Abstract
THIS PAPER examines the introduction and growth of state-supported schools in two German colonies in Africa, Kamerun and Deutsch Ostafrika;2 describes African reaction to and utilization of them; assesses, from the colonial perspective, why such schools were introduced and what they were intended to accomplish; and examines the reasons for their differential development. It demonstrates that these schools were, for their time and in contrast to those of the major colonial powers, surprisingly effective. This success is explained, it is argued, by the German insistence on schooling's allocative function: the German colonial administrator was less interested in making the African into a quasi-German than in having at hand Africans capable of German definitions of work.
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