Interwar Schools and the Development of African History in French West Africa

Abstract

This paper focuses on the history curriculum in the schools of French West Africa in the period from 1918 to 1938. Specifically, it investigates the frames used to investigate the past, the sources for the generation of historical data, and the substance and interpretation of history taught in the schools. Written histories of the vast territories of Afrique Occidentale Française (AOF) for the most part were impelled by the development of schooling under colonial rule. Pedagogues and politicians alike could not conceive of education that did not convey a sense of the past. J.L. Monod, a school inspector and author of several texts for AOF's schools, stated: “It is necessary that native youth know the history of their own ancestors and the transformations that we have brought [about] in their own country.” Countless curriculum guides and educational legislation of the interwar years echoed these sentiments.While history was to have a place in the schools, written texts that would form the basis for instruction were all but non-existent. As the schools expanded, both in the number of students they reached and in the years of education offered, schoolmen grappled with the rather complicated task of creating history. The issues those in the interwar years faced are ones that still confound historians of Africa: what defines the search for the past; what constitutes data about the past; and finally, what interpretations of the past can be made. The first of these issues, perhaps, was the most thorny in the interwar years for the most obvious frames were those that essentially denied the past and that derived from French political boundaries of AOF, colonie, or cercle. This initial formulation led to the questioning of whether more appropriate frames for creating history were available on other geographical, cultural, or political terms whose shape differed radically from those of the interwar years.