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Western Education in Uganda (1878-1939)

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Western Education in Uganda (1878-1939) Democratic and Popular Republic of Algeria Ministry of Higher Education and Scientific research University of Oran Faculty of Letters, Languages and Arts Department of Anglo-Saxon Languages English Section Magister Thesis In African Civilisation Western Education in Uganda (1878-1939) Presented by : Supervised by : Dziri Khadidja Pr. LAHOUEL.Badra The Board of Examiners: Soutenue le 30 Juin 2014 Chairperson: Pr. Bouhadiba Zoulikha Superviser: Pr. Lahouel Badra Examiner: Dr. Moulfi Leila Academic year 2013/2014 Democratic and Popular Republic of Algeria Ministry of Higher Education and Scientific research University of Oran Faculty of Letters, Languages and Arts Department of Anglo-Saxon Languages English Section Magister Thesis In African Civilisation Western Education in Uganda (1878-1939) Presented by : Supervised by : Dziri Khadidja Pr. LAHOUEL.Badra The members of the jury: Chairperson: Pr. Bouhadiba Zoulikha Supervision: Pr. Lahouel Badra Examiner: Dr. Moulfi Leila Academic year 2013/2014 AKNOWLEDGMENTS I thank the Almighty God who has seen me through this thesis. A time when I almost gave up, He became my comforter, my hope and pillar. If it were not his love and blessing, I could not have accomplished this work. My deepest thanks are sent to my supervisor, Professor B. Lahouel, whose intellectual guidance, patience, and kindness helped me much in the process of writing this thesis. Finally, I would like to thank the members of the jury Pr. Mostefa and Dr. Moulfi who had devoted time examining the present work. I Western Education in Uganda (1878-1939) CONTENTS Acknowledgements .................................................................................................................... I Abstract………………………………………………………………………………………..II List of Acronyms....................................................... ................................ ...............................III List of Maps............................................................................................................................. IV List of Tables………………………………………………….……………………..………..V INTRODUCTION .................................................................................................................... 01 CHAPTER I: The Missionaries in Uganda (1876-1900) ........................................................ 05 I-African Education in Uganda ................................................................................................ 05 1-The Curriculum of African Education ................................................................................. 9 2-Methods of teaching ............................................................................................... 12 II-Muslim education ................................................................................................................. 15 III-The Europeans‟ arrival in Uganda ...................................................................................... 16 1-The Missionaries that came to Uganda .............................................................................. 18 2-The Objectives behind Missionaries‟ Work in Uganda ..................................................... 25 3- Missionaries‟ conflicts ...................................................................................................... 27 CHAPTER II: Missionary Education in Uganda (1900-1924) ............................................... 34 I-Development of Missionary Education ................................................................................. 34 1-The first established Schools in Uganda ............................................................................ 35 2- Missionary Language Policy ............................................................................................. 45 3-Theological Teaching in the Church .................................................................................. 51 4-Missionary Manual and Industrial training ........................................................................ 54 II-Government interventions in the educational field ............................................................... 63 CHAPTER III: Government Education in Uganda (1924-1939) .................................... 81 I-Changes Introduced in Education ............................................................................. 81 1-Language Policy and Teachers‟ Training .............................................................. 83 2- Changes concerning Agricultural Education ........................................................ 86 II- The Relationship between Missionaries and Government...................................... 94 1- Complementary Relationship .............................................................................. 95 2-Disappointment and Conflict .............................................................................. 101 III-The Response of Ugandan People to Western Education .................................... 105 1- Negative Response to Western Education ......................................................... 105 2- Positive Response to Western Education .......................................................... 107 CONCLUSION .................................................................................................................. 110 APPENDICES ...................................................................................................................... 112 BIBLIOGRAPHY .............................................................................................................. 116 LIST OF ACRONYMS CAC: Colonial Advisory Committee CMS: Christian Missionary Society BEAC: British East Africa Company LMS: London Missionary Society MHF: Mill Hill Fathers NAACP: National Association for the Advancement Colored People RGS: Royal Geographical Society SOS: School of Oriental Studies III LIST OF MAPS MAP1: Missionary route from Zanzibar to Uganda…...…………24 Map2: Ethnolinguistic Map in Uganda…………..……………….50 IV LIST OF TABLES Table 1 ............................................................................................................ 40 Table 2 ............................................................................................................ 69 V INTRODUCTION The educational development of any country is based on political, economic and social advancement. Many African countries are classified as underdeveloped because of the bad strategies implied during the colonial period. Therefore, it is important for any government to take the responsibility of improving its educational programs by giving education more care over the other fields. Since education reflects the advancement of societies, it means that each society has its specific kind and level of education. This intrinsic relation between education and society is endorsed by Durkheim‟s statement: every community could be identified not only through its moral, religious and political organization but also through the education it provides to its members.1 It is inferred that education is a difficult term to define. Its existence is as old as the human being. The person grows and develops into a useful individual in his society through the process of learning. So, it is possible to endorse Farrant‟s definition:”Education describes the total process of humane learning by which knowledge is imparted, facilities trained and skills developed”. Education can be offered under formal or non-formal arrangements.2 Education differs from one person to another and from one society to the other. It is agreed that each society wants to transmit its specific knowledge to the following generation. In this respect, it is possible to agree that “Education is the culture …each generation purposely 1 R. Oberlé, “L‟Histoire de l‟Education“, Annales Vol. 12, No.5, (July 1940), p. 131 2 J. S. Farrant, Principles and Practice of Education, London: Longman, 1980, p. 56 1 gives to those who are to be its successors”.3Here the definition embodies the concept of continuity which is deemed as one principle of education by which social customs and traditions are preserved. However, any society is never satisfied without seeking changes and adapting with the new developments. This idea is well developed in Lugard‟s book: The Dual Mandate in Tropical Africa in which he states: Education…must…fit the ordinary individual to fill a useful member in his environment, with happiness to himself, and to ensure that the exceptional individual should use his abilities for the advancement of the community and not to its detriment, or to the supervision of constituted authority4 Education in the African continent is one of the interesting subjects, historians deal with. For them, African education means the study of African past, cultural heritage and also all what they learn from each other in the present. According to Du Bois5, one of the most pressing problems facing peoples of African origin and descent and humanity as a whole is the problem of education. For him education is, by derivation and in fact, a drawing out of human powers. Education should at least involve essentially three things: first, a critical knowledge of the past, that is a critical study of the African as well as world history; the second is a question of culture, and lastly an understanding of present and future vital needs of not only continental and Diaspora Africans but also of humanity as a whole.6 3 -W.O. Lester-Smith, Education, London: Penguin books, 1957, p. 9 4 -Reiland
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