appalled by the difficulties, not least of which was that of compressing it within the 45 minutes which your rules allow. Having no claim to be an expertor even an anthropologist--but being merely an administrative amateur who has to use the conclusions of the specialists, it seemed to me best to adopt the synthetic approach, taking and leaving it at leisure the gifts of the great authorities who have devoted fruitful lives to the study of the problems hidden beneath the innocuous title of this address. I have tried to make reverend use of their conclusions, and what I have to say is intended to be neither dogmatic nor original. From the authorities, from Malinowski to Dr. Carothers, Mr. T. R. Batten, Dr. Oldham, and many others I have gleaned much information which will, I hope, give some clarity to the picture I want to present. Nothing I am about to say is intended to be derogatory to the African or inspired by anything more than sympathy with his difficulties and aspirations. To begin with education. The question arises: Is the African able to profit by the European form of higher education, and, if he gets it, where and to what purpose is he going to use it ? Obviously this depends on the economic, political, and social pattern envisaged for the country concerned; and the continent of Africa contains a wide variety of peoples and diversity of cultures. The relatively homogeneous areas of the Gold Coast and Nigeria are so different from the multi-racial areas of East, Central and South Africa. It is interesting to note that the education of the African has advanced further than anywhere else in the Union of South Africa. I have recently been reading a most illuminating article in Optima, the quarterly magazine of the Anglo American Corporation, by Dr. Malherbe, Principal and Vice-Chancellor of the University of Natal. He tells us that in the Union practically all European, Asiatic, and Coloured children of school age are receiving education, and that a little more than half of the African children of school age are at school-the lack of buildings and trained teachers being responsible for the last figures. In passing, one might note that for the Indian population in South Africa 50 times as much per head is spent by the Union Government on their education as in India, and that four times as high a percentage of the Indian population in South Africa goes to a university as in India. Let us look at the African figures. There are 1,200,000 non-Europeans at school and college, and of these 35,000 are receiving secondary education