Opening ParagraphFor many years British administrators and others concerned with the developing countries of tropical Africa have criticized Western-type schooling introduced there for what they believe to have been its bad effects on the life of rural peoples. They have complained that such schooling is prejudicial to rural life, since it produces a distaste for agriculture and leads to a drift from the land. They say it promotes in schoolchildren a desire to be clerks or white-collar workers and, because of their schooling, they develop a strong dislike for manual work and a reluctance to soil their hands with physical labour. They assert that these values inculcated by Western schooling lead finally to an almost complete rejection of rural life, a contempt for agriculture, and therefore to a decrease in rural productivity. Finally, they maintain that this is particularly serious in view of the fact that, as far as we can see at present, many African countries will have to depend on agriculture and the land for a long time to come, for it is only through such dependence that it seems likely that they will achieve economic viability which will be an important factor in making a success of political independence.