6. In pursuing this policy, the Government was influenced by the following considerations: A system of Government schools would have entailed either the engagement of a large staff of British masters, whose recruitment--if the right type were to be obtained-presented almost insuperable difficulties and involved expenditure out of all proportion to the needs of the situation, or the utilisation of Sudanese teachers trained in the Mahometan areas of the Northern Sudan. The latter method would, of course, have been contrary to the general policy in that it would have introduced Islam at a most vulnerable point. 7. The Rejaf Language Conference held in April 1928, though convened primarily to discuss the problems of orthography and languages, marks a definite stage in the progress of our educa tional policy for the south. The adoption of the recommendation of that conference for a uniform orthography and the development of certain group languages for use in schools really postulated a continuation of the system of recognition of the mission schools, for without the co-operation of those in charge of these schools the attainment of these objects would have been almost impossible. It may, therefore, be said that the conference set the seal on the experimental policy of the preceding years. In the two years subsequent to the conference, educational grants to missions were substantially increased, and the preparation of school text books in the new orthography for the various group languages taken in hand. A linguistic expert was engaged in 1929 to advise on the production of grammars and vocabularies for the use of officials and missionaries. 8. Our main purpose in the south is to spread education of an elementary type by means of vernacular schools and to make the young men useful members of the society to which they belong, fitting them to compete with the changing conditions of a life which, as trade develops and communications improve, must be constantly subject to novel impacts. |