BRITISH AND GERMAN EAST AFRICA, AND UGANDA 119 
year provided for 14 Europeans on the staff of the Educa- 
tional Department. “There were already 99 government 
schools, 10 of which were principal schools and the remainder 
elementary; and provision had been made also to build 20 
more elementary schools during that year. The number of 
pupils in attendance at the principal schools in 1913 was 
2394, and at the elementary schools 3706. There were also 
108,550 children on the registers of the 1832 schools con- 
ducted by the missionary Societies.” ! 
The Akidas were for the most part Arabs or Swahilis who 
were given extensive powers as local administrators and 
magistrates. As there were only 79 European officials to 
supervise the diverse activities of government over 384,000 
square miles, it is not surprising that these native rulers, 
wielding great powers among tribes who were usually alien 
to them, were frequently arbitrary and oppressive. The 
Germans often punished by flogging, and though they 
abolished the slave trade and in 1905 decreed the freedom of 
all children thereafter borne by slaves, they only regulated 
and did not abolish the system of domestic slavery. The 
Germans earlier expected to develop the territory mainly 
through European plantations, but in the last years of their 
rule they came to see that in some districts they had alien- 
ated too much land to Europeans and had not reserved 
! Report on the Tanganyika Territory — at end of 1920. Brit. Parl. 
Papers, 1921, Tanganyika Territory, cd. 1428, pp. 40-41. The report com- 
ments on the results of the German educational work as follows: “The re- 
sults of their system are to-day evident in the large number of natives 
scattered throughout the country who are able to read and write; and it 
must be admitted that the degree of usefulness to the Administration of 
the natives of the Tanganyika Territory is in advance of that which one has 
been accustomed to associate with British African Protectorates. Whereas 
the British official may often have had to risk the mutilation of his instruc- 
Lions by having to send them verbally, the late German system has made 
it possible to communicate in writing with every Akida and village head- 
man, and in turn to receive from him reports written in Swahili.”