exteriors of bungalows; 24 interiors at Pedu housing estate; 133 students cubicles; corridors, baths and toilets in each halls of residence and the part interior decoration of numerous services buildings of the College. Generally the programme of work planned for the section has not been carried through very efficiently. This has been due to frequent interruptions which have occurred. For example there were not for some time enough materials in the main stores to enable us to carry out work to completion. Another cause has been that workers were very often moved on to new and more urgent jobs. The quantity of furniture repaired and reconditioned during the year has been considerable; it is no less than 790 pieces. One of the largest items, 250 easy chairs, were reconditioned with leatherette. Although not ideal in this climate, this material will be hard-wearing and substantially reduce maintenance costs. The main cause of damage to furniture can be attributed to poor construction by the contractor and the very careless use of furniture by College staff. LANDSCAPE UNIT: (Grounds & Gardens) The LANDSCAPE UNIT is made up of two main sections. The first deals with Horticulture (Nursery) and the second covers field- work which consists of Development and Maintenance. A. THE HORTICULTURE (NURSERY) SECTION: This is divided into several sub-sections. The Plant Propagation and multiplication Section is the nerve centre of the Nursery and it is engaged in the propagation (generative and vegetative) of plants required for field work. There have been tremendous increases in propagation due mainly to the contribution made by the mechanized soil sterilizer, new soil mixtures, and the Dutch Lights which have aided the propagation of these plants. There is also a PLANT PROTECTION SECTION which provides entomological and pathological services to the section. This year a number of pests and diseases have been isolated and controlled by spraying, dusting and soil fumigation. Another section is responsible for hardening-off seedlings, cuttings etc. emanating from the Propagation and Multiplication and main¬ taining them till they are ready to be issued out for field work or for sale. Seven people run the Mechanization Section which is responsible for mowing the lawns, light ploughing, mechanized soil steriliza¬ tion and for providing irrigation facilities. Equipment in this Unit 85 includes, 18 mowing machines (eleven have broken down for over a year now). One Rotavator, One Terra-Force (Parafin/Buatane Gas/Electric) Soil Sterilizer, two sets of Lawn Boy Sprinkler irrigation and a set of Boil Sprayline. An EXPERIMENTAL Section has been able to introduce eight new plants (which are normally temperate plants) :— This section also carries out vegetable seed testing for and on behalf of the College Farm. It also grows a variety of special strains of vegetables purely as a source of supply of seeds and occasionally seedlings to the Farm. It has also evolved a new system of rotation and succession for large-scale vegetable production which is currently being adopted by the College Farm. THE DEVELOPMENT FIELD-TEAM This team which is responsible for translating development policies into physical projects in the field (i.e. on the Campus) has been most active this year. Projects which have been completed are:— (a) Avenue tree-planting and a strip grassing along the Apewo- sika Road and Science Dual Carriage Way. The Rain tree Avenue to the Northern Section. (b) Grassing of the Science Faculty and Workshop grounds. (c) Consolidation of the Embankment behind the Science Faculty with lemon grass. (d) Extension to the Nursery. (e) Lay-out of the remaining staff houses in the Northern Section. (/) Shrub planting on the pavement of the Faculty of Educa¬ tion. Projects currently in progress are :— (a) Afforestation of slopes and hill tops. Area "A" (b) Shade tree planting—Atlantic Hall. (c) Tidying up the embankment facing Apewosika Village. The rate at which work in the field progresses has been slow due mainly to the fact that most of the work is done manually. THE MAINTENANCE FIELD-TEAM: The Maintenance team is made up of a number of groups named after the main areas where they operate. Thus we have a Northern Gang, Hall 5/Science Gang, Southern Gang, Pedu/Town Gang and Nursery Gang. All gangs work in conjunction with the mower operators to maintain the lawns on the Campus as well as such jobs as stirring of flower beds, pruning of trees and shrubs, replacement of dead plants etc., picking of weeds, watering, staking etc. With the approval of the Estate Management and the Staffing Committees a new gang namely the Slashing Gang has been esta¬ blished with the aim of keeping down natural vegetation, the very bushy areas and slopes on the Campus. This idea has gone a long 86 way to keep the Campus more healthy to live on. Most of the danger posed by snakes and other reptiles has been eliminated by this gang. The Black-Soil Gang is also another service gang responsible for stock-piling black soil for use by all the various units and gangs in the section. SOCIAL STUDIES PROJECT GENERAL OVERVIEW On the whole 1969/1970 saw a thriving Social Studies Project. In the course of the year two more Counterparts were appointed, so that at last the aim to train Ghanaian social scientists for replacing the Dutch staff members could be brought nearer to its realization. Much headway was made with in-service training and at the end of the academic year all counterparts could be sent to The Nether¬ lands for further training at the Institute of Social Studies, The Hague on individual programmes. The team members continued to assist in teaching in their respec¬ tive departments, this time joined by two of the Counterparts. Again, Dr Wagenbuur put a lot of time in coaching Geography students with their dissertations. This year, the social research training of students was restricted to the 2nd Year social science students. Accordingly it could be given a more concentrated character. All students were offered a practical field work period. The research seminar for lecturers was now focused on reports of the lecturers' own research projects as well as on problems of development. Attendance was not altogether satisfactory. Three research projects were sponsored to an amount of NjZl,300.00. Higher requirements were put up for those requesting research grants. The Project's relations with other institutions and persons were extended considerably, for one thing this was effected by a Con¬ ference, organized at the end of March, for another by starting the publication of a research report series. The research activities were expanded, notwithstanding the restric¬ tions on financial means. Amongst others, the Counterparts made a good start with research projects of their own, while the co-operation with the University of Utrecht (Holland) led to the setting up of a Socio-Economic Survey of Cape Coast and in its wake of a study of the flow of goods. Other new projects were carried out by Dutch students, working with the Project as associate members in fulfilment of the requirement for a practical research period as part of their doctoral (M.A.) examinations. At the end of the period an evaluation study of extension pro¬ grammes in the Tamale region in co-operation with the Ministry of Agriculture was well under way. 87 TEACHING AND TRAINING 1. TEACHING ASSISTANCE IN THE SOCIAL SCIENCE DEPARTMENTS AND THE FACULTY OF EDUCATION During the academic year, the following teaching assistance was given : Sociology Department: Prof. Vercruijsse taught a course in Empirical Sociology of West Africa for Final Year students (2 lecture hours and 3 tutorial hours). In teaching this course he was assisted by Mr J. A. Boakye, who ran the course on his own during the Director's illness (November/December 1969). Economics Department: Dr. van der Wei taught a course on "The Structure of the Economy of Ghana" for 1st year students (2 lecture hours and 4 tutorial hours). Dr. Amonoo taught a course on theoretical economics for 2nd year students, starting in February 1970 (2 lecture hours). Geography Department: Dr. Wagenbuur taught a course in Economic Geography for 1st Year students (1 lecture hour and 3 tutorial hours). After Christmas he gave a series of tutorials in Economic Geography for Final Year students. Apart from that he lectured on methodology in a Seminar for Geography Students. Faculty of Education: Mr Boyd again taught Sociology of Education to Final Year and Post-Graduate students (2 lecture hours and 2 tutorial hours). 2. GEOGRAPHICAL DISSERTATIONS: Again Dr. Wagenbuur coached a number of Final Year students (8), first with the preparation of fieldwork and later with data-pro¬ cessing and writing the report. Much time was taken up by this work, especially in December 1969 (2 days a week) and in May/June 1970 with the review of the results. 3. TRAINING IN RESEARCH METHODS: The Project's team decided to try and train all economics, geo¬ graphy and sociology students in research methods during their second year. To this aim, Dr. Wagenbuur recruited 15 Second Year Geography Students to assist him during the Christmas vacation in interview¬ ing the students of the Asuansi Farming Institute as part of an effort to evaluate the impact of agricultural education. The students attended a number of classes on social research methods-in-general, on interviewing and on coding, before being employed as inter¬ viewers and coders. Again, during the Easter vacation, a total of 18 Second Year social science students were trained in research methods. In actual fact, all Second Year Sociology and Economic students were invited for 88 the exercise, but only 18 applied. This time students were trained by Prof. Vercruijsse and by Messrs Boyd and Boakye. They were taken to the field in Apewosika (on campus) to interview on econo¬ mic activities and economic transactions. 4. social studies project lecture series! As a continuation of the Research Seminar that had been con¬ ducted during 1968/69, it was decided to arrange a series of lectures on development problems for lecturers of the Social Science Depart¬ ments and the Faculty of Education. The following lectures were given: 10th November, 1969; Prof. J. Hinderink (Utrecht, Holland) on: "Agricultural Development and Social Change. A Case Study of the Cukurova, Turkey." 15th December, 1969; Dr. P. P. Van der Wei on: "Some Aspects of the Komenda Sugar Project." 2nd February, 1970: Prof. E. A. Boateng on: "Agricultural Prac¬ tices and Population Growth." 16th February, 1970; Dr. F. E. K. Amoah on: "Old and New Seaports in Ghana: A tentative Formula for their Development" 2nd March, 1970: Dr. E. V. T. Engmann on: "The Census as a Source of Data for Demographic Research: The Ghana Case." 5. counterpart's research seminar: In the second week of February, 1970, Prof. Vercruijsse started with a weekly research seminar for the Project's Counterparts. For some time the Seminar was also attended by Mr P. den Heijer and Mr J. E. Opoku (lecturer, Faculty of Education). During the first six weeks the Seminar was devoted to problems of research design. After the Easter vacation the processing and analysis of survey data was discussed and demonstrated. The parti¬ cipants tried their hand at exercises on coding, tabulation and statistical analysis. ASSISTANCE WITH THE EXECUTION OF RESEARCH As last year the Project held itself ready to advise lecturers from the teaching Departments on the design and execution of research projects and to sponsor their efforts, if these were deemed worth¬ while. In all three projects were sponsored to an amount of NJZl,300.00. To qualify for a research subsidy the applicants had to hand in a complete research design (including a detailed budget), which then became subject to extensive discussions. The following projects were sponsored: 89 THE 1. DISTRIBUTION AND ALLOCATION OF INCOME FROM COCOA (MR T. K. BUXTON, DEPARTMENT OF ECONOMICS): The aim of this study, which was started in 1969 and which was supported by the Social Studies Project from the beginning (see Annual Report 1968/1969, P.79), was to survey 11 cocoa-growing areas in all. In addition to the Swedru, Fosu, Bekwai, Breman Asikuma and Dunkwa-on-Offin areas, that were studied during 1969, six more areas were surveyed in 1970, viz. : Kadjebi, Koforidua, Suhum, Akropong (Ashanti), Achirensua and Sefwi-Wiawso. A preliminary report on the first five areas was read by Mr Buxton to the Project's conference in March. Assistance in processing the data for this report was provided by the Project. 2. AN EXPLORATORY STUDY OF THE PROBLEM AREAS OF STUDENTS IN SELECTED SECONDARY SCHOOLS IN THE CENTRAL REGION (GHANA) (MR J. E. OPOKU, FACULTY OF EDUCATION) The aim of this investigation is to survey the needs, fears, aspira¬ tions and problems of a large representative sample of secondary school students in the Central Region, Ghana. From the results of the survey suggestions could be made for a guidance programme. The data were collected during the last term of the 1969/70 school year. They cover some 100 class groups in six schools. The study was sponsored partly by the Faculty of Education, partly by the Social Studies Project. The processing of the data is done with the co¬ operation of the Computer Section of the Physics Department, Legon. 3. FORMAL SCHOOL EDUCATION AND NATIONALISM IN GHANA: AN INQUIRY INTO THE CORRELATION BETWEEN FORMAL EDUCA¬ TION AND NATIONAL INTEGRATION (MR D. K. AGYEMAN, FACULTY OF EDUCATION): This study is part of a doctoral thesis that Mr Agyeman is going to submit to the University of Muchcn (W. Germany), where Prof. E. K. Francis is his promoter. The hypothesis underlying the thesis is, that formal school educa¬ tion is a social force that transforms a people from their heteroge¬ neous state to a homogeneous state. Interviews will be carried out with pupils of middle schools and secondary schools, as well as with University students in all the regions of Ghana. The data collection will stretch into the next academic year. CONTACTS WITH INSTITUTIONS AND PERSONS FROM ELSEWHERE 1. CONFERENCE ON PROBLEMS OF RURAL AND AGRICULTURAL DEVELOPMENT : On instigation of Prof. Boateng, the Principal of the University College of Cape Coast, the Project organized a conference, where 90 the team members, associate team members and lecturers of the College, whose research had been sponsored by the Project, would present the findings of their research studies. The conference was held on March 23-25, in the Conference Room of the Science Block, University College of Cape Coast with the following programme: Monday, March 23 : (1) Official Opening by H.E. Mr J. Varekamp, Royal Netherlands Ambassador. (2) Introduction by Prof. E. V. W. Vercruijsse. (3) Opening Address on "Problems of Rural and Agricultural Development by Prof. S. La-Anyane, Dean, Faculty of Agri¬ culture, University of Ghana, Legon. (4) Lecture by Prof. E. V. W. Vercruijsse on : "Changes in Occupa¬ tional Structure of Village Communities ; Conditions and Con¬ sequences." Tuesday, March 24: (1) Lecture by Dr. P. P. van der Wei on: "The Choice between Plantation and Small Holders Production; the case of the Ghana Sugar Industry." (2) Lecture by Mr T. K. Buxton, Lecturer in Economics, U.C.C.C., on: "Income Levels, Expenditure Patterns and Asset Port¬ folio of Cocoa Farmers in Ghana: Some Preliminary Results of a Survey in the Areas around Swedru and Foso." (3) Lecture by Dr. H. T. M. Wagenbuur on: "Training for Agricultural Development; a Case Study on the Impact of Training at the Asuansi Farming Institute on Agricultural Development in Ghana." (4) (In the evening) a public lecture by Mr I. M. Ofori, former Commissioner for Rural Development on: "An Integrated Approach to Rural Development." Wednesday, March 25: (1) Lecture by Miss Jose van Hussen and Mr J. A. Boakye on: "A Pilot Survey of Inter-Village Structure and Some Aspects of Communal Labour in 17 villages of the Central Region." (2) Lecture by Mr T. A. Boyd on : "Value Orientations Influencing Decision Making in Rural Communities." (3) Summary and Conclusions by Prof. J. F. Glastra van Loon. The Conference was attended by a total of 70 participants, among whom were professors and lecturers from the University of Ghana, Legon, the University of Science and Technology, Kumasi, the University College of Cape Coast and the University of Oxford, England; Civil Servants from the Ministries of Youth and Rural Development, Agriculture, Finance and Economic Planning, Accra 91 as well as from the Regional Offices, Cape Coast, of these Ministries, and further representatives of such organizations as the Institute of Statistical, Social and Economic Research (I.S.S.E.R.) Legon, the U.N.D.P./F.A.O. and the Council for Scientific and Industrial Research, Accra. Accommodation was offered to these guests in one of the Students' Halls, in the College Guest House and in the Catering Rest House, Cape Coast. Meals were provided on the top-floor of the Cafeteria, University College of Cape Coast. On the evening of the first day, a drinks party was held, where the Vice-Princiapal, Prof. K. A. J. Nyarko acted as host, followed by an official dinner. Although the planning of the Conference was carried out by all team members alike, most of the administrative, accommodation, catering and other organizational preparations were taken care of by Messrs Van der Wei, Wagenbuur and Amonoo. The perfect work they did, contributed considerably to the success of the under¬ taking. The lively participation of the audience, together with their gratefulness—amongst others shown by many letters received—bear witness to this success. And what is more, it gave the Project an image in Ghana as a research institute and provided it with many fruitful contacts. 2. RESEARCH REPORT SERIES After many delays, caused by the lack of proper equipment, the Project was able to publish number 1 in its Research Report Series, being a report by Y. S. Brenner and H. T. M. Wagenbuur on "Lime Farmers: A Case Study of a Cashcrop in a Subsistence Economy". In June Report number 2, entitled "Occupational Differentiation in Rural Areas: A Research Design," by E. V. W. Vercruijsse and T. A. Boyd was published. The reports, which have a circulation of 200 copies each, are produced in offset-print. To make production possible, an electric typewriter was acquired. Copies of the reports have been distributed to interested persons and institutions all over the world. 3. MINISTRY OF AGRICULTURE: During the Conference, representatives of the Ministry of Agri¬ culture, Accra had shown great interest in the attention the Project had been giving to the community-effects of development. In their view this might prove of importance for the evaluation of government policies, notably those of the Ministry of Agriculture. As a con¬ sequence of their apparent interest Prof. Van Loon and Prof. Ver¬ cruijsse paid a visit to the Ministry in April in order to pursue possi¬ bilities of co-operation. After that the contact was extended through visits of Prof. Vercruijsse and Dr. Wagenbuur with the more specific idea of starting an evaluation study of the Ministry's "Focus and Concentrate"—policy, an intensive programme of extension work going on in six areas of Ghana (Somanya, Ho, Kpandu, Tamale, 92 Bolgatanga, Navrongo). Discussions were held with Dr Hopp, Dr D. Loewenstein, Mr Laryea (Chief Agricultural Officer) and Dr Fred Marti (USAID), head of the "Focus and Concentrate"— programme. As an effect of this preparations for field work in the Tamale- area were started by Dr Wagenbuur and Mr Boyd during July and August. A design and a questionnaire were drafted after the Direc¬ tor's return in September, while the main data collection is to take place during October. The report of this pilot study is to be sub¬ mitted before December 1, so that the Ministry will be able to consider an extension of the evaluation study for the next fiscal year. 4. PLANNING DEPARTMENT, FACULTY OF ARCHITECTURE, U.S.T., KUMASI : On Thursday, 28th May and Friday, 29th May, Messrs Boakye, Boyd, Dumor, Vercruijsse and Wagenbuur paid a visit to U.S.T.'s Planning Department on the invitation of Dr Subbu Krishnia, U.N.—advisor, who had participated in the Conference. The Planning Department is administering a 3-year Diploma Course in Rural Planning. Its graduates enter into the service of regional agencies for the development planning of rural areas. During their studies they are engaged in social survey work and community development practice for considerable periods. The visitors were informed about the details of the course-pro- grame and especially about the practical work and the use of social surveys. It became clear that the experience with self-help projects in more than 40 village communities in Ashanti might be systema¬ tically studied with the help of an approach developed by the Project. In the future an effort to this respect will be made. For the time being/contacts were established between the Planning Department and the Social Studies Project over the long vacation through visits that the Project's staff members have paid to the Department's field work areas (Fanti Nyankumasi, Foso). The Project has also given advice with regard to questionnaires to be used in that period. 5. INSTITUTE OF STATISTICAL, SOCIAL AND ECONOMIC RESEARCH (ISSER), UNIVERSITY OF GHANA, LEGON While Prof. Glastra van Loon, Rector of the Institute of Social Studies, The Hague, was in Ghana, he and Prof. Vercruijsse paid a visit to Dr Caitlin McLoughlin, Director of I.S.S.E.R. Possibilities of co-operation were discussed. At several occasions discussions were held between Dr. G. J. van Apeldoorn (I.S.S.E.R., Legon) and team members of the Project to establish co-operation in the study of markets (Prof. Vercruijsse) and of time-budgets of farmers (Wagenbuur). 93 6. VISITING EXPERTS AND OTHER EUROPEAN VISITORS During the academic year, the following visiting experts, invited underthc Plan of Operations, spent a period at the University College : Prof. J. Hinderink (University of Utrecht, Holland) from mid- October to mid-November 1969. He advised Dr. Wagenbuur on the final stage of his village research project and started preparations for a Socio-economic survey of Cape Coast (see Research). Apart from this he familiarized himself with the activities of the Project, with the Project's research area and with some other landscapes of Ghana (cocoa region, savannah). Prof. J. F. Glastra van Loon (Rector of the Institute of Social Stu¬ dies, The Hague) from March 21—April 11, 1970. Taking advantage of his presence, frequent discussions were held about the Project's future and about its possible extension for the years 1971—1973. Another subject which got a lot of attention during his stay was the training programme to be offered to the counterparts at the Institute of Social Studies. Prof. J. Hinderink and Dr. J. Sterkenburg (both from the Univer¬ sity of Utrecht) from April 11—May 25, 1970 to prepare the ground for a Socio-Economic Survey of Cape Coast to be undertaken in July-September 1971. Apart from this, the Project was visited in February by Dr. Jack Goody, Professor of Anthropology at the University of Cambridge. 7. OTHER CONTACTS Mr Van der Wei established close contacts with functionaries in the Ministry of Finance and Economic Planning and in the Ministry of Agriculture. In this way data could be collected on the history of both sugar projects (Asutuare and Komenda). On the other hand, Mr Van der Wei made the results of a preliminary analysis of the performance of the two sugar projects available to the Ministry of Finance as background material for the budget hearings on state industries. During March and April, Dr Bruce Johnston and Dr N. Kamrany, both from the World Bank-mission in Ghana consulted members of the Project on several aspects of Ghana's development. 8 LECTURES On the occasion of the Congregation, Prof. Vercruijsse gave a public lecture on "Theories of Development" in the Auditorium. On 7th May he lectured on "The Rural People and their Needs" at the Rural Training Centre of the Ministry of Youth and Rural Development, Axim (Western Region). On 4th September, Messrs Boakye, Dumor and Wagenbuur lectured on "The role of women in Development" at the Headquar¬ ters of the Grail Movement, Kpandu (Volta Region). 94 RESEARCH 1. VILLAGE RESEARCH {Dr. H. T. M. Wagenbuur) Because little is known of labour-inputs in agriculture and also because they are hard to measure, in September 1969, a project was started to observe the daily activities of five farmers and their wives over a full year. The farmers were selected from all farmers in Old Ebu in such a way that they represent the different types of farmers in the area. Five middle school leavers, living in Old Ebu were trained to do the observation work, mostly by means of questioning with a schedule. Daily supervision was in the hands of Mr Atu, field assistant to Dr Wagenbuur. The checking and processing of the data was partly done by the five observers, partly by field assistants. During August the farmers were interviewed extensively on their personal background and on their farming activities. In addition their farms were measured. 2. PROJECT EVALUATION—KOMENDA SUGAR PROJECT {Dr. P. P. van der Wei) After his return from leave, a report was drafted on those sections of the research, covered until July 1969. Also a final check list was prepared of all the data to be collected during 1969/1970. Close contacts were established with functionaries in the Ministry of Finance and Economic Planning as well as in the Ministry of Agriculture. From January to May 2-3 days a week were spent to collect data from these and other government agencies. In this way an insight was gained into the history of the two sugar-projects from 1959 onwards. At the Conference in March a paper was read on "The choice between plantation and small holders production". In May, Mr Van der Wei, accompanied by his field-assistant, Mr A. N. Abaidoo paid a number of visits to sugar-cane growers' co-operatives in the Cape Coast area to collect data on labour inputs from the attendance registers. Mr Abaidoo continued with his fieldwork on the akpeteshie- industry. 3. SURVEY OCCUPATIONAL DIFFERENTIATION IN RURAL AREAS/SODRA {Prof. E. V. W. Vercruijsse/Mr T. A. Boyd) Post-survey observation: To check the reliability of the survey data collected during July and August, a post-survey observation study of one of the sample villages (Ampenyi) was started in October. Precise data were gathered through close observation of a few selected families. The observation, made by Mr Boakye, Mr Boyd, Prof. Vercruijsse and Mrs Vercruij- sse, was carried on all through the year and were especially focused 95 on the social organization of fishing, on the economic role of women and on the composition of households. Later in the year, it was decided to collect comparative data on composition of households in an urban centre (Cape Coast) and in an agricultural village (Old Ebu). The main field work for this compa¬ rative study, has so far, been carried out by Mr Boakye. Analysis I: Inter-village comparisons (Vercruijsse) With a view to preparing a paper for the Easter-conference the straight counts were used to construct some 40 indices, representing as many aspects of the social structure of the 15 sample villages. By means of these indices about 200 correlations were calculated on the basis of which six models were constructed to trace causes as well as consequences of occupational differentiation. The results of the analysis were presented to the conference in a paper on "Changes in Occupational Structure of Village Communi¬ ties: Conditions and Consequences". Analysis II: Decision-making behaviour (Boyd) The analysis of data on the decision-making behaviour sets and subjective probability questions of the SODRA survey, was begun. As the work was exploratory and in preparation for techniques to be used during computer analysis, the efforts were with only the first six villages of the survey. Tests begun were of the nature of Thurstone analysis of paired comparisons and tests of transitivity of the choices made by individuals. At this stage the analysis and com¬ putations had to be done by hand and desk calculator. In February' the work on data at the aggregate or village level was completed and the analysis of each individual in the village sample was begun. For this work the methods of Coombs were used. In March the analysis of data on the decision-making behaviour sets and subjective probability questions for the first six villages of the survey was completed. This was related to data from the larger survey and work being carried on by Prof. Vercruijsse; on the basis of this a paper was prepared entitled "Value Orientations Influencing Decision-Making in Rural Areas" and presented in the Easter- Conference. 4. asuansi school leavers (Dr. H. T. M. Wagenbuur) In the second half of November preparation and execution took place of the third part of the Asuansi School Leavers Project. With the help of 15 students of the University College of Cape Coast, 34 students of Asuansi Farming Institute were interviewed after working hours in the evening. Questions were asked about their background, about their expe¬ riences at the Institute, and about their future plans. Each interview took about three hours. Unfortunately the data collected at Asuansi during the Christmas 96 vacation could not be processed because the students—as a result of student demonstrations—were not allowed to stay in residence during the holidays. With the assistance of Piet den Heijer, a first analysis was made of the data collected during the long vacation and during the Christmas vacation 1969. The results of this analysis were presented in the Easter-Conference, entitled: "Training for Agricultural Develop¬ ment: A Case Study of the Impact of Training at the Asuansi Farming Institute". 5. INTER-VILLAGE STRUCTURE AND COMMUNAL LABOUR (MÍSS J. Van Hassen/Mr J. A. Boakye) As part of SODRA, this study aimed at studying the relationship between the position of a village in the social structure of the Central Region and its capacity to organize communal labour projects. To this end the 17 sample villages of SODRA were revised with a view to study the facilities and amenities available to each village (transport, market, schools, etc.) and to question the chief and other informants on the communal labour performance of the village. The results of the analysis were presented to the Easter-Conference. 6. INCOME DISTRIBUTION THEORY FOR DEVELOPING COUNTRIES, WITH SPECIAL REFERENCE TO GHANA {Dr. E. AmOnOÓ) This will be a study on how income from labour is determined in Ghana. In other words, how the returns to labour are determined in Ghana. Here the term labour must be viewed in a very broad sense. It includes not only people employed by some one, but also those who are self-employed like cocoa farmers, private shopkeepers, etc. The uneven income distribution in Ghana, which is based greatly upon factors like international wage levels (this is the case of those in higher income group) has an adverse eifect on the balance of pay¬ ments, production and economic growth in general. This is due to the high propensity to consume by the high income group. The high import content in the imported consumption goods leads to the slow¬ ing down of economic activity in Ghana. An incomes' policy based upon production may bring about a more even income distribution. An even income distribution based upon production may lead to less import. This may, in turn, lead to import substitution (production of domestic goods) assuming that there is already enough raw materials and technical know-how present in the economy of Ghana. The would-be theory could give us a simplified explanation of the way in which the economy of Ghana works and ofthe salient features of such a system. It is also hoped that the theory will bring out the limitations to the existing income distribution theory, concerning the returns to the factors of production (for example labour) which says that labour services are in general rewarded according to their marginal significance, exactly with other productive resources. 97 7 the effects of economic development on the traditional political sysetm of Ghana {Mr. E. E. K. Dumor) The study deals mainly with the changes which have occurred and are still occurring in the political structure as a consequence of economic processes in two rural communities. What is of significance is, that the economic processes, such as salt Industry in Apam (Gomoa Assin) and Lime Industry in Asebu, are considered as agents of political change. The research will consider the implications of changes in the political structure for effecting an "accelerated programme of rural development". Contacts have been made with officials of the Central Region Administration. Important documents on the subject have been made available and they are presently under study. 8. a study of commercial farmers/comfast {Mr P. den Heijer/ Dr. H. T. M. Wagenbuur) The aim of this study, which is part of the Village Research Project, is to study the nature and the scope of commercial lime farming. The business enterprises of a sample of 20 farmers have been studied in great detail. 9. school village project {Mr. T. A. Boyd) At the request of the Dean of the Faculty of Education this Project was started as a long term investigation of methods to relate formal education in Ghana to village needs. The first phase, viz. the collection of basic social data on the four villages within the confines of the University was carried out over the Christmas-vacation, with the help of graduate students. On the basis of the report, containing data on more than 1,000 villagers, an aid giving body gave a grant of $1,000 to start the construction of a village primary school. 10. employment opportunities of secondary school science students {Mr. T. A. Boyd) In conjunction with one science lecturer of the Faculty of Educa¬ tion a research project was begun investigating the fate of the Secondary School Leaver, who has done Iiis examinations in science. It is an attempt to find out where these people fit in to the manpower requirements of Ghana and to discover whether the science they have studied in Secondary School is relevant to their later employment. In February, a questionnaire was mailed out to over 500 em¬ ployers of both the private and public sector of the economy in the Accra-Tema area. On the basis of the response to this a more detailed questionnaire will be sent to the major employers. In March, a preliminary report was prepared from the survey of Accra-Tema employers and information from the West African Examinations Council. 98 A questionnaire was made up and distributed to a stratified sample of secondary schools all over the country. It was designed to get data over the pupils of the fifth form on their employment aspira¬ tions and expectations. Included also was a query over their forward¬ ing address so that next year an attempt can be made to contact them again when they are out of school in order to find out what type of employment they actually found. 11. socio-economic survey of cape coast {Pro. J. Hinderinkj Dr. J. Sterkenburg) In October/November 1969, when visiting the Social Studies Project as a D.I.T.H. Visiting Expert, the Regional Administration of the Central Region, Ghana, requested Prof. Hinderink to under¬ take a socio-economic survey of Cape Coast. Funds were requested from the "Programme for University Development Co-operation" of the Netherlands Ministry of Deve¬ lopment Aid in order to carry out a preliminary research in April/ May 1970 (by Prof. Hinderink and Dr. Sterkenburg.) The N.U.F.F.- I.C., acting as the Ministry's advisory council, decided—in her meeting of February 5, 1970—to recommend the Minister of Deve¬ lopment Aid to grant the requested funds. These funds, however, would only be made available after the Government of Ghana has given its formal approval of the Socio-Economic Survey of Cape Coast—a very time-consuming procedure. As the preliminary research had to be carried out in the period April-May 1970 timely arrival of Hinderink and Sterkenburg could only be ensured by inviting them as D.I.T.H. Visiting Experts to the Social Studies Project. Accordingly, they arrived as Visiting Experts on April 11 to undertake a pilot survey. They were later joined by Mr Bert Van Woersem. From the side of the Project they were assisted by Dr. E. Amonoo and one of the field assistants. A sample of houses was surveyed, during the intial days of the pilot study. Because the team realized the inadequacy of the existing maps, field checks of the 1:2500 maps were conducted. A questionnaire was drafted and corrected in view of comments made by team members of the Project. It was then translated into Fante. The pilot interviewing was conducted during the first half of May. 12. flow study of cape coast {Dr. E. AwOllOO) In order to study the flow of goods, entering and leaving Cape Coast it is necessary to get a reliable picture of variations over the hours of the day, the days of the week and the months (seasons) of the year. In consultations between Prof. Vercruijsse, Dr. Wa- genbuur, Dr. Sterkenburg and Dr. Amonoo, it was decided to observe the flow of goods over a fifteen month period (June 1970— August 1971) on one day of every month (different week days) from 5.00 a.m. till 8.00 p.m. at all the four roads leading into Cape Coast. 99 It was agreed that Dr. Amonoo would take the work upon him, under the supervision of Prof. Vercruijsse. In order to be able to stop all in and outgoing vehicles the co¬ operation of the Motor Traffic Police had to be secured through the Chief Regional Executive, Mr Annobil, and the Assistant Com¬ missioner of Police, Mr Birikorang. Both the Ministries of Agriculture and the Bureau of Statistics Cape Coast were contacted. They offered their co-operation and attached six of their assistants to the project. The first day of registration was put through on June 24, 1970. 13 housing survey {Prof. E. V. W. Vercruijsse/Miss J. van Hussen) On the request of the Development Office a Housing Survey was carried out on the campus, to find out the suitability of different house types from the viewpoint of the present inhabitants. Data collected by the general research assistants of the Project through interviews with more than 100 families helped to throw light on how to build 30 new bungalows. The questionnaire was designed by the Director. Fieldwork took place under the supervision of Miss van Hussen. ORGANISATION 1. the place of the social studies project in the college There were no immediate changes in the Project's position within the College during the period of the report. However, important changes to be effected in the near future were agreed upon between the University College of Cape Coast, the Institute of Social Studies and the Dutch Technical Assistance Directorate. Apart from granting the Project one more expert for the year 1970/71, agreement was reached over an extension of the Project for two years, from 1971—1973. With a view to this extension the University College suggested a few amendments to the Plan of Operations, which were readily accepted by the other partners. The amendment, which is most significant for the place of the Project in the College, is the addition of an article to the Plan of Operations, stipulating the composition and functions of an Advisory Board, which under the chairmanship of the Principal, will secure a stronger link between College and Project. 2. the internal organization of the project The division of tasks remained much like it had been in 1968/69 Mr Boakye taking over from Mr Avugrah the organization of the Lecture Series. At the departure of Dr. P. P. van der Wei his task in regard to equipment was taken over by Dr. Wagenbuur, and his responsibility towards the Library by Dr. Amonoo. The following details are to be reported : 100 Financial Matters Although the financial situation was tighter than in the years before—a request for a subsidy to extend SODRA having been rejected by WOTRO—the Project was able to manage. Liquidity, however, was often a problem. Budgets for 1970 were drawn up and submitted in February. Again, considerably more than N(Z3,000.00 was requested from the Institute of Social Studies. When it was found out that the Institute could not cope with these requirements, research plans had to be temporized. Among other things, it was necessary to restrict the amount of research assistance. In September 1970, the Institute allocated another N (21,000.00 to the Project for the fieldwork in Tamale. Equipment In October the Project took delivery of a second Landrover. An arrangement was made, by which the first Landrover became more regularly available to the College. A U.C.C.C.-driver was continuously assigned to the new Landrover. In June an electric typewriter was acquired. In August the Project took delivery of three typewriters. In October the Science Faculty Board allocated two more office rooms to the Project. STAFFING 1. COMPOSITION OF THE TEAM As in 1968/69, the team consisted of Prof. E. V. W. Vercruijsse, Director (Sociologist); Dr. H. T. M. Wagenbuur (Social Geogra¬ pher) and Dr. P. P. van der Wei (Economist). 2. ADMINISTRATIVE STAFF During the period of the report Mr Joseph Yankah was the Project's Secretary, Mr Peter Arthur acted as Messenger. 3. ASSOCIATED STAFF Mr T. A. Boyd (Social Psychologist) remained on the Project's staff. After his O.E.C.D.-fellowship expired (28th February, 1970), he was put on the payroll of the Institute of Social Studies. During the year, two Dutch students spent their practical period (a requirement for their Drs.-examination) with the Project. The first, Miss J. van Hussen (15th October, 1969—27th March, 1970) conducted a study on inter-village structure and organizational capacity in the 17 SODRA villages. The second, Mr P. Den Heijer(7th February—27th Augustl970), carried out a study of commercial lime farmers, as a part of Dr Wagenbuur's "Village Research Project". 4. COUNTERPARTS Mr J. A. Boakye, who had been appointed in August 1969 remained with the Project for the year 1969/1970. On the last day of September the Interview Board of the University 101 College of Cape Coast met to interview two candidates for the post of Demonstrator/Counterpart with the Project. Though one of the candidates, Dr. E. Amonoo was considered suitable, unfortunately enough, he could not yet be appointed because the post had not been advertised in the right way. The Board decided to place a proper advertisement on the level of Research Fellow and to await applica¬ tions of other candidates before taking a decision. Consequently, Dr. Amonoo's appointment could only be confirmed at the end of the year (December 30. See Calendar). To bridge the gap of three months, during which Dr. Amonoo had to await employment, the Project gave him a special research assignment. Together with Dr. Amonoo a third counterpart was appointed in the person of Mr E. E. K. Dumor, B.A. Soc. Hons. (Legon), M.A. Soc. (Legon). During the half year, January—June 1970 the counterparts followed an in-service training programme. After that, they left for further training at the Institute of Social Studies, The Hague. Dr. Amonoo will prepare his research project theoretically in the period August—December 1970; Mr Dumor will first follow a general programme in theoretical sociology, political science and research methods for half a year (October 1970—March 1971), after which he will work on an outline for his research project (March—September 1971). Mr Boakye will stay for two years with a view to acquire an M.S.Sc. (Master's of Social Science). 5. RESEARCH ASSISTANTS: Until his contract expired in April 1970, SODRA was assisted by Mr Th. Bart-Plange. From October 1969—September 1970 Mr M. Abubakar acted as a second assistant to SODRA. Mr A. N. Abaidoo continued to assist the Project Evaluation Study for the full period of the report. The Village Research Project was assisted for the full period of the report by Mr B. Atu. Mr F. Ashun joined the Village Research Project from April—September to work on COMFAST. STUDENTS' ACTIVITIES The students continued to show interest in the activities of their Clubs and Societies during the year. The most active Clubs and Societies were the Pax Romana, the United Nations Students Association (U.N.S.A.), Christian Fellowship, Science Society, Voluntary Workcamps Association of Ghana and the Drama Club. The Pax Romana organised two successful symposia on "Tribal Affiliations and National Consciousness," and "Celibacy and Priesthood" on 3rd November, 1969 and 5th March, 1970 res¬ pectively. Speakers included Mr J. W. Abruquah, Headmaster of Mfantsipim School, Dr E. Asiedu-Akrofi and Rev. Dr J. Brookman- Amissah of the Faculty of Education. At the end of the year gifts were presented to Professor and Mrs Baiion de Sa and Miss Moyra Macdonald who have left the College for good. 102 The usual exciting programme of United Nations Students Association included lectures, film shows and excursions. By far the most exciting were a lecture by Professor Bailon de Sa on the "United Nations International Educational Year"-and a Film Show on "The Charter of the United Nations." A branch of the Association was inaugurated at Assin Foso by Mr K. A. Karikari on 2nd May, 1970. The Association have recorded their special thanks to Mr Karikari for his assistance in organising the lectures and for his continued interest in the Association. The major concern of the Science Society was the publication of a magazine, "The Young Scientist." Though we have not seen the birth of the magazine, the executive are hopeful of success. The University College Branch of the Voluntary Workcamps Association of Ghana worked on eight projects during the academic year, including a new Catholic Church and a new Pentecostal Church at Apewosika, a village near the College. Three members of the Association were elected to lead three long vacation camps from (/) 16th July to 13th August — International Students Camp at Akropong-Akwapim. International («) 15th August to 8th Sept. — Camp at Otuam in the Central Region. International (Hi) 21st August to 16th Sept. — Camp at Asa- mang-Ashanti. The Drama Club successfully staged three plays, namely, James Ene Henshaw's "Magic in the Blood" and "A man of Character" and "The Supernatural Stone." It is interesting to note that these plays were staged outside Cape Coast in Winneba, Kumasi, and Komenda with remarkable success. The students continued to show interest in sports. Out of fifteen records set at the 3rd Ghana Inter-University Games held at Legon from 23rd to 28th March, 1970, the College claimed 4 (four ) three of which were West-African Inter-University Games records. The College contingent brought home four silver cups, including that for the Best Woman athlete, the Victor Ludorum. A total of nine medals were won : 3: Table Tennis 6 : Athletics CHAPLAINCY BOARD The Chaplaincy Board is in the process of being organised and approved. It will be an organisation of various Religious Communi¬ ties at the University College of Cape Coast. It will consist of PROTESTANT and CATHOLIC Chaplaincies, which will cater for and promote the spiritual and pastoral welfare of the Christian Community, to co-ordinate the activities of the different Religious bodies and to seek the general well-being of the University College, with special reference to matters spiritual. 103 At present both the Protestant and Catholic Chaplains are officially recognized by the University. The Moslem community will be represented on the new Chaplaincy Board. Each Chaplaincy will consist of chaplain's officers and members of the denominations or church, and will be responsible for pro¬ grammes, activities and religious services of its members. Religious Services—are conducted in a temporary Chapel which was formerly known as the "Old Library," and has been given by the College Authorities to the Christian Community on the Campus. It is hoped to have a permanent Chapel in the near future. There are offices at the back of this building for the Protestant Chaplaincy, the Stenographer of the proposed Chaplaincy Board and the student Christian Movement. The Catholic Chaplaincy and the Pax Romana have their office in the Faculty of Education—Room 11. Sunday Services —are conducted in the "Chapel" at 7.00 a.m. for Anglicans; 8.00 a.m. for the Catholics; and, 9.00 a.m. and 7.15 p.m. for the Protestants. Weekday Evening Services—are conducted daily (except Fridays by the Protestant Community in the "Chapel" and by the Catholics in Room A3 of the Faculty of Arts. Joint Services—by Protestants and Catholics are regularly held on the Campus. The Christian Community undertakes joint social services. Catholic Chaplaincy—The Catholic Chaplaincy consists of the Pax Romana and all Catholics on the Campus. They have a Part- time Chaplain, who also is a Lecturer in the Faculty of Arts. He leads them in their religious services and helps them in matters spiritual and pastoral. The Pax Romana—is a branch of an International Movement and all Catholic students on the Campus are members. The aim of the Pax Romana is to foster and promote fellowship, religious, intellectual, social and cultural life of the members on the campus, with the approval of the University and Church Authorities. Other branches of the Pax Romana Movement are the Legion of Mary, the Choir, Study Groups—(in Sociology, Philosophy, Theo¬ logy, Bible and Liturgy), and voluntary workers groups. Protestant Chaplaincy—A full-time Chaplain leads the Protestant community in its spiritual growth. The Chaplain directs mid-week Prayer Services for campus workers, Bible courses for lay preachers as well as the Sunday morning and evening worship services. Other activities rendered by the Protestant Chaplain include counselling, hall visitation, and co-ordination of various Christian Programmes. Among the Protestant groups are the denominational bodies— Anglican, Presbyterian, Methodist, Seventh Day Adventist, A.M.E. Zion. There also exist chapters of the Christian Fellowship and the Student Christian Movement. All of the groups co-ordinate their 104 programmes through a common Protestant Chapel Committee and at times jointly sponsor service projects and special lectures on Christian topics for the academic community. The Anglican Community— is led by a part-time' Chaplain who teaches at a nearby secondary school. He directs worship ser¬ vices held on Sunday mornings and Wednesday evenings. CENTRAL PHOTOGRAPHIC UNIT During the Academic Year 1969/70, the Central Photographic Unit served the following Departments as by the requests indicated below:— university college of cape coast: (a) The Principal's Office : Colour transparency. (.b) The Administration : Photographic coverage of events and ceremonies and preparation of picture sheets for the Publi¬ city Section. (c) The Faculty of Science: Colour and black-and-white slides, and black-and-white prints. (d) The Faculty of Arts: Black-and-white prints. (e) The Faculty of Education: Colour and black-and-white slides, and black-and-white prints. (/) The Social Science Project: Black-and-white prints. (,g) The College Hospital: Medical photographs. (/;) The College Bookshop: Photographs for Christmas cards, post cards, College Calendar and photographs for depart¬ mental use. (/) The Sports Union: Photographic coverage of sports and games. (j) The S.R.C. : Photographs of Council's activities. outside bodies: (a) The British Council: Photographic coverage of exhibition in the University College. (b) The Ankaful Leprosarium: Medical photographs. (c) Centre for Civic Education: Photographic coverage of Summer Course in the College. (d) The Ghana Association of Teachers: Photographs of Annual Conference. The wide variety of photographic requests, took the work of the Unit into the following fields of photography, viz. Press, Technical, Studio work, photomicrography and microfile work. Materials produced by the Photographic Unit for the Faculties, the Social Science Project and for students' long essays have mainly been used for teaching, research, exhibition and for record purposes. 2. For the past two Academic Years (1968/70) the staff structure of the Unit has been as follows :— 105 Post Duties 1 Chief Technician (a) Administration (b) Training of staff (c) Supervision of work (d) Technical advice (e) Feature photography (/) Advanced Studio Work (g) Audio-Visual duties (but this has now been handed over to Prof. Barre of the Faculty of Education). 2 Photographers: (ia) General Photography. Ib) Oridinary Studio Work. (c) Photo finishing (d) Microfile work. (e) Other duties. 1 Technical Assistant Grade I. (a) Negatives and Picture Files Library. (b) Photographic Equipment and Stores. (c) Supervision of Printing Staff. 1 Technical Assistant Grade II. (a) Reproductions. (b) Making slides and filmstrips. (c) Photomicrography. (ci) Colour Work. 3 Photographic Apprentices. (a) Printing (b) Developing films (c) Drying prints (ci) Mixing chemicals A request has been made in the Unit's 1971/72 estimates for the recruitment of a Clerk-Typist and messenger to provide the required complement. 3. An in-service training for staff of the Central Photographic Unit to step up efficiency in the Unit is contemplated upon by the Chief Technician for the next Academic Year. The standard aimed at is the Intermediate Certificate of the Institute of City and Guilds, and the relevant course may take two years. 4. The summary of work done by the Central Photographic Unit during the year under review is as follows:— (a Black-and-white prints 4,560 (Mixed sizes) (b) Black-and-white slides (2" x 2") 607 (c) Colour slides 80 (d) Colour transparencies 2 (2|" x 2^") (e) Reproduction of documents 111 (/) Passport Photographs 140 (g) Personal jobs 102 Money realised from these services amount to NJZ1,862.39. 106 5. As far as colour laboratory work is concerned, the Unit has succeeded in producing good quality colour slides and transparencies. The process of colour printing will be given more attention during the coming Academic year. 6. The Unit is giving serious thought to the training of a member of staff who will undertake to maintain and repair all the Unit's cameras and other photographic equipment. In this connection the Unit is exploring avenues for a possible technical assistance from some willing quarters. 7. The Central Photographic Unit is open to all Faculties, Depart¬ ments and Sections of the University College. Requests for photo¬ graphic services from outside bodies and private persons may be accepted, depending on whether there are materials and time for such work. MANCIPLE'S ORGANISATION The Organization weathered fairly satisfactorily and food did not present difficult problem as had been in the past. We were able to import adequate provision of all shades for our students consumption thereby bridging the painful experience of having to travel outside in search of provision. The Cafeteria has played a vital role in the feeding of students. The steam boiler has been set for operation and the Cafeteria can now cater for a greater number. The bulk store supply system has also improved considerably. The much spoken of laundry will shortly be commissioned and both senior and junior members will enjoy the long expected facility. 107 Ghanaian Country The Nigeria Kenya Nigeria The Nigeria Non-of Cameroon1 Gambia2 Cameroon4 1Swaziland 2 1Cameroon (M/F)2GambiaThe 1 I 5Cameroon Somali1 1Gambia 1Cameroon 1 — - F - - - - 1 — - 1 3 21 Non- 24 M - 3 4 - 7 6 — 1 1 1 Ghanaian 23 4 3 5 4 F - 27 19 12 14 14 102 356 379 38 773 M 2 61 92 63 68 48 76 62 Ghanaian 167 32 671 F — - - - - — - 1 1 2 1 2 Non- 1 4 M — - ~ - - - - - 2 Residential I2 4 4 3 4 F — 27 19 13 13 14 101 376 381 36 793 M — 64 77 49 99 67 74 62 Residential 168 32 692 3 5 F — - — 21 14 13 14 70 Old 258 301 1 M 3 560 1 68 46 62 67 74 rffvififBi-am-ffv; Students 1 168 490 — - - - 6 4 4 F — 19 33 New 81 37 237 — - 119 3 - M 1 63 31 74 Students 32 204 4 3 5 4 F — 27 19 13 14 14 103 2 38 M 377 382 797 32 STUDENTS—STATISTICS 67 74 64 99 49 62 77 168 694 2 83 80 81 52 88 67 36 38 StudentsNo.Totalof 126 377 182 382 797 Total Total Total YearFinal FinalYear COURSE YearSecond YearSecond Studyof ArtsFacultyof Preliminary YearFirstBA(Ed.) ScienceFacultyof Preliminary YearBSc(Ed.)First EducationFacultyof inDiplomaAdvanced Education inGraduateCert,Ed. — 85 11 10 28 13 26 26 Total 147 147, 5 — 6 1 37 11 68 Non- African 9 total 147 26 2 5 48 — 7 25 African 17 79 — 1 1 2 Non- African 1 9 14 6 37 — 16 — 7 faculty education 1 14 1 — of African 23 — 4 — 5 2 Non- African 12 23 6 science 49 — 6 5 1 faculty 1 of 13 26 African 16— — 2 — — — 3 Dutch taff 1 — 3 1- — — — — — — — - TEACHING Staff STAFF—STATISTICS StudiesSocialProject Counter'rt 2 — 6 1 5 28 Non- African 14 1 58 14 — 3 4 1 1 21 30 artsoffaculty African 13 Total designation Professor/ Associate Professor Senior Lecturer Lecturer Research Fellow/ Assistant Assistant Lecturer Demonstrator Onleavestudy LIST OF SENIOR MEMBERS & SENIOR STAFF FACULTY OF ARTS F. Agbodeka, BALond., Ph.D. Ghana - Senior Lecturer and Act¬ ing Dean School of Languages and Literature G. J. Padmanabha, MA. Oxon - Associate Professor of English and Head of School Department of Classics J. T. Bedu-Addo, BA PhD Lond. - Lecturer and Acting Head of Department G. H. Wikramanayake, BA Lond., MA Oxon., DPhil Gott Senior Lecturer *F. Opeku, BA Dip Ed Lond. - Lecturer J. Harburn (Miss), BA BLitt Oxon - Lecturer P. E. Dean. BA Lond. - Assistant Lecturer Department of English G. J. Padmanabha, MA Oxon - Associate Professor and Head of Department S. K. Opoku, BA Dip Ed Lond., MA PhD Princ. - Senior Lecturer A. J. C. Chantier, MA Camb., Dip Eng Leeds - Lecturer N. P. F. Machin, BA Oxon., MPhil Lond. - Lecturer K. E. Yankson, BA Ghana, MA Calif., P.D.E.S. Leeds - Lecturer J. C. Hagan, BA Ghana, MA Col. - Lecturer T. Essilfie, BA Ghana, MA Dip TESL Calif. - Lecturer Department of French R. L. Gardien, Lesl Maîtrise CAPES Grenoble CREDIF - Lecturer and Acting Head of Department *J. R. Ettey, BA Lond., Lesl DEL Bordeaux - Lecturer C. Akainyah (Miss), BA R'dg., LesL Sorbonne, Doctorat de L'universite de Paris - Lecturer J. C. Coustel, LesL DES CAPES Toulouse - Lecturer M. P. Pacaud, LesL Maîtrise CAPES Dijon - Lecturer ♦F. A. Joppa, BA Ghana, CEF Bor¬ deaux - Assistant Lecturer 112 G. F. Cail (Miss), LesL Paris, DES Diplome du Centre Audio-Visuel St. Cloud Assistant Lecturer C. Beaumelou, LesL Paris/Abidjan, Diplome du Centre Audio-Visuel St. Cloud Assistant Lecturer J. P. Charuel, CREDIF Demonstrator Rose-Marie Senegas (Mrs.) CREDIF - Demonstrator Yvef Sengas, CREDIF Demonstrator M. Gardille, CREDIF Demonstrator S. Delaye, CREDIF Demonstrator School of Social Studies K. A. J. Nyarko, BA Dip Ed Lond. Doctorat (3e cycle) Stras. - Associate Professor and Head of School Department of Economics A. Bayer, MA PhD Prague Senior Lecturer and Act¬ ing Head of Department B. B. Quraishy (Miss), MA Alig., MLitt PhD Dub. Lecturer P. Prazak, MA Prague Lecturer *N. N. Kuma, BA Clark, MA Alld. - Lecturer T. K. Buxton, BSc Ghana Lecturer K. A. Karikari, MSc Lond. Lecturer G. M. Adamu, MSc Stockholm Lecturer C. A. Greenhalgh (Mrs.), MSc Lond. - Lecturer P. Greenhalgh, MA Lond. Lecturer *A. Mawuli, MSc Ghana Assistant Lecturer *J. O. Iyaniwura, BSc lb. Assistant Lecturer Department of Geography K. A. J. Nyarko, BA Dip Ed Lond., Doctorat (3e cycle) Stras. ■ Associate Professor and Head of Department E. V. T. Engmann, BA Lond., MA Wis., PhD Edin. ■ Senior Lecturer W. H. Yoxall, BSc Lond., BEd Tor., MSc Edin. Lecturer F. E. K. Amoah, BA Lond., MA Ghana, PhD Calif. Lecturer *B. K. Glover, MA Ghana Lecturer *M. B. K. Darko, MA Ghana Lecturer L, A. Dei, BA Ghana, Doctorat (3e cycle) Stras. Assistant Lecturer D. K. Berkoh, BA Ghana Demonstrator Department of History F. Agbodeka, BA Lond., PhD Ghana - Senior Lecturer and Act¬ ing Head of Department 113 A. C. Grant, BA Pitt., MA Tor., PhD Edin. - Lecturer *R. Porter, MA Camb. - Lecturer *S. Tenkorang, MA Lond. - Lecturer *K. A. Britwum, MA Ghana & Lond. - Lecturer *S. F. Affrifah, BA Lond., MA Ghana - Lecturer Department of History D. E. K. Amenumey, MA Lond. - Lecturer S. Y. Boadi-Siaw, BA Ghana, MA Wis.- Lecturer A. Aidoo (Miss), BA Manit., MA Tor. - Lecturer Department of Sociology A. F. Banuaku, BA Ghana, MSc Lond. - Lecturer and Acting Head of Department B. I. Chukwukere, BA Lond., Dip. Soc. Anthropology Edin. - Lecturer C. Obumselu (Mrs.) BA Lond., Dip Soc Anthropology BLitt Soc. An¬ thropology Oxon - Lecturer L. V. Naidoo, BA Mich., BSc Natal, Dip Soc Anthropology Edin. - Lecturer *S. K. Blay, BA Ghana - Assistant Lecturer Social Studies Project E. V. W. Vercruijsse, MA Amst., PhD Ley - Visiting Professor of So¬ ciology and Director of Project P. P. Van der Wei, MSc Rotterdam - Visiting Lecturer H. T. M. Wagenbuur, MA Utrecht - Visiting Lecturer FACULTY OF SCIENCE—STAFF R. Oteng, MSc PhD FRMS Lond. - Senior Lecturer and Act¬ ing Dean of Faculty Department of Botany J. Yanney Ewusie, BSc Lond., PhD Camb - Associate Professor and Head of Department J. G. Vaughan, BSc DipEd Mane., MSc PhD Lond. - Visiting Professor N. W. Easterly, MS Iowa, PhD West Virginia - Associate Professor J. Ghatak, MSc Calc., PhD Leeds, FLS Lond. - Senior Lecturer M. M. Imam, MSc Sind., DSc Bonn - Lecturer A. C. Rose, BSc Birm. - Lecturer *C. E. Stephens, BSc Lond., MSc Ghana - Lecturer H. B. Damptey, MSc Ghana - Lecturer 114 R. Stinton, BSc Cardiff - Assistant Lecturer A. A. Oteng-Yeboah, BSc Ghana - Demonstrator R. F. Quansah, BSc Ghana - Demonstrator Department of Chemistry A. A. Owusu, BSc Lond., MSc Ghana, PhD Lond., - Lecturer and Acting Head of Department M. Crawford, DSc Glas., PhD Mu¬ nich, FRIC - Visiting Professor B. A. Dadson, MSc Ghana, PhD Camb. - Lecturer S. K. Yeboah, MSc Ghana, PhD Brist. - Lecturer A. A. Khan, MSc Dacca, PhD Manc. - Lecturer J. E. Munz, BSc Philadelphia, PhD Penn - Lecturer R. L. Bartosiewicz, MSc Chic. - Lecturer D. J. Cotton, MSc Yale, PhD Howard - Lecturer A. K. Keenan, BSc PhD Dub. - Lecturer J. H. Parker, BS Atlanta Georgia, PhD Calif. - Lecturer Department of Mathematics D. N. Offei, MSc Lond. - Lecturer and Acting Head of Department Baiion de Sa, MSc Bonn., DSc Aachen - Professor & Chief Techni¬ cal Adviser (Unesco) *R. A. Ampomah, BSc Lond., - Assistant Lecturer E. A. Ofori, BSc Ghana, MSc Leeds - Assistant Lecturer J. B. Ofosu, BSc Ghana - Assistant Lecturer S. B. Edgar, BSc Belf. - Assistant eLcturer E. B. Awuah, BSc Ghana - Demonstrator C. C. Lutterodt, BSc Ghana - Demonstrator Department ofPhysics R. Oteng, MSc PhD FRMS Lond. - Senior Lecturer and Act¬ ing Head of Department M. A. Khokar, MA MSc Lahore, MSc Lond. - Lecturer S. T. A. Addy, MSc Manc., PhD Exe. - Lecturer *J. Prah, BSc Ghana, MSc Essex - Lecturer S. Mathai (Mrs.), MSc Kerala - Lecturer A. N. deHeer-Amissah, MSc McG., PhD Tor. - Lecturer *G. M. Adotevi-Akue, BSc Lond., MSc Oregon - Lecturer S. A. French (Miss), BA Oxon., DipEd MPhil Lond. - Lecturer *S. K. Adjepong, BSc Ghana - Assistant Lecturer A. K. Adjei, Diplom (MSc) Moscow - Assistant Lecturer M. B. Owusu, BSc Ghana - Assistant Lecturer D. G. Nyarko, BSc Kumasi - Demonstrator 115 Department of Zoology K. N. Eyeson, BSc Lond., PhD Leeds - Lecturer and Acting Head of Department M. Omarkhan, MSc Osm., PhD Lond. - Associate Professor E. J. Dimelow (Miss), BA Dip Ed Birm., BSc Lond., PhD R'dg. - Senior Lecturer J. S. Djangmah, BSc Lond., PhD Wales- Lecturer T. C. Rutherford, MS South Carolina, PhD Virginia Polytechnic Institute - Lecturer *T. Y. Adomako, BSc Lond., MA Kent - Lecturer J. E. Sapwell, BSc Lond., MSc Wat. - Assistant Lecturer Technical Staff J. K. Yankah, AIMLT - Chief Technician (Labora¬ tories) G. H. Ankrah - Senior Technician (Work¬ shop) E. M. Cole, City and Guilds (Advanced Electronics and Telecommunications)- Technician FACULTY OF EDUCATION—STAFF N. O. Anim, BA Lond., MA Calif., EdD Col. Senior Lecturer and Act¬ ing Dean Department of Education N. O. Anim, BA Lond., MA Calif., EdD Col Senior Lecturer and Head of Department W. L. Barrett, BA Brist., DipEd Exe. Lecturer S. K. Odamtten, BA Lond., MA Birm. Lecturer K. M. MacDonald (Miss), BA DipEd Lond., DipEd Camb., DipALing Edin. - Lecturer C. H. Ayisi, MA DipEd PhD Lond. - Lecturer I. J. McKissack, MSc Brist. - Lecturer S. A. French (Miss), BA Oxon., DipEd MPhil Lond. - Lecturer J. E. Opoku, BA DipEd Ghana, MA Lond. - Lecturer W. A. Cooke, BEd Alta., MA Wash - Visiting Lecturer K. Bezanson, BA Car. - Visiting Lecturer M. K. Antwi, BA Lond., MA McG - Lecturer E. R. Harding (Miss), BA Leeds, MA Lond. - Lecturer *E. E. Ekuban, MEd Tor., MA DipEd Lond. - Lecturer A. E. Sosu, BA Ghana, Diplome du Centre Audio-Visuel St. Cloud - Lecturer *S. A. Awudetsey, BA Ghana - Assistant Lecturer 116 *J. S. K. Owusu, BÀ Ghana - Assistant Lecturer N. K. Pecku, BA Lond., DipEd Ghana - Assistant Lecturer K. O. Agyakwa, BA Lond. BD Edin. - Assistant Lecturer G. Owusu-Sekyere, BA Ghana - Assistant Lecturer K. Gyan, BA Ghana, Professorat Sorbonne - Assistant Lecturer D. K. Agyeman, Diplom (MSc) Sozio¬ loge Munich - Assistant Lecturer C. M. Machin (Mrs.), BA Lond. - Demonstrator School of Education T. L. Green, BSc MA Brist. - Professor and Acting Di¬ rector H. L. Sharma, MSc Agra., LT Alld. PhD Raj. FAZ India - Senior Lecturer J. Brookman-Amissah (Rev.), PhD Vienna - Lecturer C. Quaye, BA DPA DipEd Lond. - Secretary Department of Curriculum Development and Information Systems T. W. Birch, MSc Lond., MEd Durh - Associate Professor and Head of Department *G. O. Collison, BSc Lond. MA BEd Tor. - Lecturer K. A. Awuku, BSc Lond., MSc Corn., MA Iowa - Lecturer E. Asiedu-Akrofi, BA DipEd Lond., EdD Col - Lecturer S. O. Bortei-Doku, BSc Lond., MEd Tor. - Lecturer N. A. Essilfie (Mrs), BA Ghana, MA Dip TESL Calif. - Lecturer J. L. Dobson, BSc Mane. - Lecturer Department of Advanced Study of Education T. L. Green, BSc MA Brist. - Professor and Acting Head of Department C. K. Opong-Wiredu, BA Lond., MA Ohio, EdD Harv. - Lecturer *N. K. Dzobo (Rev.), MA Wis., BD Lane., PhD Edin - Lecturer *Y. Bassa-Quansah, BSc Lond., MEd Pitt. - Lecturer T. J. Powell, BSc DipEd Wales - Lecturer T. A. Boyd, BA MSoc Sc The Hague - Visiting Lecturer Department of Physical Education Vacant - Head of Department Technical Staff L. M. Azzu, Final Cert. City & Guilds, Full Tech.Cert. City and Guilds Lond., AMIE Lane. - Chief Technician 117 K. A. Gepi-Attee, ARPS, Final City & Guilds (Photo); Intermediate Cert. Institute of British Photo¬ graphers - Chief Technician LIBRARY—STAFF Librarian E. K. Koranteng, FLA Assistant Librarians S. A. Afre, FLA O. Asare-Bediako, FLA R. Arkaifie, BA Ghana, Dip.Lib. D. Bentil, BA Lond. DipPA, Dip Lib. Principal Library Assistant *P. E. Ofori, ALA Junior Assistant Librarians *J. O. Asamani, BA Lond. F. K. Aihoon, BA Ghana Assistant Binder H. M. Bruce, City & Guilds Adv.Craft Cert. (Printing and Book¬ binding) SENIOR ADMINISTRATIVE/TECHNICAL/PROFESSIONAL STAFF Deputy Registrar M. K. Opoku, BA Lond. - Recruitment: Senior Members and Senior Staff; Personnel Matters; Other general matters. Secretary: Appointments/Promo¬ tions (Senior Members and Senior Staff); Disciplinary Board (Senior Members) Senior Assistant Registrars S. Blankson, BA Lond. - Public Relations; Development; Estimates; Finance Secretary: Development Committee; Budgetary Committee; Publica¬ tions Board. I. J. Bannerman, BA Dip - Estate Property and Services ; Indents/ Ed Lond. Works Orders; Contact with past students; Contracts; Compilation of Statistical Data. *On study leave 118 Secretary: Estate Management Com¬ mittee; Housing Board; Farm Management Committee. Assistant Registrars A. A. S. Odoom, BA Lond. - London Office J. A. Brace, BA Lond. - Passages and allied matters; Study Leave Matters; Unesco Document¬ ation; Boards of Survey; Leave Matters; Technical Assisstance— all kinds Secretary: Chaplaincy Board; Hospi¬ tal Board; College Shop Manage¬ ment Committee; Special Research and Conference Fund Committee; Staff Disciplinary Committee (Jnr. Staff); Library Board. G. Acquaah-Ashun, BSc Student and Curricula Matters; (Econ) Lond. Examinations; General adminis¬ trative oversight of Examination and Admissions Secretary: Academic Board; Scho¬ larships Committee; Examiners Board Meetings; Faculty Boards. J. K. Minta-Akuamoah, Grad. - Registry; Recruitment — Junior BIM NW Polytechnics Staff; Personnel matters; Staff Lond., Grad. IPM Strath- Welfare and Training; Campus clyde Univ. Glas. Guards and allied matters. Secretary : Appointments/promotions Boards (Junior Staff) Staffing Com¬ mittee; Joint Negotiating Com¬ mittee (Member/Secretary) F. K. Donkor, BA Lond. - Advertisement for admissions of CEF Bordeaux students; Admissions; Scholar¬ ships and other allied matters; Curricula Matters; Compilation of students record and statistical data; Correspondence; Testimonials and. Transcripts for undergraduates; Residence/other allied matters. Secretary: Bookshop Board, Resi¬ dence Board; Admissions Com¬ mittees of the Faculties Athletics Coach E. T. Kodzi, Cert.Ed Nott., & Brist. Physical Ed. Loughborough and St. Paul's Colleges, Dip. Physical Culture, International Fede¬ ration of Physical-Culture,. Lond. - 119 Accounts Section W. Hanson-Sam, AACCA Birm., Member, Ghana Ins¬ titute of Chartered Accoun¬ tants - Chief Accountant F. J. H. Tekovi, ACCS - Acting Deputy Chief Accountant Deputy Internal Auditor J. M. Ewusie, AAIA, AACCA, Cert, of Public Administration, Aust. Stores Superintendent E. M. Arthur Bookshop Manager R. C. E. Mathieson, Adv. Dip.BSiA Manciple J. A. Sampson, Post Grad. Dip. Cert. Black¬ pool, MCFA, MHCI, LMR.SH Blackpool Medical Officers E. Arkhurst (Dr), BSc McG„ MB ChB Aberd., LRCP LRCS Edin., LRFP & LS Glas. J. W. deGraft-Johnson Riverson (Dr), MB BCh BAO Belf. Development Office A. P. Mayhew, Dip.Arch The Polytechnic, AA Dipl. Trop., ARIBA - Director of Development A. D. Hammond, BSc Lond., - Works/Maintenance Engineer AMICE, AMHE E. J. Blankson(Jnr). BSc DTA - Curator, Grounds and Gardens Kumasi Transport Officer T. E. T. Twenefor, Cert.Ed Leeds, Trs Cert., Mech Eng, Full Tech Cert., City and Guilds Assistant Chief Campus Guard K. O. Darko Assistant Farm Superintendent J. M. B. Essaw, NCP, CPF B. OTHER MÜEMBERS OF THE SENIOR STAFF Principal's Office John Kuofie - Administrative Assistant (Secreta¬ rial) Registrar's Department G. Y. Boahene - Senior Administrative Assistant E. Kofi Akyeampong - Senior Administrative Assistant 120 *J. K. Mensah, ACIS, ACCS Senior Administrative Assistant Y. A. Kwakye, ACCS Senior Administrative Assistant V. F. Lutterodt - Senior Administrative Assistant E. N. Kotey - Administrative Assistant F. Prempeh - Administrative Assistant J. B. Edusei - Administrative Assistant E. Quarshie - Administrative Assistant F. Tweneboah-Koduah - Administrative Assistant (Secreta¬ rial) T. W. Appiah Administrative Assistant A. C. Coleman - Administrative Assistant Accounts Office *C. W. Ankrah, ACCS - Accountant A. Gyan - Assistant Accountant W. Asare-Darko, ACCS - Cost Accountant A. K. Arthur - Senior Accounting Assistant Joseph Nyam - Administrative Asst. (Secretarial) J. Y. Danquah - Administrative Assistant I. K. Duker - Accounting Assistant E. E. Opong-Peprah - Accounting Assistant C. B. Hutchison - Administrative Assistant K. A. Amoo - Administrative Asst. (Purchases) Stores Section W. P. Botsio - Administrative Assistant 5. Library A. K. Adomako - Administrative Asst. (Secretarial) Audit Section *S. Amankrah, ACCS - Acting Deputy Internal Auditor B. I. Arthur - Asst. Internal Auditor Development Office L. Amartey-Kwaku Works/Maintenance Officer R. K. Okpoti-Odamtten Clerk of Works John Gadzi, Hons.Dip USSR., Chief Technician AMUR, Paris, AMIR Lond. D. A. Banafoe, Dip. in Build¬ ing Technology, Kumasi - Asst. Quantity Surveyor Ago Okunor, Dip. in Bldg. Technology, Kumasi - Assistant Quantity Surveyor E. A. Ashirifi, ABICC - Asst. Clerk of Works J. C. Mingle, AICW - Assistant Clerk of Works J. S. T. Laryea - Senior Technician R. W. Thompson - Senior Horticulture Overseer G. E. Assan, MIEC - Senior Works Superintendent C. K. Larnyoh - Senior Draughtsman *On study leave tOn leave without pay 121 Hospital C. K. Sarsah, Cert, of Competency - Pharmacy Superintendent S. W. Appiah, FIMLT, AIST Senior Tehnician Senior 1.1. Yankah (Mrs.) S RN, SCM - Nursing Sister Sister Sophia Yaadar (Mrs.) SRN SCM - W. Daniels (Mrs.) SRN, SCM Sister Bookshop A. K. Aidoo Assistant Manager J. W. Pieterson Accounting Assistant Manciple's Organization F. O. Opare, MCFA Asistant Manciple Transport Section G. A. Quao, Final City & Guild in Automobile Engineering Transport Superintendent Halls of Residence B. F. Amoah Administrative Assistant Faculty of Arts Robert Arthur Administrative Assistant G. H. Adika, AIST (Cart) Chief Technician Faculty of Education *J. K. Nimo, Assoc.Cert. in Edn., DASE Ghana Principal Research Assistant A. K. Bondzie Administrative Assistant A. M. Dankwa Administrative Assistant Faculty of Science S. K. Mensah Administrative Assistant E. T. Owiredu • Senior Technician E. N. Lartey • Technician College Shop E. S. K. Katey Manager Primary School - N. R. K. Danso, Lie. Cert, in Edn. - Headteacher Kwesi Baiden, A. Mus.L.C.M., L.R.S.M. - Senior Teacher Hilda Otchere (Mrs.), Assoc.Cert. in Edn. - Senior Teacher G. M. Dadzie, (Miss) Assoc. Cert.in Edn. - Senior Teacher - M. Kodzi, (Mrs.) Dip. Phy. Edu. - Senior Teacher E. M. Lester (Mrs), Dip.for Kinder gatten Teaching - Senior Teacher I. C. Arthur, Teacher's Cert. 'A' - Teacher - Teacher E. T. M. Lartey, Assoc.Cert.in Edn. • S. Y. Asiedu, Specialist Cert, in P.E. Specialist Cert.in Arts & Craft - Teacher 122 E. K. Yirenkyi, Teachers' Cert. 'A' - Teacher P. C. Adjadu, Assoc. Cert, in Educ. - Teacher A. J. Nyarko, (Mrs), Diploma, Universite de Strasburg - Teacher S. Daniel, (Miss), Teachers' Cert. 'A', Teachers' Cert. (Reading) - Teacher Ruth Brako (Mrs.), Assoc. Cert, in Educ. - Teacher T. A. Sekyi (Mrs.), Assoc. Cert, in Educ. - Teacher Augusta O. Anim (Mrs.), Teachers' Cert 'A', Cert, from Bank Street College of Educ. N.Y. - Teacher UNIVERSITY OF GHANA B.A. (GENERAL) EDUCATION EXAMINATION, 1970 (for the University College of Cape Coast) PASS LIST SECOND CLASS (LOWER DIVISION) Adjei, Emmanuel Kwasi Kyei-Baffour, George Afful-Boachie, Marcus Mensah, Samuel Agyei-Bandoh, Kwabena Mofor, Olphonsus Chafac Shally Akesson, Peter Nzima Najem, Ahce Marian Amoateng-Apeagyei, Augus¬ Nsiah, Anthony tine Kwame Ntim, Kezia Armoo, Thomas Blay Ofori-Kwakye, Edward Asante, Kwame Anokye Opoku, Kobina Boatey, Vida Osei Tutu, Thomas Gebe, Foster Welford Kodzo Somuah-Boateng, Juliana Ihims, Jacob Annie Sowali, Esther Kanbonnabah, Lennox Yeboah-Danquah, Jonas Kwofie Kwame Mayer Osei-Sampah, Clemence THIRD CLASS Abakah, Victoria Lily Assan, Christian Cornelius Abenney, Richard Kwarko, Stephen Amoah Adamu, Ernest Obiri Lokko, Christian Amankwa, Emmanuel Bob Nantomah, Sandoh Boanni Amoah, John Hayford Nkansah, Ransford William Kofi Antwi, Moses Owusu Nkede, Lawrence Nkome Arthur, Daniel Brupu Nsowah, Michael Kenneth Atepor, Stephen Kwami Nutor, Chris Roosevelt Kobina Aye-Diabene, Samuel Nyarku, Solomon Sekyi Minta Ayo, Elijah Bamidele Oddoye, Julius Kwashie Azu, Jonathan Gerald Mate Ogbarmey-Tettey, Nancy 123 Botchway, Emmanuel Quaye Okyere, Samuel Kofi Danquah, Paul Kwasi Osafo-AflFum, Beatrice Oparebea Darko, Samuel Safo Osei-Frempong, John Djokoto, Kwadjo Osei-Mensah, Paul Enone, Fritz Mesumbe Owusu, Agnes Erzuah, Isaac Raymond Kwesi Owusu-Ofori, John Fosu, Akwasi Panford-Quainoo, Daniel Derek Gawu, Stephen Kwami George Hagan, Cecelia Sackey, Amfo Johnson, Elizabeth Rosalind Shittu, Kingsley Aryorkor Teye, Andrews Kwesi Kodzi, Japhet Koku Vanderpuije, Nah Ethel Amoah, Elizabeth Yankey, Joseph Richard Kudzodzi, Christine Akosua Yanzu, Stephen Annor-Adjei Gladys EXTERNAL CANDIDATES Kweku, Kwasikuma Mathias Atu, Benhard Dennis Blankson, Isaac Oteng, Seaphort Vittor, Michael Mawuena Yuoni, Felix Ninmalinan The following candidate has been recommended for the award of a THIRD CLASS DEGREE subject to his passing the examination in English Language :— Sugal, Ali Asker The following candidate of the 1969 B.A. (General) Education Examination, having now passed the examination in African Studies, has qualified for the award of a THIRD CLASS DEGREE:— Mozu, Norbert Evans The following candidate of the 1969 B.A. (General) Education Examination, having now passed the Teaching Practice Examination, has qualified for the award of a THIRD CLASS DEGREE — Addae, Emmanuel Kwesi The list is published subject to its approval by the Academic Board of the University of Ghana. B.Sc (General) Education Examination, 1970 (for the University College of Cape Coast) PASS LIST SECOND CLASS (LOWER DIVISION) Brown-Acquaye, Henry Augustine 124 THIRD CLASS Adu-Boateng, Francis Lokko, Henry Adom Amoafo, James Kofi Bediako Otchere, William Eric Etoloh, Joseph Tuwor, Philip Bah Ghartey, Kweku Prah Yaw, Elsie Elizabeth External Candidates Agyare, Emmanuel Asante Arthur, John Kweku Dzorkpe, John Kwaku Hansen-Addy, Seth Nat Ludwig The list is published subject to its approval by the Academic Board of the University of Ghana. POST GRADUATE CERTIFICATE IN EDUCATION EXAMINATION, 1970 PASS LIST Abankroh, Benjamin Kwaku - Distinction in Long Essay and Teaching Practice. Abraham, Albert Tawiah Addae, Sampson Kwaku Adofo, Alex Kip Akwawua, Nicholas Siaw Awortwi, Peter Ekow Kingsley Azuwike, Alban Nwakire Baah-Achamfour, Kwaku - Distinction in Long Essay Dunfeh, David Daniel - Distinction in Long Essay and Teaching Practice Eshun, Isaac Mensah Sylvester Fianu, Geoffrey Dedjoe Kwaku Imbeah, Obo Kofi Kusi-Adjei, Joseph Ernest Kutin, James Nuamah Kwapong, Daniel Ofei Kwakye, Christian Wilson Ofosu - Distinction in Long Essay and Teaching Practice. Kwesi-Amiah, Emmanuel Distinction in Long Essay Larbi, Felix Yao Mensah, Daniel Tetteh Nkromah, Joseph Ayim Oddoye, Florence Emma Kai (Miss) Odoom, Ernest Kweku Appiah Osei, Mary Bridget (Miss) Owuoh, Emmanuel Francis - Distinction in Long Essay Padi, David Tawiah (Rev.) Prah, Gladys Averil (Miss) Terlabie, Samuel 125 Teviu, Cletus Bernard Ajewo Twum, Felicia Anthonia (Miss) Wiredu, Kwadwo Danso Wiredu, Peter Kvvame - Distinction in Long Essay Yamful, James Codjoe Yegbe, Joseph Bidanlt Yentumi, Ofori *Gaisie-Essilfie, Anthony *Poku-Maboah, Anthony Seth UNIVERSITY COLLEGE COUNCIL His Grace John Kodwo Amissah, GM, DD, DCL, Pontifical Urban Univ. Rome (Archbishop of Cape Coast)—Chairman Professor E. A. Boateng, GM, MA BLitt Oxon. Principal—U.C.C.C.) Mr A. K. Okine, MA Oxon. Mr I. K. Abban, LLB Nott (Barrister-at-Law, Middle Temple) Mr E. H. Brew-Riverson, BA Lond. (Principal, Wesley College, Kumasi) Professor A. A. Boahen, BA PhD Lond. (University of Ghana) Professor F. A. Kufuor, BSc PhD Brist., ARIC (Dean, Faculty of Science, UST) Professor T. A. Lambo, OBE, MD (Birm.) Hon.DSc (A. Bello) FRCPEd (Vice-Chancellor of the University of Ibadan) C. W. L. Bevan, CBE, PhD Lond. FRIC (Principal, University College of South Wales and Mon¬ mouthshire, Cardiff) Mr F. W. Beecham, BA Lond. (Principal Secretary, Higher Education Division) Mr J. J. Mensah-ICane, BSc FZS Lond. (Headmaster, Ghana National College, Cape Coast) Mr E. K. Koranteng, FLA Associate Professor J. Yanney Ewusie, BSc Lond., PhD Camb. (Head, Botany Department, U.C.C.C.) *External Candidate 126 R. Oteng, MSc PhD FRMS Lond. (Acting Dean, Faculty of Science, U.C.C.C.) A. N. deHeer-Amissah, MSc McG., PhD Tor. In attendance Associate Professor K. A. J. Nyarko, BA DipEd Lond., Doctorat (3e cycle) Stras. (Vice-Principal) Mr G. T. Anim, BA Lond. (Registrar)—Secretary. THIRD CONGREGATION ADDRESS DELIVERED BY HIS GRACE JOHN KODWO AMISSAH, CHAIRMAN, UNIVERSITY COLLEGE COUNCIL, ON SATURDAY, 2 1st FEBRUARY, 1970 Members of the University College Council, Regional Chief Execu¬ tive, Principal, Your Excellencies, Nananom, Hon. Members of Parliament, Fellows and Students, Distinguished Guests, Ladies and Gentlemen, In the name of the Council of the U.C.C.C. I once again welcome you to another Congregation of the College. On behalf of the whole College I am most grateful to you for answering our invitation. There is one thing I believe the public expects me to touch upon. It is the unfortunate incident of our beloved Third Year Science Stu¬ dents who have had to be suspended. I have no intention of going over in public the whole painful issue. All I want to do is twofold: (a) To thank the general public and (b) To draw a few lessons for the future, from the incident. First of all, I wish to thank the general public for the understanding it showed towards the University Col¬ lege Council and the other College Authorities, and for the confidence it reposed in them in their handling of this most delicate situation. In the public I include some of our Leaders holding civil authority. Quite a few were the letters, telegrams and oral messages and signi¬ ficant gestures bearing testimony to the understanding and the confi¬ dence I have just referred to. We prize this in the discharge of the onerous, but noble task entrusted to us by the whole nation. We are most obliged for it. Secondly, most distinguished guests, I should like to address my self to our beloved Students including our dear Third Year Science Students, present or absent. To you, the beloved Junior Members of the University College, I should like this to be quite clear: it was no joy at all for either the Academic Board or the College Council to find themselves compelled to take the unsavoury decision. Their fatherly instincts were constantly at loggerheads with their conscien¬ tious appreciation of their obligations towards the nation, the Col- 127 lege, the students, both those not involved and those involved. We shall not thrash out this point, as there is no time, but would rather meditate loudly with you on the lessons to be drawn from the incident. Education is one of your important subjects here. In pursuing it you study the philosophy of "traditional education". This is as it' should be, for as one of our Akan songs have it: Tete wo bi ka, Tete wo bi kyere Yereto yen tete akyene agyina deeben so abu oman sedee efata, amanfo e! Adwene ne yebea tete wo bi. Hwe na sua, hwe na dwene, hwe na gyina so ye nea Eye boro tete de no so, Yehwe, yesua, yedwene tete adwene ne yebea De reye bi agya nkyirimma. (E. Amu) Indeed the venerable past has some valuable things to teach us. Let us look for them, learn them, meditate on them and draw on them to build a better world for the future generations. You surely know from your study of traditional education that two of the most effective methods in teaching, and passing on knowledge to future generations were the song and the adages. These come naturally to us; and so we shall do some singing now. Let us start with the well known song of "Ebi Te Yie." In this song we are told that at a plenary meeting of all animals, the Leopard strategically placed himself behind a small duyker, pegged the latter's tail into the ground with the left paw, and did evrything to prevent him from complaining or even getting a hearing. Otwe (the duyker) patiently abided his time and seized the very first opportunity to shout: "Petition, please! Point of order." As "points of order take precedence over other points on the floor, he thus managed to secure a hearing from the Chair. And what did Otwe say? All he did was to ask for an adjournment of the session, advancing as reasons that: (1) The meeting had already lasted for some time, and (2) some were very fortunately and cosily seated, while others unfortunately found themselves in very dangerously positioned seats that denied them not only comfort, but even freedom of speech. Please note that Otwe said nothing about the Leopard or any ill-treatment. Aware of what had been going on, the animals unanimously agreed on adjournment. We are told in the song that Otwe made off at top speed before even the echo of the unanimous decision on adjournment had died out. There, dear Students, is one lesson for the future. Otwe was mindful of the wisdom of our forefathers contained in the following proverbs of theirs: "Taferew nko nndi bim wo Akokonyin enyim da"; "Kura so den ara a, egyinambowa n'akowaa a"; "Akokonyin dan den wodze kentsen bua no" and "Eye pataper a, ko ka wo kon 128 mu" and finally "Abotar ye wen n'ekyir na oye dew." So whether right or wrong, Otwe made up his mind to avoid,'first of all, a confrontation with the Leopard. Secondly, during all the time he was being ill-treated, recalling the 1 st, 2nd and 3rd proverbs cited above, he deliberately refrained from giving Mr Leopard, any ultimatum. Thirdly, when Otwe realized that there would not be any point in trying to discuss the matter with Sebo (Leopard) he wisely called in the help of the next higher body available at that time i.e. the assembly of animals. Remember this, and, please, later on teach this to our children for their own good and for the maintenance of order and for the welfare of the country. The hierarchical gamut for nego¬ tiations and settlement of disputes in any organization should not be despised. Its resources should always, if need be, be first exhausted. EBI TE YIE O, EBI SO NTE YIE KORAA From the words of the song one notices that the "Ebi-Te-Yie" or the well off animals such as the Lion, the Elephant, the Tiger, etc., who (as is evident from the story) did not agree with what the Leo¬ pard was doing to Otwe, did not covertly urge on the latter to resist, even though they may have believed in the righteousness or justness of his cause. The lesson is obvious: not everything that is just and right may be discreet to advise in all and any circumstances. Conse¬ quently, when an "Ebi-Te-Yie" wishes to advise the "Ebi-nnte- yie's" to go against the consensus of a group of "Ebi-te-yie" col¬ leagues of the former, he must be circumspect. He must remember: (1) that one head alone does not always have more wisdom and better judgment than a group of others of similar background, education and talents; (2) "Se obi ne nsa hye obi n'anum' a, inntu no fo de ompaa n'etsifi" i.e. if someone—an "obi nnte yie"—has his fingers between the teeth of another—an "obi te yie"—you,—another "obi teyie"—do not advise the former to hit the latter hard on the head. Take care that your charity may not turn into a disservice. Discretion is many a time better and more valuable than injudicious valour. Distinguished Guests, I should now like to record my praise for the following groups of persons : (1) The 3rd Year Science Students, who are at present pursuing their course in the College, for their good judgment and the courage to carry out their convictions in the face of pressure and threats. (2) The 3rd Year Science Students who are not at present in residence for two things: first of all, while disapproving of their manhandling the newsmen, I praise them most heartily for their motive for the act. The motive, as I understand it, was their genuine deisre to keep the issue a family affair and to forestall its being dragged into the public view. Secondly, Lam edified by the sincere tone of the letters of apology that have come to the Council and to me personally. 129 We all know that it takes integrity, both intelligent and manly, to perceive and admit that we are wrong, and to go further to apologize for it. We are proud of you and of your clear-sightedness. (3) I should like the NUGS representatives ,who visited me on the issue, to know that I was highly impressed by their youthful intellec¬ tual perception, and the youthful vigour with which they held brieffor their fellow students. I pray for God's guidance and maturity for the NUGS and its Executive. Finally, I should like to place on record the following concerning the present College Council. I am sure, however, that what I have to say applies equally to the Academic Board and the Principal. The Council did not rush into the decision that affected the greater number of our 3rd Year Science Students. The terrain leading to the decision was meticulously surveyed from all aspects and covered centimetre by centimetre. Charity towards, and forebearance for, the students were foremost in their minds. Hence they chose to give them another chance of sitting for the examinations they had refused, after they had had ample time to revise and prepare for it. Further, as the body charged with the ultimate responsibility for the good running of this institution, the College Council took seriously into consideration its obligation towards the other students of the University College, its obligation towards the Academic and Adminis¬ trative and Executive Staff, its obligation towards the College itself, its obligation towards the taxpayer, and its obligation towards the nation, for, as the proverb says: "Abaa nnda ho mma kraman nnke- ka nyimpa," and "Kwabran mmfa n'ahoodzen nnsie mma okom nndze no." (One does not allow a dog to go on biting people while there is a stick lying around and a strong, healthy and well-built person does not store up his strength and become completely famish¬ ed from not using it.) We said earlier, dear Junior Members of the University College, that meticulous care was exercised in arriving at the Council's deci¬ sion. Consequently, since so far no new arguments, weighty and convincing enough to let the Council review, still less revise, their views have been forthcoming, and since from the look of things, and from the issues involved, it is almost certain that such arguments will not be forthcoming, I do not see how the Council can or will revise its views on the essential points of their decision. My advice, therefore, to the 3rd Year Science Students out of residence is the following: Please do not deceive yourselves nor allow others to take you in into thinking that the Council shall revise their decision, which they have arrived at before the almighty and most just God, and at the bar of conscientious maturity and of the noble duty imposed upon them by the Nation. Please get down seriously to your studies in preparation for the examination at the end of this scholastic year. Remember that, as the Chinese say, God writes straight letters out of crooked lines. Or, continuing with our traditional education method, may I ask you to console yourselves with, and rely on, the truth enshrined in the following proverbs of our beloved ancestors: "Nyankopon hye wo nsa dwerba ma, na dasanyi 130 ka gu a, ohyia wo do bio." Yes indeed, "Nyame nnkum wo a, odasanyi—including the College Council—ku wo a irmwu." Indeed the Council have sympathy for you. But they also have, as they must, sympathy for the other students, the staff, the Colige and for the Nation in her needs and requirements in the field of secondary school education. I am sure, though difficult for you, you do under¬ stand us. We have your own interest as well as the interesst of others at heart. So we prayerfully entrust you, the Third Year Science Students, and the whole College to the all-powerful protection and the infallible guidance of the eternal God of all wisdom! To this same divine protection and guidance do we confide the career of our new graduates. God bless the College ! God bless you, our new graduates. God bless all of you, our eminent and distinguished guests! Now, Your Excellency, Members of Council, Principal, Regional Chief Executive, Efon. Members of Parliament, Your Excellencies, Nananom, Distinguished Guests, Ladies and Gentlemen, I declare this Congregation open! VALEDICTORY ADDRESS DELIVERED BY A GRADUAND Chairman and members of the College Council, The Regional Chief Executive, Principal, Your Excellencies, Nananom, Deans of Faculties, Hall Masters, Academic and Administrative Staff, Distin¬ guished Guests, Fellow Students, Ladies and Gentlemen, I deem it a privilege to be called upon on this occasion to deliver the farewell address on behalf of my colleagues and myself. A Congregation is an occasion when degrees are conferred upon graduands. It is an important occasion for us. But to be called upon to speak at this occasion is not easy for me. I stand before you with mixed feelings—of sorrow and of happiness. I say sorrow, because my colleagues and I are no longer here to share in the fellowship of the College, and happiness, because we were associated with this institution. During the period of our studentship we became acquainted with some of the problems facing the University College which I need not go into here. Suffice it to say that we were proud to have been associated with the steady growth of this comparatively young institution. Rudyard Kipling once wrote: "Teach us to bear the yoke in youth With steadfastness and careful truth, That in our time, thy Grace may give An undefiled heritage". It was with this sense of dedication as expressed by Kipling that some of us decided to involve ourselves in matters of student welfare 131 during our stay here. We believe that there is much more to Univer¬ sity life than going to lectures and preparing for examinations, and in this regard I am happy to say that we took advantage of the best that the College could offer us. We can now look back with satisfaction upon this broader University life that we led here. Indeed, during the last academic year the student body of this College was called upon to play host to the secretariat of the National Union of Ghana Students. They did this so well as to provide student- leaders here, together with those in the other sister institutions an opportunity of learning a great deal in the field of human relations and of gaining an insight into the problems facing our society, particularly our younger generation. My colleagues and I left the University College at a time when far more exciting changes were being initiated. We wished we too could have contributed to these changes. I am referring particularly to the coming into effect of the statutes of the University College, and the granting of autonomy to the various Halls of Residence and giving each of them a "personality", so to speak, by naming them. Amidst these changes students are participating more fully in the activities and the administration of the University College, an important trend in modern University life. The Student Representative Council elected representatives from among the student-body to serve on some of the standing sub¬ committees of the Academic Board. We hope students will continue to participate actively in the proceedings of these Committees and thereby make their contribution to the progress and development of this institution. Fellow students, distinguished guests, ladies and gentlemen, I was invited specifically to give the valedictorian of the year at this third Congregation, but I would like to crave your indulgence to digress for a moment in order to reflect on the affairs of the University College. Although we are no longer here, the physical separation does not diminish in any way, our interest in what goes on in the College and, if anything, I should say that our interest grows with the passage of time. After all the esteem in which we are held in society rests, to a large extent, on the reputation of our alma mater. It is for this reason that I wish to make a passionate appeal to all of you—students, lecturers, administrators and the public—to cultivate a spirit of goodwill and conciliation, in dealing with the problems of the College. To students, my appeal is that they should restrain themselves in the matter of reporting internal College matters to the public. Careless reports mislead the public. Take the question of examination results, for instance. No careful analysis of the good performance of two, out of the three Faculties in the College, has as yet reached the public. Attention is being drawn only to the difficulties of the Science Faculty which incidentally has, in its first three batches, turned out proportionately more Science graduates than some other University institutions we know of. We must all try and make this young institution worthy of its existence, despite the difficulties that 132 may arise from time to time. As a student-leader of the immediate past, I wish to make another plea for understanding of students, their problems, their anxieties, their fears and their aspirations. The student's role has changed with the changing conditions of life. Society is no longer what it used to be. The social order is constantly changing; society is crisis-ridden, and younger generation of students meet with problems which their elders have not faced in their time. There is therefore an urgent need for understanding between the two generations so that youth can play its proper role in our rapidly growing communities. Now ladies and gentlemen, on behalf of my colleagues and on my own behalf, I wish to thank the Principal, the Vice-Principal, Deans, Academic and Administrative staff, the Manciple's Department, the Medical personnel, the Library staff, Hall Porters, and all others who in divers ways made our stay on the campus a happy one. We owe them a deep sense of gratitude. We wish that the students who are still here will have a fruitful season and, with the wisdom gained, help in the progress of our nation. Finally to all here assembled we say Adieu. Thank you. ADDRESS DELIVERED BY THE PRINCIPAL PROFESSOR. E. A. BQATENG, ON THE THIRD CONGREGATION OF THE COLLEGE Mr Chairman, Honourable Minister, Mr Annobil, Regional Chief Executive, Nananom, Your Excellencies, Distinguished Guests, Ladies and Gentlemen : A year ago, when I addressed Congregation, my note was one of optimism. Although I was in no position then to see the problems of the College in exact terms I felt certain that, given courage, imagi¬ nation, perseverance, goodwill and co-operation, it would be possible to overcome most of these problems. The past twelve months have indeed been eventful for all of us. Much has happened to make us happy, but much, too, has happened to make us sad. But in spite of everything, I still feel that we can be optimistic about the future of this College and the role that it is destined to play in the life of our nation. There is one point, however, that needs to be stressed. Between us and the complete fulfilment of our objectives there will be a long, tortuous road marked by those same pitfalls and disappointments that have always characterised all serious human endeavour through¬ out history. There is no university, however great, and there is certainly none in this country, that has not had to learn and grow the hard way. What has invariably guaranteed success has been steadfastness of purpose and the courage to face up to the realities of life without sacrifice to fundamental principles. 133 Because of their short individual span of life, human beings tend to see history in strictly curtailed terms. But the span of life of universities, like that of states, runs into centuries. We gain a better perspective of our role as university men and women if we can view our problems and our achievements in these wider terms. This College is now only eight years old; one day it will be eight hundred years old. None of us here will be alive then, but there will, we trust, be countless Ghanaians descended from us who will enjoy the fruits of such of our efforts as are able to stand the test of time. For the sake of these future generations we dare not abandon our responsibilities. The University College of Cape Coast stands at this moment at a major crossroads in its development. Either it must go forward and become a full and respected university or it must resign itself to the role of an undistinguished provincial College concerned solely with survival. For those of us who have been entrusted with the affairs of this College and for our students only one course of action is possible : it is the course of progress leading to full university status. The grant of autonomy will not necessarily make life easier for us. But it will give us the freedom we need to determine our own acade¬ mic policies unhampered in the light of national needs and on the basis of the collective experience and convictions of our own faculty. Higher education at the present time is undergoing rapid evolution all over the world, and we also want to show what we can contribute as free agents. Whether independence comes soon or late—and we hope that it will come soon—there is one thing which this College cannot afford to do. In our own interest and in the interest of the country, we cannot afford to relax our efforts or lower our academic standards. The maintenance of academic standards does not mean that we must teach esoteric and irrelevant subjects; but it does mean that in whatever we teach we must aim at quality. It is quality that makes a university, not quantity. We can say now, quite definitely and affirmatively, that as far as the future is concerned, there will be no compromise in academic standards in any part of the College. But in affirming this sacred principle of university practice, it is essential for us always to recognise the peculiar needs and circums¬ tances of our society. The greatest problem which all universities face today, especially in Africa, is the problem of relevance. We have no intention of apishly copying foreign models. Our stand is identical with that of the renowned Spanish thinker, Jose Ortega y Gasset, who wrote in his book "Mission of the University" : "Let us look abroad for information. But not for a model". Of course, all universities have certain common attributes, and it is foolhardiness to reject these out of hand simply in order to be different. But we have a profound obligation to evolve a form of university education which will promote the welfare of our society within a Ghanaian framework. Here will be no cheap imitation of 134 any foreign university, but a quality university based on universal standards and fashioned to the needs of Ghana. What, then, is our mission? At this particular time when the fabric of our national life is threatened with decay, what this College must aim to do is to train educators who are themselves educated in the best sense of the term. The educated teacher is one who is not just equipped to impart knowledge, but rather one who through a careful process of disciplined preparation has formed certain habits and attitudes of mind which can serve as an armour through¬ out his life and enable him to mould and inspire those with whom he comes into contact. The attributes of the truly educated man are humility, calmness, understanding, self-reliance, tolerance, objectivity, and a genuine concern for the welfare of others. These are the attributes in a university graduate which remain long after the examination syllabus has been forgotten. Our products will be the people who will train the rising generation in this country—your children and mine. More than that, they will be people who will mainly determine, as teachers, headmasters, examiners, and educa¬ tional administrators, the pattern which education will follow in Ghana for several decades to come. The advancement of education is the key to true economic and social progress. Capital is important, but it rests on trained man¬ power and on those mental and moral qualities which education awakens in man in order to reveal its practical benefits to society. It is in this context that we at this College view our commitment to produce graduate teachers in Arts and Science for the secondary schools, teacher training colleges, polytechnics and technical institu¬ tes of the country. In this sense few university institutions are more relevant to national development than the University College of Cape Coast. Looking around the world, it seems to me that there is a growing awareness now of the role which institutions like ours can play. But the forces of resistance are still at work, and some of those who should know better regard and treat our graduates as the errant products of an unnecessary educational freak. Such an attitude is, to say the least, unfortunate. It stems from the outdated and highly dangerous assumption that anybody can teach. And so, while we gladly and dutifully seek the best medical attention in order to keep the bodies of our children healthy, we are quite prepared to send their tender bodies to school to be fitted with slovenly or poorly reconditioned minds by improperly qualified teachers whom we inwardly despise. This is no way to develop a nation. Since all development stems from the mind, and democracy itself relies heavily on the ability to reason and to weigh issues objectively, we must place the highest premium on the kind of education we provide for the young. A bad or reckless teacher can ruin a whole generation. We cannot afford any further corruption of our educational system in Ghana through needless bungling. Our mission in this College is to try to correct some of these defects. 135 The teaching profession in Ghana needs a new image. We believe that through our efforts we can help to give it that image and provide for it a spiritual home in this College, where there will be freedom to explore, freedom to innovate, freedom to think. No profession can hope to gain respect unless it is firmly tied to high standards of training, performance and conduct. Through the Consultative Council of Teachers Associations we have already started to forge valuable links with the teaching profession in the country. As more of our graduates jointhe profession, these bonds will become stronger and more intimate. It does not seem to be generally recognised that we have within our Faculty of Education a concentration of talent and expertise such as Ghana does not possess anywhere else in the field of educa¬ tion. At a time when the educational system of the country is crying out for reform, this Faculty can be employed to really good purpose, and we hope that the government will not ever set it aside in its search for experts. But the basis of the Faculty and indeed of the other Faculties in the College will have to be very considerably broadened in order to enrich the degree courses we provide and cater more adequately for the varied talents of our students and the growing needs of the country. In order to be effective, we, who are the mentors, have to keep ourselves constantly inform and our methods under constant review. One development of great importance during the past year has been the institution of lectures and seminars organised under the auspices of the Faculty of Education for the purpose of informing all the academic staff ofthe College about current trends and techniques in education so that they might the more effectively perform their functions as university teachers whose job is to teach teachers. This is in line with the latest thinking on university reform all over the world, and we feel that because of our special role we must set an example. Another equally important development has been the institution of public lectures such as those that have been mounted specially this week as part of our Congregation week celebrations. In this way we hope to heighten the intellectual awareness of all our members and promote the vital processes of intellectual cross-fertili¬ zation so essentia] for keeping a university alive. During the year four events have occurred which constitute major landmarks in the development of the College. Last June, Convoca¬ tion, which may be described as the general assembly of all senior members of the College, held its first meeting and exercised its statutory prerogative of hearing and discussing a report from the Principal on the state of the College. In November we held our first ever Matriculation ceremony in this very auditorium for the registration of new students entering the College. Last December, the first inaugural lecture was delivered—appropriately by the outgoing Dean of the Faculty of Education, Professor T. L. Green. Lastly, the Academic Board has now instituted a College Gazette, which from now on will be the official medium for the publication of major decisions and events in the College. 136 As I have already indicated, we belong to an international com¬ munity, and we need to keep in close touch with our colleagues elsewhere, not for company only, but for upliftment. We hope soon to establish formal academic links with a number of British univer¬ sities, including the University of Leeds, the University of Stirling, the University College of Cardiff, and the Institute of Education in the University of London. We already have close but informal relations with Teachers College, Columbia, in New York. Last year, I referred in my Congregation address to the growing number of our Ghanaian senior members who are returning to the College after obtaining higher degrees abroad. This year, so many more have returned that it would be impossible for me in the short time at my disposal to mention them all by name. Let me simply say 'welcome back' to all of them in your name and congra¬ tulate them on the academic laurels they have gained. The academic staff of the College together with the senior members in the administration now number 189, and the student body, in¬ cluding those temporarily absent from our midst, numbers 797. We have lost some of our staff through resignations, but many more have joined us, including a number of highly experienced and dis¬ tinguished scholars from other universities. With the rich human resources now at our disposal, we are in a position to consolidate our gains and prepare for another thrust forward. We are, however, about to suffer a major loss which will be felt for a very long time to come. The first Registrar of the College, Mr K. A. Gbese-Jecty, who has served the College faithfully and conti¬ nuously for the past eight years, is on the point of taking his leave prior to retirement. He leaves us as he came strong, dedicated, dutiful and unobtrusive. The administration of this College and its entire physical plant to date will always stand as a visible tribute to his years of devoted service. We wish him and his wife well wherever they may be. In their place we now have a new Registrar, Mr G. T. Anirn, and his wife, and I should like to welcome them in the name of this Congregation. Mr Anim comes here after a distinguished public career in many fields, and I am confident that he will continue the work so capably begun by his predecessor in office and raise it to new heights. As you can all see, this College is still far from completed. We need more staff and more buildings. After a painfully long interval, the building of staff houses on the campus has at last been resumed. Our next objective will be the building of a larger and more perma¬ nent library; and we shall also have to undertake the re-positioning and expansion of the teaching and residential facilities for students which are now marooned on the overcrowded pioneer site. Now that we have acquired a proper Director of Development, we are ready to resume our physical development. What we need is money, and we trust that the Government will not fail us. But far more important than mere physical development is the production of qualified graduates and other specialists. In its brief history ofonly eight years, and in spite of the many handicaps, 137 the College has so far produced no less than 790 qualified teachers. These comprise 259 graduates in Arts, 130 graduates in Science, 137 postgraduate and advanced diploma holders, and 264 others in various courses, including the now discontinued Associate Certifi¬ cate in Education. Even considering our heavy and much publicised casualties in Science, this is a remarkable record which cannot be brushed aside in any honest assessment of the College's work to date. It is useful to reflect that but for the existence of this College few of these graduates would ever have been produced with a corresponding loss to the secondary schools and training colleges of the country, which still rely heavily on expatriate teachers. Today we present to you the harvest of the past year, which consists of 86 Arts graduates, 62 Science graduates, and 29 recipients of postgraduate certificates in Education. We have been able to produce these men and women, thanks to the generous support of the State and to the assistance we have received from various Governments, Foundations, and other organi¬ sations in the form of staff, funds, travel grants, books and prizes. I should like to mention specially the Governments of the U.S.A., Canada, the United Kingdom, France, the Netherlands, India and Australia. I mut also mention our indebtedness to the British Council, the Inter-University Council of Britain, the Overseas Educa¬ tional Service of New York, the Carnegie Corporation, and UNE¬ SCO. As this is the last year of the UNESCO Science Project which has been in operation since 1964. I wish to make special acknowled¬ gement of our obligation to that world organisation and to the experts who have participated in the Project for all that it has achieved. It is my pleasure to announce two prizes which are being awarded for the first time: the Pioneer Tobacco Company book prize worth NÇ2220 annually to be shared by the two best students in Arts and Science respectively, and the Horace Mann Memorial Prize worth N^ZIOO annually donated by the United States Government for the most outstanding student in Education. This year the Pioneer Tobacco Prizes go to Mr Yaw Amponsah Agyei for Arts and to Mr Ata Entsua Mensah for Science, while the Horace Mann Memo¬ rial Prize goes to Mr Kenneth Rockson Attakorah. 1 congratulate the Prizemen and thank the donors for their generosity. Apart from the training of qualified manpower, how does the College intend to assist in national reconstruction in concrete ways? I can give only a few examples of what we are trying to do. The social and economic development of our immediate environs, that is, the town of Cape Coast and the whole of the Central Region, is a matter of deep concern to us. In co-operation with the Regional Administration plans are afoot for a socio-economic survey of Cape Coast to be undertaken jointly by the Social Studies Project in operation here under an agreement with the Netherlands govern¬ ment, the Department of Geography, and the University of Utrecht. This should provide a basis for future reconstruction. In the field of education, which is our major speciality, an exciting 138 project has been undertaken by the Faculty of Education which is aimed at testing new approaches to formal education at the village level which can really provide answers to the social and economic needs of our neglected rural communities whose educated youth at present feel a compulsive urge to seek a better life in the overcrowded urban centres. The presence of six villages within our campus pre¬ sents both a challenge to us and a unique opportunity for construc¬ tive experimentation. Again, taking advantage of our unique geo¬ graphical position, we have embarked on an interesting historical museum in Cape Coast Castle in co-operation with the Ghana Museum and Monuments Board which we hope will develop into an international centre for research into certain aspects of the history of this country, especially the slave trade. After all, Cape Coast Castle and Elmina Castle are on our front doorstep, and the famous Sweet River of the history books is none other than the Kakum River, which flows through our campus. We commend this venture particularly to our American friends and hope that gene¬ rous assistance will be forthcoming for the project in view of its relevance to the deep historical links between Ghana and the New World. And now, let me turn my attention for a moment to the graduates who are about to be presented, one of whom has just delivered his address as Valedictorian of the year. Just as the greatness of a teacher lies in his pupils, so also the greatness of a university lies in its students, especially those who have entered the world. For the rest of your lives, whether you like it or not, you will be identified with this College. Both in the immediate and in the distant future it will be upon you that the reputation of the College will depend. You must not let us down. As products of our youthful period, you carry an especially heavy burden of responsibility, but 1 am sure that you will be equal to the task. So long as you live this will be your home, and so long as this College lasts you will be its ambas¬ sadors. It is a matter of deep satisfaction to us that already some of you have begun to shine in the teaching profession as well as in public life. My advice to you is this. Do not concern yourselves excessively with immediate gain or the limelight. Provided you concentrate on service and not self and adhere unflinchingly to your unuttered oath as teachers, your place in the hearts of your countrymen will be guaranteed. Only God and history can truly judge the worth of your efforts in the great adventure upon which you have embarked. On no account should you allow yourselves to be discouraged or distracted by the cynics—those prophets of woe who know what is wrong with everybody in the world except themselves. It is always a good thing to make other people happy; but if you cannot do this, then, as Bertrand Russell advised, it is far better to concentrate on how to make yourselves happy instead of how to make other people miserable. Mr Chairman, Honourable Minister, Nananom, Distinguished Guests, Ladies and Gentlemen, I have tried in this brief address to 139 acquaint you with some of the important developments which have taken place in this College during the past year and also with some of our plans and aspirations for the future. As I have said already, this College is still very young, but from the record so far it is clear that a great deal of valuable work has already been accom¬ plished, and there is ample evidence that we have the will and the potential to tackle the future. The value of any university institution can never be measured merely in terms of its annual output of graduates or of its material achievements. There are other intangible but far more important gains which accrue quietly and unnoticed through the untiring efforts of its members to promote culture, to inculcate the spirit of service and to uphold certain essential human values. It is in respect of all these gains that the value of this College as an institu¬ tion of higher learning is to be measured. But, however hard we work, our efforts can never truly succeed without your support and understanding as friends and fellow-citizens. I sincerely hope that in the critical years ahead we can continue to count on the same good¬ will from you which has sustained this College since its foundation. ADDRESS DELIVERED BY THE PRINCIPAL PROF. E. A. BOATENG, TO CONVOCATION ON WEDNESDAY, 1st JULY, 1970 I consider it a healthy sign that since the last meeting of Convoca¬ tion a year ago the need has not arisen either for me to summon another formal meeting or for any group of members to exercise their statutory right of requesting an extraordinary meeting. This can be interpreted in many ways, but I think that it signifies at least one thing, nameyl, that the various official organs of the College are functioning with reasonable success. In many respects the year that is just ending can be described as a year of crisis for this College. I use the world 'crisis' advisedly: I mean it not in the commonly understood sense of trouble and strife but in the strict etymological sense of decision and change. We have, during the past year, taken a number of decisions in this College that mark a clean break with the past and whose effects, as far as the future is concerned, are bound to be very far reaching. Many of these decisions are still too fresh and too familiar to require elaboration. But let me briefly recapitulate. At exactly this time a year ago the Science Faculty was locked in a struggle with the second year students who had refused to take their assessment examination. During the long vacation the final year science results were published and the College came under fierce public criticism on account of the large number of failures. This led to a decision to intensify teaching and examination in that Faculty in future in a way that had never been attempted before and various 140 other measures, including many recommended by the special Council Committee of Enquiry appointed to investigate the previous year's science results, which had been equally poor, were put in hand. In December, the second year science students of the previous academic year, then at the beginning of their third year, again refused to take their postponed assessment examination and triggered off a general student demonstration in support of their stand. When the second term re-opened in January the Academic Board and the College Council took the very painful decision to suspend for the rest of the academic year all the students, numbering about one hundred and sixty, who had refused, in spite of repeated appeals, to take the assessment examination, but held out to them the option of returning into residence at the end of the third term to have another try at the same examination. Again, this led to a nation-wide controversy. But in the end the wisdom of the College's stand was acknowledged, and life on the campus returned to normal. It pains me to have to rehearse these facts, but it is a duty that must be discharged. In March of this year, a decision was taken by the Academic Board after careful deliberations, to request the government through the College Council to grant full university status to this College at the earliest possible moment. A motion to that effect, which I described at the time as the College's motion of destiny, was passed unanimously by the Academic Board on 19th March, 1970. The College Council has since endorsed the Board's decision, and what remains now is for the Council to transmit that decision to the government. If, as we hope, the request is favourably received by government, this College which has now served an apprenticeship of eight years under the scheme of special relationship with Legon will at last become fully autonomous university institution, thus bringing Ghana, which was one of the pioneers of university educa¬ tion in Black Africa, into line with all other countries in this continent To reinforce the bid for autonomy, the Academic Board has now approved a scheme for the institution of honours courses in Arts, and it is expected that next academic year approval will be given to a similar scheme for Science. This is a development which began more than two years ago. Progress has been slow, but it is a relief to feel that at last we have reached the stage where detailed schemes have been worked out and, in some cases, actual subject syllabuses prepared and discussed with the relevant departments at Legon. Anyone who thinks that the establishment of honours courses implies a deviation from our primary object of training graduate teachers for the Secondary Schools and Training Colleges of the country is grossly misrepresenting the true position and the true intentions of the College. Nothing of the sort is intended or implied, and I beg those who can only see the future of this College in terms of rigid models of the past to re-orientate themselves and try to enter, with true academic humility and imagination, into the educational thinking of the seventies. Many of you will be familiar with the controversy over the intro¬ duction of Biology as a science degree subject which has gone on with 141 Legem for the past three years or so. Like a bad coin, this subject has turned up incessantly at many Academic Board meetings, causing concern and dismay to all those genuinely interested in the future of this College and in the smooth operation of the special relationship with Legon. Last term, following protracted discussions between the two Faculties concerned here and at Legon, this matter was resolved by a compromise arrangement which we can now support as being educationally sound. In my Convocation address last year I announced my intention to institute public lectures and inaugural lectures on a regular basis as a means of stimulating the College's academic life. As you are all aware, we have already had one inaugural lecture, which I hope will be published before too long, and another one is planned for tomor¬ row, to be delivered by Professor Bailon de Sa, outgoing Professor of Mathematics and Chief Technical Adviser to the UNESCO Science Project. As regards public lectures, so good has been the response that we have been faced in recent months with the problem of finding enough time to accommodate all the offers received from senior members in the various Faculties to deliver lectures. This is a most salutary development, and I want to thank all of you for responding so well to this particular venture and, in particular, the various lecturers for coming forward so readily. I hope that this impressive beginning will be sustained and perhaps even bettered next year. Another related and important development is the series of seminars and symposia on the problems of university teaching which has been mounted during the year under the auspices of the Faculty of Educa¬ tion. In this matter, we are far ahead of many universities both in this country and in the rest of the world. These are the sort of activities that in their cumulative effect distinguish a university from other kinds of institutions, and I am very happy that we have now made the breakthrough. Admittedly, not all the intentions I announced in my last Convocation address have been realised. But on the basis of what has been achieved I have no doubt that we can systematically secure all our other objectives. The next development in the academic field is to extend our horizons further and see what we can do to give the leadership we are qualified to provide in the new and vibrant movement to modernise the country's educational system and make it more truly relevant to national needs. Recent moves from the Ministry of Education and other government departments suggest that it is now recognised that we have a contribution to make in these matters, and I want all members of the College who are invited or nominated to serve on government committees to take their assignment seriously so that the voice of this College shall be heard and respected throughout the land in all matters relating to education. There are many important initiatives which can be taken by departments and faculties at their own levels. In education, for example, I think the time has come for the Faculty of Education to identify outstanding subject teachers in the various Secondary Schools who can be formally associated with the College in the 142 Organisation of teaching practice for our students. I dropped a hint along these lines a year ago, and I am waiting to receive firm proposals from the Faculty of Education. Similarly, I think that the organisation of refresher courses here for teachers during vacations should now be put on a more regular basis. Unless we do this our efforts will be seen as only marginal to those of the Ministry of Education. We have many advantages in our favour. This College has now become accepted as the permanent home of the Annual Easter Conference of the Consultative Council of Teachers' Associations. Next December, for the first time in its history, the Annual New Year School of the Institute of Adult Education, which has traditionally been held at Legon, will be held on this campus and plans to effect this are being worked out. Another development of importance is the Summer School for American Educators which is due to start here in ten days' time under the joint sponsorship of the College and the African-American Institute of New York. During my recent tour of America I had the privilege of meeting officials of this Institute at a luncheon held in my honour in the United Nations Plaza in New York. There was no mistaking the new interest which American academics are now showing in this College and the eagerness with which this coming Summer School is being awaited. On the 23rd of April the Academic Board approved a proposal for student and staff exchanges between this College and Kalamazoo College in the United States, and I have recently received from the Associated Colleges of the Midwest in the United States a request for the con¬ clusion of an agreement for student and staff exchanges. Two days ago the Director of the African Studies Centre at Boston University visited the College to discuss the possibility of cooperation in a historical research project relating to the slave trade which his Centre is planning to launch. Only this afternoon, I received a letter from the Director of the African Studies Centre at Northwestern University hinting at the possibility of co-operation between this College and that Centre. Then there are the many other visits which we have had from distinguished academics and university administrators from all over the world during the past year. It would seem that all of a sudden the University College of Cape Coast has been discovered by the world and people are excited about its possibilities. On our side we must embrace these opportunities. We must discard the 'Little Cape Coast University College philosophy' and open our windows fully on the world. There are many more things that I could say in regard to our future plans, but I prefer on such occasions to confine myself as much as possible to what has been concretely achieved rather than what we propose to do. Let me now turn to student life in the College. This year our student enrolment has been lower than usual. The present figure, including students who were suspended, is 800 as compared with 1,055 for last year. To a large extent this is because we are now enforcing our entry requirements more rigorously than hitherto. But the setback 143 will only be temporary. Considering the present output of secondary schools in the country, this College will never be empty. But we must never again make the mistake of pushing quantity at the expense of quality. If we can be sure of the quality of our products, however few in numbers, the impact they will have on the country's educational development will do more good than could be accom¬ plished by a whole battalion of mass-produced mediocrities. The Hall System is now taking firm root, and all our Halls at last have distinctive and, I believe, imaginative names. But in this area as in all others we cannot claim to have reached finality. There are still important needs to be met and important adjustments to make. I hope, for example, that within the coming year discussions which have already begun for the establishment of such new university offices as a Dean of Students, a Careers Adviser and a general College Ombudsman will result in actual appointments. Financially, the College has had a difficult year, and one result of this has been the stoppage of some of the credit facilities formerly enjoyed by College employees. But we have managed so far to pay all salaries regularly and, what is more, to pay the considerable salary arrears brought about by a long overdue revision of salaries for members of the senior and junior staff. As regards senior members and other entitled persons, the College has been severely handicapped in its recruitment drive by the present uncompetitive salaries which are in force. This is the position also in the other two universities of the country. We can only hope that the Universities Salary Review Committee recently appointed by the Government will help to improve things and enable us to recruit and retain good people. In my Convocation address last year I made a case for the establish¬ ment of a proper Senior Common Room in the College as one of the best means of facilitating social intercourse and free discussion on all kinds of issues among the senior members and senior staff of the College. This Common Room has now come into being, although it has a long way to go before it really discharges the functions it is intended to fulfil. But, in the final analysis, this depends entirely upon the support which all of you individually are prepared to give that institution. Another development of note, which I regard as an essential emblem for the new status which the College is aspiring to attain, is the University Gazette. Gradually, the Gazette is attain¬ ing a format and a stature of which ail of us can be proud. My only regret is that for financial reasons the publication of the more chatty Bulletin has had to cease altogether. But there is no reason why individual members of the College should not on their own, through private subscriptions, launch such a publication. The College's development programme, long forced to go into abeyance, has begun to move again during the current year. Our immediate priority is staff housing on the campus, and any moment from now, as soon as the necessary government clearance has been received, active building should start; and.if our luck holds out, we may see, next year the start of some essential public buildings, including the College Library—at least up to the working drawing 144 stage— s well as a general resumption of our development plan in the central part ofthe northern campus. In return for these developments it will be our responsibility to streamline our general administrative machinery and scrupulously eliminate all possible outlets for wastage. To this end I envisage that the work of the Internal Audit Section will become more evident in the coming year and I sincerely hope that all of you will give that Section your co-operation. At present the total staff enrolment of the College stands at 1,844—-made up of 151 senior members, 81 senior staff and 1,612 junior staff. This year the total number of senior members recruited has been ten. So far six senior members have given notice of resigna¬ tion and will be leaving the College between now and December. I wish on my own behalf and on behalf ofthe College to say good-bye to those who are leaving us and wish them every success in their future endeavours. We are grateful for what they have contributed to the College during their stay here. I began my address by saying that this past year has been a year of crisis for this College. Change invariably involves inconvenience for a number of people, but it does also provide excitement for those who are bold and adventurous. I know that many of you, like myself, feel grateful to be associated with this College at this particular time in its history, not because of any personal glory that we may achieve but because it is truly exciting to join with like-midned scholars and fellow citizens to build a new university above its initial foundations. But let us not delude ourselves about the magnitude of the task we have undertaken. Let us not deceive ourselves into thinking that the mere identification of a common objective is a necessary guarantee that peace and harmony will always prevail. No human organisation is ever free from internal dissension. But even these differences can be overcome or kept under control if we recognise that this institution which we serve is far more important than any of us individually. Any person who presses this personal claims to the detriment of the College is doing himself and his colleagues a grave injustice. University people are wont to make much of the fact that academic freedom is essential for their work. But if we really value this freedom then we need to understand that we have a sacred obligation to use our own established institutions to do our work—all of it, however difficult and distasteful it may be. A university person who pre¬ maturely or improperly brings in outside forces to fight Iris battles for him after he has had the worse of an argument is seriously betraying the cause of academic freedom. He is also undermining the very security which he thinks he is trying to promote. Temporari¬ ly, he may revel in the thought that he is riding on the tiger's back, but he must remember, as the late President Kennedy warned, that in the past those who have done this have soon found themselves inside the tiger. If a highly talented and civilized community like ours cannot settle its internal differences through its own established organs in a democratic way, then there is little hope for democracy anywhere in Ghana. Ladies and Gentlemen, I think that I have said enough. I hope that 145 from this address it is possible for all of you and the world to gauge the present state of the College. I thank you for your indulgence, and I hope that the coming year will bring all of us even greater sense of achievement than this present year. And now I throw the floor open to members of Convocation. I thank you. SPEECH DELIVERED BY THE PRINCIPAL, PROF. E. A. BOATENG, AT THE MATRICU¬ LATION CEREMONY HELD ON SATURDAY 8th NOVEMBER, 1969 Members of Convocation, Fellow students, Ladies and Gentlemen: There are two reasons for asking you to meet here this morning. The first is to welcome back to the College at the beginning of yet another academic year all members of the College, both senior and junior; and the second and more immediately important reason is to present to members of Convocation and this entire company the new students who are entering our portals for the first time. This is the very first matriculation ceremony to be held in this College, and it is both appropriate and auspicious that it should be taking place at a time when our own young country, Ghana, has itself experienced a new birth and made what we all hope will be a permanent commitment to a democratic way of life. Ghana has many things to be proud of, but I think that this recent turning point in our history marked by the voluntary handing over of power by a revo¬ lutionary military and police regime to a freely elected civilian government must go down as one of our proudest moments and a truly unique event in the history of our continent and, indeed, of the whole world. All of us, in different ways, are entitled to a share in this remarkable achievement. But, equally, all of us must recognise and boldly accept the responsibility which now devolves upon us for ensuring that true democracy and all that it implies, such as tolerance, fair play, concern for another's problems, the rule of law and freedom within the law, become permanent features of our society at all levels. University institutions like this one have a particularly important role to play in the fostering of democracy not only because of the special privileges we enjoy for the pursuit of truth and for the deve¬ lopment and liberation of the human spirit but because the idea of democracy has been enshrined from time immemorial in the very idea of the university. Because we are human beings and our institutions are human institutions we cannot expect complete perfection in everything. But we have it within our means to aim high and strive always for the highest goals. For, as Browning wrote, 'a man's reach should exceed his grasp, or what's a heaven for ?' The word 'matriculation' belongs peculiarly to the vocabulary of universities. It is derived from the Latin word 'matricula', which 146 means a register; and to matriculate simply means to sign a register, thus signifying enrolment into a new fellowship or society. I still remember vividly—and many of you here may similarly recall—the day that I was matriculated into my own university. This mortar-board that I am wearing now was acquired on that day. It was a historic milestone for me because until that moment I could not properly consider myself a full member of the University or claim any of the privileges attaching to membership. But in the moment of my matriculation my university claimed me, and as far as I am concerned that bond has never since been loosed. To have aspired for years to become a member of the university of my choice and to find at last that dream fulfilled was for me an exhilirating experience, and I can¬ not wish more for those of you who are being matriculated today into this College than hope that today's ceremony will portend the same experience for you. I do not know whether your presence here is the result of a conscious and deliberate choice. I hope it is. But whether you know it or not, whether you admit it or not, after today your individual destinies will become permanently and inexorably intertwined with the destinies of this College. Let this be clear. It is you, old students and new, and not those of us who have come here from other universities who will bear the name and imprint of this College for the rest of your lives. You can enrich your own lives and the lives of future generations of students by the contribution that you make to this College. You should not underestimate yourselves or postpone your contribution in the hope that better or more opportune times will come; for, as a great philosopher has observed, "all ages are equidistant from eternity'. Every day of your lives there is a Rubicon to cross; every day of your lives there is a tyrant to crush or a myth to break. What is needed is a proper preparation for the battle of life, which is precisely what a university education is supposed to do for you. There are some people who go about deliberately looking for grievances to correct and wrongs to right, as if life consisted of nothing but wrongs and grievances. And when they do not find enough to occupy them, they invent causes to fight. Like Don Quixote and his faithful servant, Sancho Panza, they end up by fighting against windmills. This you must never do. Ghana cannot afford such waste of energy and time at this crucial moment in her history; and this is certainly not the purpose for which this College has been established. What, then, is the nature and purpose of this society into which you are being matriculated today? Universities have been defined by different people in many different ways, but most definitions are agreed on one point at least. It is that a university is a society of scholars dedicated to the search after knowledge. When we use the terms 'senior members' and 'junior members' we are seeking indirectly to emphasise the corporate nature of the univer¬ sity. Although the principal function of senior members is to teach and that ofjunior members to learn, we are all students engaged in a 147 single supreme endeavour—the search for knowledge. For some it may be the search for pure knowledge for its own sake ; for others it may be the search for knowledge with a view to its immediate or direct application for material ends. This dual objective has always characterised universities as far back as the middle ages and even beyond that time to the days of Plato in ancient Greece. But always it has been understood that anyone who enters a university, as some of you are doing today, enters into a commitment to apply himself or herself to search for knowledge and truth. Truth is a wonderful thing; but it is elusive and not always convenient. Also, it often hurts. But the pursuit of truth is what we are here for, and this is the one object that binds us all together and makes students of us all. It follows from this that in a university the search for knowledge is a conjoint effort, and the younger students are expected to take an active part in their own education. Unlike the situation at school, they are no longer merely passive recipients of information. The good university teacher does not give his students notes to be learnt off by heart; rather he stimulates and inspires them by putting ideas to them and revealing the scope of the subject. He leads so that under the inspiration of that leadership his students may follow. That is why it is customary at the university to talk not about studying a subject, but rather about reading it. A really good lecturer should drive students straight into the library or the laboratory thirsty for more knowledge and impatient to undertake for themselves the exciting adventure of discovery. And in time the good student, be¬ cause he has a more active and impressionable mind, should become better than his teacher, who it should be remembered was also probably once upon a time better than his own teachers. To suggest, as people sometimes do, that the African student is good only for the taking down and memorisation of notes given at dictation speed is to insult our race. Will you all pledge as university students always to search pains¬ takingly after truth and knowledge and to proclaim them fearlessly when you have found them? If you can do this, then you will have become truly enrolled into our society and into the wider republic of universities throughout the world. In an address which I delivered to convocation at the end of last academic year I stated that this College was now prepared to brave the storms of the future and to take its place proudly among the world fraternity of universities. No sooner had I uttered those words than a major storm—the fiercest that this College has ever faced—broke out over the results of the final degree examination in science. In the ensuing fury and confusion very few people had the courage to look for the truth and proclaim it. Nothing was said about the very credi¬ table results scored in the final Arts examinations ; only the science results were singled out, and they were used to discredit the entire College and to dismiss all that it has been able to achieve over the past seven years. We can never expect our detractors to consult us as to the weapons they should choose for attacks against us, but we are entitled as 148 university people and as human beings like themselves to expect them at least to be truthful in presenting our record to the world, pointing out our faults, but nevertheless giving credit where it is due. There is an Akan proverb which says: however much you may dislike the monkey, you should at least give him credit for his speed and agility! But the really tragic part of this sad episode was that the attack was led by some of our own members—people who had been initiated into our society and were fully familiar not only with our past record but with the traditional concern of universities for truth and objective analysis. Truth is a many-sided thing, and it can be easily distorted by selective and partial presentation. It will take a long time to repair the damage which this unfortu¬ nate episode has done to the image and reputation of our young Col¬ lege. But we must not despair. We must press on regardless and do our duty to the nation and ourselves. Disappointments and setbacks are the stuff of which life is made, and wise people always learn from their mistakes. Out of the ashes of defeat and humiliation they surge upwards, phoenix-like, to surprise and conquer the world. As Seneca said, 'the good things which belong to prosperity are to be wished, but the good things which belong to adversity are to be admired'. This is the attitude we must take, and I should like to congratulate all members of the College for the courage and realism they have shown in the face of our difficulties. Now, we can really set about the task of reconstruction and let our actions rather than our words declare to the world our resolution and purpose. To use a much hackneyed phrase, 'we shall overcome'. Those who have eyes to see will admit that already a new spirit has taken hold of this College and significant changes are occuring. The habit of needless recrimination; the practice of pilfering exami¬ nation questions or giving examination secrets away should cease to characterise this institution, and I hope that arising out of our recent experiences enough has happened to demonstrate beyond all doubt that these things just do not pay. I do not want to be misunderstood. I am not suggesting that any person who enters into membership of this College should thereby become muzzled and keep silent about things which he finds wrong with the College. This would be contrary to the university spirit, which seeks to promote critical thinking in all matters. What I am saying is that in whatever we do as university men and women our watchword should always be 'truth' which for us is sacred. We must be critical of ourselves, but we must never allow our own personal feelings or considerations to undermine the loyalty which we owe to this Col¬ lege. In the period that you have before you here as students, whether it is one year or four, you will have ample opportunities to pursue knowledge and to develop your various faculties. You could have been doing other things and earning a profitable livelihood in the world, but you have chosen to come here in order to prepare your¬ selves for greater responsibilities and service to the nation. This College is a gift from the nation, and the time that you will spend here 149 must be regarded aslo as a gift from the nation. As Oakshott once put it, 'it is the gift of an interval'. This is the chance of a lifetime which you will never get again once it is gone. I implore you as one who has trod the same path before, to make the fullest use of it; for every moment counts. Do not regard yourselves as standing apart from your teachers, for as I have already explained, we are all students engaged in a common endeavour. Your burdens are our burdens and our burdens are yours. And if we succeed you stand to gain as much as we, the older students, and possibly more because time is on your side that the future is yours to conquer. As you know, this College has been assigned the special responsi¬ bility for training graduate teachers for the secondary schools and training colleges of Ghana. Even though a beginning has now been made, the teaching profession has a long way to go yet before it is accorded the status it deserves among the other learned professions. We in this College believe in the profession and will make it our business while you are here to give you of our best so that you can raise it to new heights of excellence. But the fine things we hope for will not fall into our laps if we merely sit down and wait for them. We must strive for them and be prepared to make the sacrifices that all pioneers throughout history have had to make in order to leave a worthy legacy to those who follow. You are being initiated into this College not only in order to take courses leading to degrees, but equally important, and possibly more, to share with those of us who are your teachers our thoughts and hopes for a better type of education for the people of this country. The educator—and you are here to become educators—is merely a cog in the wheel unless he can also become a social engineer and philosopher. Especially in view of all that has happened to this College during the past few months, I think that those of you who have chosen to come here deserve our praise and admiration. We, on our side, will do everything in our power to make your choice worthwhile, and it is my hope that the people of Ghana, to whom we owe so much, will continue to give us their support and encouragement, and, above all, the goodwill and consideration which all young human institutions need in order to develop healthily to full maturity. No one can claim to know all the answers; no one can claim to be the touchstone of wisdom in matters affecting our universities. But those of us here who have been entrusted with the building and running of this College know better than most other people the reasons why we are here and the means to be adopted in order to achieve our objectives. In conclusion, may I once again extend a warm welcome to you and congratulate you on your choice of profession and of university. I hope that you will enjoy your stay here and that you will be able to look back years hence to this day as the moment when the University College of Cape Coast claimed you and cast its spell upon you. In the words of Matthew Arnold, I should like to invite you to make a pledge of loyalty to each other and to this College; 150 "Ah, love, let us be true To one another! for the world, which seems To lie before us like a land of dreams, So various, so beautiful, so new, Hath really neither joy, nor love nor light, Nor certitude, nor peace, nor help for pain; And we are here as on a darkling plain Swept with confused alarms of struggle and flight, Where ignorant armies clash by night." Sentimental-perhaps. But then loyalty involves things of the heart as well as of the mind. This campus and all that it stands for; the ideals of this College and the cherished concept of academic freedom, that is, the freedom to pursue truth unhampered, to conduct our academic business ourselves and to set our own academic standards through admissions, examinations and awards—these are the things to which you are being invited today to give your loyalty. And now, before I sit down, I should like to take this opportunity of formally declaring open for use this magnificent auditorium in which we have met. It is far the most attractive and well equipped meeting place in this College, and I venture to suggest that it can compare favourably with any auditorium in any of our university institutions. I hope it will contribute substantially to the intellectual and cultural life of this College. Let all who use it remember that one of the important functions of any university is to promote ideas and enrich human culture. As has often been said, universities are the intellectual power houses of the societies in which they are located, and the torches they hold must be used to set the world aglow. SPEECH DELIVERED BY PROFESSOR E. A. BOATENG, PRINCIPAL, AT THE OPENING OF EXHIBITIONS AND FILM SHOWS ON "MAN ON THE MOON" MOUNTED AT THE COLLEGE BY THE UNITED STATES INFOR¬ MATION SERVICES IN GHANA Ladies and Gentlemen : I feel highly honoured to be called upon to address this distin¬ guished gathering, and I am particularly pleased that this College has been chosen as the venue for the second showing of this remarkable Exhibition on the recent American moon landing. It is a far cry from Cape Coast to Cape Kennedy and the American space centre in Houston, Texas. But, as everybody knows, there are strong historical ties between Cape Coast and America and we in this College can claim at least a token connection with the story of United States space exploration. As some of you may know, we have had here for some time, standing at the entrance of our fabulous Science Faculty only a few yards from this room, a full-scale model of one of the 151 early manned capsules that the U.S. sent into space only a few years ago. Man has achieved many remarkable things in his brief history on this planet of ours. But nothing can surpass in splendour and range the feat of landing human beings on the moon. And the interesting thing is that it happened in our own life time and before our very eyes. Human history is full of such epic journeys into the unknown and America has had a pretty good share of such adventures, starting with Christopher Columbus. Just think of the courage and daring of the first men who sailed upon the sea and disappeared below the horizon. Or think of the courage of people like Bleriot and Wright brothers who pioneered the aeroplane. Today, when we cross the mighty oceans in luxury liners or fly byjet across the continents far above the clouds, we scarcely stop to think of these early pioneers. Many of these adventures have resulted in the loss of human life, but in spite of this man has pressed forward, always driven by his innate curiosity and his irrepressible urge to grapple with danger. The history of space exploration as we know it is scarcely more than ten years old, but in fact it is a very long and fascinating one. It is littered with names of truly remarkable genuises. Men like Galileo, who first probed the skies with the telescope; men like Copernicus, who made the important discovery that the sun and not the earth is the centre of the solar system; Kepler, who first described the true course of the planets around the sun and established the laws govern¬ ing the movements of these planets in relation to the sun and to each other. Or take the work of people like Isaac Newton and more recent¬ ly of Albert Einstein—probing further into the secrets of nature and defining, redefining and refining the laws governing the forces at work in the universe. These men and many others are the true pioneers of the space age. But we must not forget the writers of science fiction like Jules Verne and H. G. Wells who through the years have fired the imagination of generations of young scientists. Lastly, we must pay tribute to the American and Russian astronauts who within the past few years have lost their lives in the course of this epic adventure into space. All scientific investigations rest upon a careful diagnosis of the problem to be tackled. To start with, the diagnosis may seem point¬ less, unco-ordinated and unduly tedious. But gradually it all begins to hang together and to point to definite conclusions. So it has been with space exploration. It was on January 31 in 1958 that the first American earth satellite, Explorer I, was shot into space from Cape Canaveral, as Cape Kennedy was then known. Then in April 1961, the Russian Cosmonaut, Yuri Gagarin, made history by circling the earth once through space. Then in May and July of the same year two Americans, Alan Shepard and Virgil Grissom, made very brief vertical flights into space, and on February 20, 1962, John Glenn became the first American astronaut to make an orbital flight, accomplishing three orbits around the earth in four hours forty minutes. But the scientists were not ready yet to start for the moon. There were many, many more preliminaries to go through, 152 each one highly expensive, but each one aimed to test certain hypo¬ theses in order to ensure that when man did make the attempt he would be able to do so without unnecessary risk. Vertical flights; orbiting; space walks; docking; testing for radiation; unmanned probes around the moon, then on the moon itself—all these detailed preliminaries, together with experiments in laboratories here on earth, were undertaken and carefully evaluated as a basis for the final adventure. Then, in July of this year it happened. This is what I recorded in my own diary on that remarkable evening. 'At 8.17 p.m. GMT on Sunday, 20th July, 1969, two American astronauts, Neil Armstrong (Commander) and Edwin Aldrin (Pilot) landed on the moon's surface in the "Sea of Tranquility" aboard a lunar module named 'Eagle', having set off from the earth in Apollo 11 on Wednesday, 16th July, 1969, at 1.32 p.m. GMT. They descended to the moon's surface from their command module 'Columbia', which remained in orbit around the moon under the command of astronaut Michael Collins. At 2.56 a.m. on Monday, 21st July, astronaut Neil Armstrong emerged from the lunar module and actually set foot on the moon's surface, to be followed a little later by Michael Collins!' Shakespeare wrote: 'What a piece of work is man! How noble in reason! How infinite in faculty! In form and moving, how express and admirable! In action, how like an angel! In apprehension, how like a god! From now on the moon will never be the same again, for man has been there. It has been drawn into the orbit of geography. Truly, all of us have reason to be proud, and on this occasion the Americans more so than any other nation. But the abiding question must be: what is the point of all these wonderful achievements in space when there is so much suffering and strife and poverty and pain on our own earth? We cannot but be aware of the vast sums of money that have been spent on space exploration, and we in the poor developing countries feel tempted to ask whether all this money might not have been better spent on helping us to solve our problems. Personally, I do not wholly share this view. The developing countries cannot just sit down and wait for gifts from their richer neighbours, especially when so many of them tend to waste what little money and resources they have on useless prestige projects. The developing countries must try to increase their own wealth by hard work so that they may also have the freedom to engage one day in adventures calculated to satisfy man's intellectual curiosity and love of adventure. Whatever we think, space exploration will continue and what we must do is to ensure that at all times its results are used for the benefit of mankind. It is within the capacity of man both to engage in these explorations and to attend to proplems here on earth, and in a way these remarkable adventures serve the very important purpose of giving human beings a new self-confidence and a measure of what man is capable of achieving. And so, Ladies and Gentlemen, I should like on your behalf to join in saluting the U.S. and to offer them our very warm congratulations on adding yet another major breakthrough to the many remarkable 153 achievements in science which they have already been able to accomplish. The benefits of space exploration are many, and some of them, like long-range weather forecasting and improved tele¬ communications, are already tangible realities. Many more are bound to follow, and we can only hope that they will flow abundantly to all human beings and so help to make life on earth richer and ever more peaceful and satisfying. I should also like to thank the American government and the U.S. Information Services in Ghana for placing the marvels of their latest scientific explorations at our doorstep. And now, I have very great pleasure in declaring this exhibition open. :d::A j ï,.;. ; 154 ■M I MS