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A History of Colonial Education Among the Kipsigis of Kenya, Circa 1895-1963 Thomas Kipkorir Ronoh

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A History of Colonial Education Among the Kipsigis of Kenya, Circa 1895-1963 Thomas Kipkorir Ronoh A history of colonial education among the Kipsigis of Kenya, circa 1895-1963 Thomas Kipkorir Ronoh To cite this version: Thomas Kipkorir Ronoh. A history of colonial education among the Kipsigis of Kenya, circa 1895-1963. Humanities and Social Sciences. 2000. dumas-01277225 HAL Id: dumas-01277225 https://dumas.ccsd.cnrs.fr/dumas-01277225 Submitted on 22 Feb 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Egerton University Faculty of Arts and Social Sciences Department of History A HISTORY OF COLONIAL EDUCATION AMONG THE KIPSIGIS OF KENYA, Circa 1895 - 1963 R BY: -Ng()NOH, THOMAS KIPKORIR Reg. No: A25/0I37/95 A Thesis Submitted to the Graduate School in Partial Fulfilment of the Requirements for the Degree of Master of Arts in History of Egerton University. IFRA L'RR & R Y Accession No 195\ '4-0A Date: ........... ........... Class No.0_90.9 'Pt_ Rt2/•3 SEPTEMBER 2000 DECLARATION AND APPROVAL This thesis is my original work and has not been presented in any other university. RONOH, THOMAS KIPKORIR Date: I I —03—t2000 This thesis has been submitted for examination with my approval as the University Supervisor. DR. K. MOSONIK arap KO-RIR Date: I — 0 0 0 11 DEDICATION To my father David Soy, my beloved mother, my brothers and sisters, my dear wife and my sons Kiprotich and Kipldrui, for their unfailing support. They have made me what I am, and continue to help me to be what I intend to be. -:-41506011% , C.......,6z*" III ACKNOWLEDGEMENTS I am greatly indebted to all those who have offered me assistance — moral, intellectual and/or material — in the course of my postgraduate studies. My sincere thanks go to Egerton University and, in particular, its History Department for offering me admission to the M.A.. (History) programme. I am sincerely grateful to my University Supervisor, Dr. K. Mosonik arap Korir — Chairman, History Department and Dean, Faculty of Arts and Social Sciences — who guided me in drafting the proposal, and supervised the research and writing of the thesis. His patience and encouragement throughout the period of this study are fully appreciated. My thanks also go to Mr. Peter Waweru of the History Department and Rev. S. Micheni of the Department of Educational Foundations, both of whom carefully read and commented extensively on this work. I am similarly grateful to the other members of staff of the History Department for their support and inspiration. I want to thank my fellow students in the M.A. (History) programme Chacha Babere Kerata, Evans Nyamwaka. Omosa and Zedson Ogembo — who were invaluable in their support and encouragement throughout the programme. I am grateful to the Director and staff of the Kenya National Archives and Documentation Service for access to the rich documentary sources which have formed the bedrock for this thesis. The Egerton University Library, the Kericho District Library Services and the Nakuru Provincial Library Services were useful for secondary materials. I must similarly express my most sincere gratitude to all my informants and respondents. They patiently answered my questions during fieldwork, thus enriching the study with essential oral data. iv I would like to express my profound gratitude and appreciation to the Council for the Development of Social Science Research in Afi -ica (CODESRIA), Dakar, Senegal, for giving me financial support under the Small Grants Programme for Thesis Writing. Without this assistance, I may never have been able to complete my study. Hon. Simeon Nyachae, E.G.H., M.P. - then Minister for Agriculture, Livestock Development and Marketing - extended financial support to all of us M.A. (History) students on request from the Chairman of Department. I thank him for this. Finally, I must thank the Chairman and secretarial staff of the History Department for assistance with typing at the earlier stages of my work. It was Mr. A.K. Kago who typed the last drafts and the final copy. I am grateful to him for his patience. CONTENTS DECLARATION ii DEDICATION iii ACKNOWLEDGEMENTS iv ABBREVIATIONS GLOSSARY xii ABSTRACT xiii MAPS xiv CHAPTER 1 1.0 GENERAL INTRODUCTION 1 1.1 Context of the Problem 1 1.2 Literature Review 1 1.3 Statement of the Problem 8 1.4 Objectives of the Study 9 1.5 Research Premises 9 1.6 Scope and Limitations of the Study 10 1.7 Justification and Significance of the Study 10 1.8 Theoretical Framework 11 1.9 Method of Study 14 CHAPTER 2 1 7 2.0 SOME ASPECTS OF KIPSIGIS INDIGENOUS EDUCATION 17 vi 2.1 Informal Education 19 2.1.1 Infancy and Childhood 20 2.1.2 General Education at the `Kokwee 23 2.1.3 Other Forms of Informal Education 27 2.2 Formal Education 30 2.2.1 Initiation 30 2.2.2 Apprenticeship Schemes 40 2.2.3 Military Organisation 42 2.3 Conclusion 45 CHAPTER 3 46 3.0 THE DEVELOPMENT OF THE MISSIONS' CENTRAL SCHOOLS 47 3.1 introduction 47 3.2 Administration 52 3.3 Staffing 70 3.4 Curriculum 77 3.5 Conclusion 84 CHAPTER 4 87. 4.0 THE MISSIONARY FACTOR IN THE DEVELOPMENT OF THE OUT-SCHOOLS87 4.1 Introduction 87 4.2 Administration 89 4.3 Staffing 101 4.4 Curriculum 106 4.5 Development of Girls' Education 112 vii - 4.6 Conclusion 120 CHAPTER 5 123 5.0 THE DEVELOPMENT OF GOVERNMENT SCHOOLS 123 5.1 Introduction 123 5.2 Administration 124 5.3 Curriculum 156 5.4 StafTmg 163 5.5 Conclusion 171 CHAPTER 6 1 73 6.0 INDIGENOUS VERSUS COLONIAL EDUCATION: THE CASE OF FEMALE AND MALE INITIATION 173 6.1 Introduction 173 6.2 Female Initiation Controversy 173 6.3 Male Circumcision and its Adaptation 179 6.4 Conclusion 180 7.0 APPENDIX 181 SAMPLE QUESTIONS 181 8.0 BIBLIOGRAPHY 192 8.1 Primary Sources. 192 8.1.1 Archival Documents. 192 8.1.2 COMMISSION AND GOVERNMENT REPORTS 195 a) Colony and Protectorate of Kenya 195 VIII Ministry of Education 195 Education Reports 196 8.2 CONTEMPORARY ACCOUNTS 196 8.3 ORAL EVIDENCE 197 8.4 SECONDARY SOURCES 199 8.4.1 UNPUBLISHED WORKS: THESES, DISSERTATIONS, MANUSCRIPTS, CONFERENCE AND SEMINAR PAPERS, etc 199 8.4.2 PUBLISHED WORKS: BOOKS, JOURNAL ARTICLES, ETC. 202 ix ABBREVIATIONS A.D.C. — African District Council A.G.C. — Africa Gospel Church A.I.C. — Africa Inland Church A.R. — Annual Report Al. .M. — Africa Inland Mission D.C. — District Commissioner D.E.B. — District Education Board D.E.O. — District Education Officer E.A.L.B. — East African Literature Bureau E.A.P.H. — East African Publishing House E.D. — Education Department G.A.S. — Government African School K.N.A. — Kenya National Archives K.L.B. — Kenya Literature Bureau KER — Kericho L.N.C. — Local Native Council N.A.D. —Native Affairs Department N.H.M. — National Holiness Mission N.I.T.D. — Native Industrial Training Depot NZA — Nyanza 0.1. — Oral Interview P.C. — Provincial Commissioner P.E.O. — Provinical Education Officer P.W.D. -- Public Works Department R.C.M. — Roman Catholic Mission S.D.A. — Seventh Day Adventists W.G.M. — World Gospel Mission xi GLOSSARY Colonial education-refers here to school or western education as provided by the missionaries and colonial government. Indigenous education-Kipsigis education in precolonial times. Kipsigis - will be used to refer to the people and the land and as an adjective. kokwet' (plural: `kokwotinwek') - forms the smallest unit afier the family and the clan in the Kipsigis social organisation. Lumbwa - it refers to the Kipsigis people and land. xii ABSTRACT Education is a key element in the social life of any community. Without knowledge of its educational system, the historical destiny of a community cannot be understood. Likewise, it becomes difficult to formulate meaningful development goals. This study covers the history of education among the Kipsigis under colonial rule. It is 'intended to fill a gap in the historiography of the community. Also, the research findings could contribute to the accumulation of empirical data required for national curriculum planning and development. As a background, the Kipsigis system of education as it existed in precolonial times is briefly examined in historical perspective. In respect to the colonial period, the study is concerned with the roles that the missionaries and the colonial administration played in the development of school education. The study proceeds from the assumption that, in precolonial times, the Kipsigis had evolved a system of education suitable to their environment. Similarly, the view is taken that the colonialists' provision of school education to the community was ultimately dictated by the need to promote the overall colonial enterprise in Kenya. In this situation, the Kipsigis took initiatives in the educational field parallel to those of other Kenyan Africans - culminating, inter alia, in the establishment of independent schoOls. Two theories formulated to explain culture and cultural change in the colonial situation - viz. structural functionalism and the historical materialist conception of colonialism - are utilised in this study. The historical inquiry proceeded in three major phases. These were research into secondary materials in libraries, the marshalling of primary data through archival research, and the collection of oral evidence through fieldwork. MAPS BOMET DISTRICT ADMINISTRATIVE GOUIIDARIES • A .,e••••• • '7-1...4 S MBA 44, , • Ki HULOT .1 CIIEPTALAL, i — .\ *1 '1/4 \ .
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