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S/ OZAMBIQUE AND THE MOZAMBIQUE INSTITUTE History of the Mozambinue Institute 1. -The Mozambique Institute had its beginnings as an idea in colonial Mlozambique in 1961. The late president of the Mozambique Liberation Front (FRELIMO), Dr. Eduardo Mondlane, returned with his wife to his countr y whered'they spent several months before going back to his work at the United Nations. He wanted to see if conditions had changed for the better in his homeland, for he had grown up in the colonial structuie. He hoped against-hope that the Portuguese had bent under international pressure and begun to ease their oppressive .colonial rure. But there was no change: the crushing poverty, the fear that stood out in sweat on the faces of the -Africans, the arrogance of the Portuguese demanding his "cafezinho'l- "n.the street cafes, and the lingering hope in the eyes of the young people as they visited Niondlanels house to talk ibout how they could contknue in school. Education. There lay their -hope and for the time being, there was little that could be done to help. . 2. In 1962, after the formation of FREL!h40 when the KMIondlanels knew they would be residing in Tanganyika, Jnet Viondlane made a request I to the Ford Foundation of New York to give a grant to-build a boarding house in Dar es Salaam where young Mvozam-bican refugees could live while they attended local secondary sch-ols, The Foundation gave the grant, and with it enough funds to run the pr-cg_-, amme for the first year.: It was a good building built for 50 studc-'s. But immediately there were problems. (tur Rlozambican young pooplc came from an educational system which has four years of primary school and seven years of: . V.

- -~ -.-~ .- - secondary school. Yet they wre to enter a system-ih which there were eight years of primary school and four years of secondary school. %A In addition, the background of what they knew was different. Our young people had learned Portuguese, mathematics, and the history and geography of . The Tanganyikah system at that time was predominantly British. Our students spoke Portuguese; the Tanganyikans were taught in English. And to finish off an already difficult situation, even with the studeis our students had been able to gain, the schools from which they came were often inferior and there was a wide educational gap to cover. 3. There appeared only one solution to our problem: to make a secondary school of our own w.ich would follow a Mozambican curriculum and which, though teaching English as a subject, would use Portuguese as the medium of instruction. \

0' j lPage 3 Tunduru in Southern Tanzania. The reason for this shift of location is one which is linked to progress. Beginning in 1971, the establishment of a'secondary school in Free Mozambique will be a necessity. Since conditions within Mozambique are those of a rural in which provision of conveniences such as electricity are impossible, we must -establish a pilot school in which we can carry on secondary education in a situation approximating that of our country. In this way we hope to work out an adequate course of study set within "bush" conditions, minimizing the number of surprises that will face us as we settle into Mozambique. 5. But we were speaking of the Mozambique Institute as it was a few years ago-.. No sooner were we launched in the secondary programme, than we knev it was necdssary to work in the field of primary school education. To many young people came with the hope of entering secondary school, butwith so poor an educational background that was impossible. Also there were many young children who had not yetc ompla-- prinnary sco!-ol-what were they to do? Our first primary school was established at Bagamoyo. The second school was established at the Rutamba settlement camp of the United Nations High Commission for iefugees, The third school was set up as a large children's camp at Tunduru, now the largest of the three primary schools. Before long, it was necessary to establish a network of primary schools in Free Mozambique. As was said previously, we now have 20,000 children in those schools and the number grows daily. But gvingthe children education wcs not enough. Their health needed caring for as well. 1.e set up clinics and dispensaries in the schools, and then trained nurses to menage them, and then sought aid abroad for cquip-rcnt and mcdicines. First. the programmes were taught in Tan.za-a, then in the liberated areas, too. As the needs of the refugees grew end the liberated zones becan-e stable end more prosperous, the Liberation Front asked us to help in the establishment of programmes for teaching adinistr'ators, primary school teachers, nurses, accelerated " - - - .- r 11 . ..--r-.--~ - -~- . -.... _-.- .-£ ... . . " "" h ".

- U la.rrftay school courses for persons who were going to help in cobperatives, village industries,: etc. The Mozambique Institute helped to build oar first hospital and nurses I training school in Mtwara in Tanzania. 7. Last year, the Institute began to give aid in the area of social welfaredisabled persons, displaced persons and orphans. bn every society there are disabled persons, but in a war situation such as now exists in Mlozambique many men, women and children find themselves unableto do the normal work they would do if their bodies were whole. And the displaced people--persons and families who have had to flee the ruthless burning of their villages by the colonial Portuguese army and settle ,new in zones among other villages which are themselves new. The orphans? ;These are the lost children who, because they are sick or suffering from acute malnutrition, must be specially cared :for until we can make them well and strong again and then, perhaps, find a family with whom they may live. 8. Next year, on the site of the ivoza-mbique Institute in Dar es Salaam, will be established a publishing house which will print all the textbooks to be used in our schools. 9. In order to better understand the work of the Mkozambique Institute,- let us look more closely at two of the projects in which it has participated: the Tunduru Children's Camp and the hospital at Mtwa ia. 10. The story of the Tunduru Childrenis Camp begins with the launching of the armed struggle of the Liberation Front in eastern Nyassa Province in late 1955. This norLh-western province, unlike Cabo Delgado in the north-east whore the wor had bogun in 1964, is a land ill-suited for protection from Pnortuguese bombing. The terrain, though excellent for agriculture with its flat plains and flowing streams, has no forests and few bushes in which the populction can hide from the enemy coming from the skies. The pqoplo faced unimagined difficulties. -,e -~ - - - - i I

4 - .. *1 ( L Quickly learning the ferocity of the bombing, when planes were sighted the first impulse was to flee. The unhappy result of this terror was that many children were abandoned, perhaps because the parents were away in the fields when the planes came, or perhaps because the children were away from the village. One of the Liberation Front fighters, disturbed by the plight of these children, began "collecting" them. In early 1966, he and some others walked out of Nyassa with children in their arms and children following behind--about twenty-five of them- and deposited them at the camp site in Tunduru. 11. It was then a bush with a few deserted houses. -and huts. It had once been a large farm but had been abandoned long before. The children stayed there in rlake-shift conditions, not well-clothed nor well-fed, but alive. Before long, other children found their way there, too, most of them coming in the same way from East Nyassa, or even West Ifyassa, but a few orphaned children coming from Cabo Delgado as well. Although Tunduru had been foreseen as a rehabilitation camp for persons wounded in war, the de facto presence of a growing number of children precluded any further development toward a rehabilitation centre, and it became referred to as the "children's camp". The old houses were patched together and some new simple houses constructed. At the end of 1966 it was formally decided to place the camp under the Department of Education and National Culture (DEC) of FrZELIMO.Primary school classes began and it became a camp for the education of young children and orphans of the war. 12. The camp has changed and expanded considerably since those early days. Vlhen it became a school camp, the Mozambique Institute workedwith DEC to ameliorate the conditions of life there. The children began the construction of new classrooms, dormitories and kitchens. Textbooks and school materials were regularly supplied. The biggest problem was and still remains the provision of food and clothing. The Institute and DZC are working together to find ways to solve these crucial problems. 7.- Page 5

Page c,4 13' The question of caring for lost children was joined by the problem of inadequate schools in Nyassa Province. Although first-year classes were exista, there were few second-year and no third-year classes . Thus, many children who were at those levels also came to the children's camp. In addition, the camp also provided education for the children of Mozambicans temporarily resident in Tanzania who are not living in refugee camps. 14, The educational programme that was started for less than 50 children now has 450 children. 7;'e began expanding the levels of education in 1967 and by adding one more level each year we now have the 'first three years of our four-year primary educational 'system. 'The year 1970 will see the commencement of the fourth year level which means the primary school at Bagamoyo which contained fourth year in 1969, -will complete its move to Tunduru Canip and:no longer have primary courses functioning there. The consolidation of primary school in the Tunduru Cemp will necessitate further expansion in school facilities. In housing anJ sanitation, measures must be taken to provide a more adequate standard of living for the children. The new classrooms and houses built for the children and teachters will continue to be, of utmost simplicity, built by ourselves, but necessity dictates expansion, The quantity and the quality of the food must improve through the cultivation of larger gardens and the shipment of milk, oil, and other, essential foodstuffs. Two more 5-ton lorries are being purchased to run supplies to the camp. Besides providing basic medical care in the camp-itself, the children must have access to the nearest doctor, which means providing transport--a new land-rover. 15. The cost of maintaining young children without parents is high, and it is projected that, without the construction taking place, the total cost of operating ihe ca'p vi-l be d S_ 4 - 2 _., :0 0 .. for 1970. However, the gathering of the school programmes into one location is preliminary to their movement into Free Mozambique where there are thousands of~children in school. Means and conditions arc ',- -, - ... - ' - ...- ' ...--- -- =- "" .- '. -. ' "" ... " '-. .... r'- ... - -Ai i- ..i-Wage I being sought whereby our- homeless children can find educationI and sustenance inside our own country. Until those conditions are found, the Institute must give to its young boarders in Tunduru Camp an adequate environment for physical growth and intellectual development. 16. Let us now.look at a project in another field of work--health. : 17. In Mtwara, a largo town in Southern Tanzania, our hospital now stands. Begun at the'end of 1967, the main building of the 75-bed hospital will be ready for occupancy be-fore the year is finished. It is a solid structure well laid-out, and, we are proud to say, built by the.labour of -Mozarnbicen refugees. It is situated next to a Tanzanian Government hospital where the surgical cases are treated. Before long, however, we shall establish a small but sufficient operating theatre df our own.. The Bulgarian doctor who ha come to work in or hospital is a surgeon who will plan and use the surgical facilities. t Anothr: section of the hospital not foreseen but necessary is the maternity ward. But before the maternity section is launched we shall continue with the plans already projected for the hospital: medicine store, staff and student residences, and classrooms. These buildings are to be completed by the end of December. 18. The completion of the hospital will be the concrete result of our concern for the health of our people. The Portuguese colonialists have cruelly neglected to extend health services to our people, even treating common diseases. Consequently, there is a 'back-log, of medical problems needing treatment that a person with even a small sense of human feeling can understand: leprosy, yaws, turnours, already spent tens of thous nds of szillings in Tanzanian hospitals to help in the mcisLja o. easea _huL mtha _-s-ben ns-to construct a medical centre of our own in order to: I) treat. serious cases; 2) train para-modical pezrsonnel; 3) organizc a system of medical services and modicine distribution that will serve the greatest number of people possible., (VIe -. ~4...i4'

Page 0 have already carried out in some zones innocitlations against typhoid, tetanus and tuberculosis and we are now planning an intensive programme of anti-tetanus innoculations and . -innocultaions against typhoid.) 19. Therefore, the hospital will not only act as a place of healing, but also as a centre for the training of medical aides. The need for trained medical persornel cannot be over-emphasized. Previously, the Institute trained medical personnel in Dar es Salaam, but the conditions of practical work were absent since there was no hospital in which to do practice training. Provision is now being made in MLtwara to teach 35 _tudents at any one tirmie. When the course is completed the aides may be responsible for a medical post or located. at a hospital in the interior, or even serve in one of the schools where there is a concentration of children. These para-medical personnel must not only treat problems arising from the war but, as we have said before, also treat parasitic and infectious diseases that suck the energies if not the life of our people. The colonial government, never interested in the health of our people, vere even less enthusiastic about trainhg us for professional or sem.i-professional services. There is not a single African dector practicing in our country, and the scarcity of African nurses over the country as a whole is appalling. It has thus become our responsibility to increase the number of trained medical personnel as rapidly as possible. Background Situation of the Institute 20. In order to understand the need for the existence of the work of the Institute, it is necessery to boco.ne acquainted with the population, involved and the conditions from ,,hich they come. Our vork deals with a population that has been crushed under the tueight of colonial oppression._:One could describe with justified emotion the results of colonialism, a term so commonly used that rrhpas it has become tiresome for others, But for that portion of our people who have escaed~fom otonalis, ~nd that largserpor tion- of the peo.Ple sil bearing the yoke of -fascist colonial government, the reality of the term is not tiresome:it is frauscht vrith -nanutri, on, illiteracy, sickness, / ~ - *-~,* ~ -

--S-- .- -* --r ,- - -- I. . .,* . Page 9 Povert--and fear. But for those who have n 6t lived under a colonial system, the difficulties of daily life are understandable only in general terms. 21. Since organized education is fundamental to the development of a population in this modern world, let. us look at the legacy the Portuguese Government has ieft the indigenous African population of Mozambique. If the sysce-n is-to be Judged according to its professed aim of educating the ;frican to Portuguese civilization, it must be admitted a failure, Very few Airicai.,s receive any schooling at all, with the result that n Mozanabique between 95 and 90 per cent of the African population are illiterate, lAost of the education they do receive is provided by Church bodies. Although nearly 98 per cent of the population of Nozambique is composed of black Africans, only a small proportion of children attending primary school are African, while the number of Africans in secondary school is almost negligible. Unfortunately, there is no guide to the proportion of African students at the various levels; but reports by students recently escaped from Mozambique indicate that the proportions have been little affected by expansion, except thac considerably more Aficans are now in technical institutes. For, the ordinary African child in the country, the prospects of reaching even primary school are still t very remote. in 1950, only 1.3 pe cent of the total budget for Mozambique was allot'ed to education aind by 1962 this had increased to only 4.per cent, K 61, the -vatl sun a otted to the missions for African education vw . i . vi0Chereas some %6 million are collected in annual r evonue from -te African population. The whole ! responsibility for educati: dhe African people has been entrusted to the Roman Catholic Church: althouoh the overwhelrning majority of the Africans are not c-f thatfci., 22. Certainly the-'e cbc bo no poersonz more in.eestcd in improving their lot than 'he people t,.msolvcz.- -]hen- the right to decide one s own destiny if forbidden, then the rich fruits of that self-determination .

Page lo a"e also forbidden. If the recent circular of Bishop Pereira of Lodirenco Mbrques is an indication of the attitude of the Portuguese Roman Catholics, then the prospects of advancement of our people toward progress is dim indeed. He stated: 1. Independence is irrelevant to the welfare of man. It can be good if the right cond-tions are present (the cultural conditions do not yet exist in iMozambique). 2.While these conditions are not being produced, to take part in movements for independence is acting against nature. 7. The native people of Africa have thle obligation to thank the colonialists for all the benefits which they receive from them. 8.The educated have the duty to lead those wi.h less education from all the illusions of independence. 23. Clearly, it is no accident that the Church adopts this approach, and that the education of Africans is entrusted to the Church: it is yet another sign that the aim of Portuguese education for Africans is submission, not development. In theory the aim of education is to help the African become 'civilized' and to make him into a 'Portuguesel. This in itself is a narrow ethnocentric approach, but it would at least offer Africans the apporrniy to deveiop. even if net in the mast suitable direction, in practice, however, nothing of the sort is pursued. The system is designed to ma ke it almost impossible for an African to get an education which qualifies him for anything but menial work afterwards. The whole system of African schooling is designed to produce not citizens, but servants of Portugal. 24. V/hy is it not possiblo for our people to "pull themselves up by their own bootstraps"', as the Zayng goes? It is because our boots were stripped from us. The atructure of the exchange between Portugal and the overseas territories ist ypical of the Portuguese colonial system, in that the economic life of the colonial rc:-ritoric.z is geared towards serving the interests of metroctiean Poirlugai rath-r than their own. To promote such a policy. tho Salazar regi-.e, right from its inception,.4 set 6ut-to increase the productlon of commercial agricultural produce by introducing new methods ol' land distribution and control; and by fdrcibly reducing the production of cfrcultural cci,numer goods traditionally used by Africans, It aiso discouraged the development of African - ...... - . - - - ..- bgrcultural and consumer cooperatives for fear th compete with European settler interests. Page 11 at they might t 25. And let us look also at the labour situation in Mozambique. Labour produces one's bread. Vhat kind of labour exists in MOzmabique? There is a) correctional labour, which is imposed; b) obligatory labour, in which one may earn about 3.3 American cents per day; c) contract labour, whose earnings produce about the same payment as, the previous category; d) volunteer laor f' "u msl i h on as servants and low-lev el clerol s, where the pay is low; e) forced cultivation in which the worker is not paid for his labour but in. what it produces at prices set by the companies who enforce the production; f) export labour, in which the labourers gai-n little but for the Portuguese Government produces revenue. In 1961, for instance, export labour S supplied more than one-flifth of the revenue of the budget. 26. The result of this exploitation has rendered our people povertystricken and undeveloped in our ovn lend. The sweat of our people has been used to support one oT zhe most backward countries of . Ve are without education, without health services, Vithout the liberty to till our own soil. V1e have arrived in Tanzania as refugees, with nothing. This is the milieu in which we live. 27. But in Free Mozambique. where lays our heavy responsibility, what is being done to hel: the people to help themselves, not only in order that the re-ugee po- uatio t'oes not nerease, but even more to create a better lieffcr the peop- It-is impossible to claim that the material progress of the peop! o has suddenly leaped forward. Life is still difficult, made even _oss easy by the situation of war; though necessary for 's, war is a terrible thing. Yet changes are taking place, for it is ou-- toountry: arid we have the will to change it and the freed enerqy of Che qeio to ralizo o s 20. Vhen the P'ortuguesoe > t'ie areas whi-ch are now liberated, there were practically no schools (in the whole province of Nyassa there were * $ .'- *-.--," .4 oMIy 3 techmers). In 1965, the first primary schools were founded. In a 4- gradecourse they learn Portuguese, history and geography of Mozambique with-- & general view of history and geography of Africa and the world, arithmatic, elementary science, civics, practical work, arts. In the course of civics (3rd and 4th grades), the pupils study the situation of their country, the structure of the liberation movement, and the definition of the enemy. Also important is the course of practical work, strictly linked with daily needs; students cultivate their own fields, make their own clothes and equipment, build the school buildings and its furnishings, etc. 29. It is not easy to be a student in Mozambique, because the difficulties are many: sometimes students cannot go home for days, because of the war, and some of them, especially girls, also face opposition from their parents, still afflicted with old prejudices about the role of women. In spite of all this the students participate enthusiastically in the programme of education; they help cvercorre the lack of teachers, with more advanced pupils helping the less advanced or joining in literacy campaigns and so on. 30. Secondary education does not yet exist in vozambique. As was said earlier, our secondary school has been in Dar as Salaam. The general principles are the same that guido primary education and here, too, the idea is to prepare students both for immediate and long term goals, so that they can eithzr go intc practical tasks or continue their studies, according to the needs of the country. The 4-year course reaches a level comparabe/b-tohat obtainedwith 5 years in the colonial system. Subjects are tha same as in th, primary schools, of-course at a more advanced leve!, plus English and sciences (natural science, physics, chemistry, biology". 31. 'We then have a rrogrammo of intermediate education, that should, prepare medium techr'icol cadros nec ss.ry fQr the development of the country in the fields oF prcduction, political-military affairs, health, A I - -.~-. -~--~ - -~ -~ ~ ------' -~-'-~ - -~ - .-. - --.--.------~- I I

Page 13 etc. So far we-have established a course for nurses, a political and adminisLtrative course for those working in local government, besides the c mwse For primary school teachers mentioned above. It is important to note that in order to be admitted to these courses, people do not necessarily need a complete secondary education.-For adults a short introductory preparation is usually sufficient. 32. Special attention i given to adult education, which represents a big problem , considering the percentage of illiterates. The task being so great, all efforts have of necessity only succeeded in being partial, but more efforts will be concentrated on this enterprise in the near fture. We envisage at this stage the primary education of all the people in the liberated areas of Mozambique as a crucial task, one that requires the co-operation of all the people. 33. For medical purposes the liberated areas were divided into medical districts, and these again were split into small cells which are the real units for the working of the health services. 34. The health centres established in the liberated areas are of Various types according to the kinds of illnesses to be treated and the equipment and personnel availableo These health centres v a'y from simple first aid posts, where dressings are done, first aid provided for all kinds of emergencies, where other minor health problems are solved and where treatment can be carried out as prescribed by other more important health centres, to area hospitals, where a large number of diseases are treated, in particular, those which are infectious or parasitic, where su es are carried out, minor surgery is done and fractures can btre ed one such hospital in Cabo Delgado, 3,485 people were treated fr aSeptember 19G'0 to August 1969. One of our hospitals in Myassa tred 2, 74 patients during the same period. Amd in Tete, hare our medical services are still in the process of being established,: one of our health centres treated 515 people from January to June this year. *1 II I I I I I r Page 14 35. These healh -entres are organized so that a patient who cannot be treated in vne post can be transferred quickly to a better equipped centre. this convenient stratification 6f different health centres allows for a rational utilisaiOn of all personnel, even those who have ad S a very hasty medical preparation. Appropriate medical regulations were drawn up which allow every member of the medical staff (which numbers about 400 in all) to make available all the assistance his level of knowledge enables him to carry out, but prevents the abus of restricted drugs which night lead to disaster: i es Or health centres lee.- the facilities for treatment, 9 3G. ror some- case, * "e f or help, in particular to so we have to go to neighboring countrief Tanzania . e hope, however, as soon as possible to have our own means of solving every medical or surgical problems. 37. Our achievements up to now give us the courage and confidence to face the future without fear. There are 1,000,0o0 kozarbicanw n 4" I -T e responsilbilitY for providi-g this rests with us. a. cn e T! - re nrg n z t o s But we hope this responsibiltY will be snare h Other...... 3. It has bee .our constant concern in the field of health to accompany our programmeS of curative medicine ifth campaigns of preventive medic development of our health services we hope to .in"e.M,ith the .... - ,v e m e d i i no be able to give increasing attiention 10 prsvent;v ned cilesd this, we believe, is n rccordane with the oStde r r izations followed in all countries o1 tho ,word by th sOrgan 39. In the last three years about 150,000 people have been vaccinated against smallpox in the liberated areas, This fact is significant in that, under FPortugusse rule, such a sarge n aroere o pople were never vaccinated in so short a period in the same area, It should be emphasized that th war. The reslts in this field, however, have not nearly satisfied us, and we have recently started a general carmpaign1 of smallpox vaccinations which ==Fizy--

* ~ -- IPage 15 we hope within a year will immunize the whole population of the liberated areas. This obje-tive is somewhat ambitious and has not yet been achieved himany countries already independent, but we are facing it with confidence as a practical possibility. In fact, the major difficulty encountered in most parts of Africa in carrying out such vaccination campaigns is that, owing to a lack of health education, the population does not fully cooperate with the vaccination teams and they have to go out to remote areas and even to each individual house. Because our people are mobilised due to the stress of the war, we feel that this difficulty will in great part be overcome. 40. Apart from the campaign against smallpox, wc are concerned ith other other endemic diseases, particularly yaws, scabies,! malaria, bilharzia, hookworm disease, leprosy., sleeping sickness, trachoma, etc. We have carried out in some zones innoculations against typhoid, tetanus and tuberculosis, but much more must be done in this field. We:have developed a crash programme of health education among the civilian population. Vie consider this programme to be the cornerstone of the struggle aginst the. main tropic parasitic diseases endemic in O___ aws, leprosy , scabies, r country. National campaigns a- ... malaria, etc, are- in part dependent on obtaining outside help for financing them. 41. To solve the tproblem of medical personnel, it has been a major prt of our programme to send students to friendly countries and now several Wozambicens are following medical courses at foreign. universite.. It also happens that the program,nos for preparig para.inedical staff run by the colonialists produced cadres which cannot always be adapted to our needs. Because of this, and in spite of the reasonably large number of MIozembiean paraf-dical officers who have abandoned their colonial tics end come to serve in the liberation movement, we consider it necessary to prepare people 1h .hert a pse of time as osible will be able to solve day to day medical problems. Thus, we orgenise courses tor ru-airnedac- I

Pagel6 aides which will prepare par-medical cadres suited to- dealing with i) mediate prolems, particularly those arisin' from the terrorizing of the of the ciVilian Ppulation by the Portuguese army, 'and those concernied with parasitic diseases. Two separate groups of rural medical . sideshdv-e alreedy'completed the course.' 42. In economy, as well'as in all other activities, we also had to start fromthe very beginning. We have already described some of " \ the difficulties faced under colonialism. If on the one hand a state of war does not favour an exchange economy, on the other hand, the poor development of our country does not favour a subsistence I economy. As we already said, the people, were. taught and forced, by the Portuguese to produce crops, -i. e., I cotton--buttheydonot. 1knowhowtouse this cotton for mneking- textiles (clothing), There is no industry. has to so from the coast regions to. the interior. The same with soap-the people did not know how to make it. This means that we have. to depend on the outside a great deal and to make exohangeamong the various regions. Thus, we-stuck to the principle of a subsislence economy, adapting it to the objective conditions: a subsistence economy as a perspective, as a tendency tempered with exchange whenever necessary. And in this way, we encouraged our people to produce also products for export to be exchanged with goods which we still cannot produce ourselves. In this way, agricul. tural products which we produce today are: for consumption--maize, wheat, cassava, peas, beans, potatoes, rice; for export.- groundnuts, rye, cashew nuts, tobacco and rubber. In the industrial field, we are teaching the people to weave cotton, in order to make textiles. We make soap, and we encourage the development of traditional industries such as craft work. 43. Our problems, such as the risks of aerial bombardments, mean that in our choice of production Ar'o9 .e. "c _ c -- i.e-so much the fertility of the land, as security conditions: many of the areas where cooperative fields cxist are open clearings in the midst Mu

' page IG adPla~ns of the Liberation Front for the development of our people. Some persons have asked v,4n) the Ins tiute is-in someways differentiated from the Liberation Front when in reality its entire work-is withiii the Front, adheres to its principles, and is integjrated into its structure.o Mhe reasons are:cleaar. 47. The Mvozambique Liberation IFront ha's two objectives: to prosecute the war of l,-beretion ag, inst Portuguese Colonialism so that one day our.: people willI be fr Be of the despised colonial regime; to develop the country e,0onically, and socially into a nation that can take its place amrong the wvorld of nations. ',,here are many organizations and Sovernme-rtS who agqre-e with both objectives and assist us at both t tasks. There are other governments-ead humanitarian organizations' "who, for political or policy'conisiderations,, though {i 'greemen't withfthe right-of people to struggle for thir independence, find it difficulf .. to support directly a war effor-t. They are seriously interested- in the progress of our people Just as they are inte~rested in the devo10p-merit of o' her nations of the world. W;.orking -in the fields of health," education znd welfZare, t.he Institute provides a channel through which, asssance can be given to the development programmes of the " .Liberafi'on Front woth "lie secure knowledge that funds intended for-. such uses are not diver-ed to the military field, The books of the : lnstitu~e ame audte ach year and donors have theiri hb to ask-that their gift~s and _,-r~nts iTI aid be audited and the report handed to them. As the L.-berat-vn ,-ro :gains the conifidence o- the world as the ... de fac to governaent of. the Mvozarnbican peopic, the need for t-h6n* Mtozabique institute will finally di sappeav, Until that timo comes, the lnzit..itewi-ll cc ent;_nu-- to function alcng side the Liberation Front, wo,~-g 'n thoe ily tasirs that v~il; finally bring health and prosperity to a new nalt 'l Muthemba, .;Aicmbov,.1 177