PART 11.
education, rather than to force an agricultural education upon them.
The best way to gain their confidence was obviously to produce
something of practical usefulness. This was difficult because of their
small holdings and because of their intimate knowledge of agricultural
practice. The most useful thing was to introduce improved strains of
crops. They found the native seeds very mixed. By analysis,
purification and subsequent distribution they had established their
prestige amongst the natives. Even then, it was found that the
demand for agricultural education was practically nil. He did not
know how matters would eventuate in India, but a few experimental
schools had been established. Further progress would depend on the
success or otherwise of the experiment. He thought that Bast Africa
was on a different footing and that if a genuine demand for agricultural
education by the natives themselves could be created, it was aimost
certain to succeed.
Mr. KIRKHAM supported Mr. Milligan’s views ang in so doing
referred to the education of Arabs and Swahilis in Zanizbar. He said
that the Africans of Zanzibar had been much longer in contact with
civilisation than any natives of the Bast African Territories and that
they found that the African was precisely like the Indian in that he
wants immediately to become a clerk. While he was very much in
favour of improving native agriculture, he thought the term
** Agricultural Education ”’ was rather dangerous, because it meant
giving a little knowledge of agriculture under a lot of distracting
education which took the native away from his agricultural pursuits.
He was perfectly sure that they would, after receiving this education,
refuse to soil their hands with anything other than ink. He thought
it was better to have civilisation before education. To start
““ educating *’ savages would do no good.
THE CHAIRMAN (Mr. Holm) said that he was sure that they
all appreciated very much the views that Mr. Milligan had given them.
He would, however, like to emphasise the point so far as the
educational effort in Kenya was concerned. He had indicated that
the effort of the Department was mainly directed to the training of
native agricultural instructors and not to the training of a large
number of Africans who were simply going back to the Reserves. The
teaching of Agriculture in the village schools was the concern of the
Education Department. It was fol very strongly that, among an
agricultural people, it was right and proper that some agricultural
instruction should be given in the native village schools. He was glad
to be able to say that an effort for the improvement of native
agricuiture in Kenya was being made. They were issuing in bulk
quantities improved seed of different kinds and in several directions
progress was being made, but in a new service of that kind experience
had to be gained.
On the Chairman’s suggestion, a Committee, consisting of Messrs.
Wortley, Kirby, Simpson, and the Chairman (Mr. Holm) was
appointed to draft a conclusion.
The following conclusion was submitted by the Committee and
unanimously adopted ; —
(a) It is desired to impress upon the Governments of East Africa
the great importance of a pronounced agricultural bias being
given to the education of Africans in these territories. where

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