410 THE LAND OF THE LION 
of the Waganda and allied tribes are receiving education 
at the missionaries’ hands. ‘These lads, aged from ten to 
eighteen, will shortly be men of commanding influence in 
the country. A fine new building lately opened by Mr. 
W. Churchill, is the schoolroom; the appearance of the 
boys is excellent; the atmosphere and discipline of the 
school evidently sound and good. But the education — 
is the three R’s. 
“You tell me,” I said, “that these lads will have the 
control of an immense part of Uganda. Why don’t you 
teach them interesting things about their own lands —its 
crops, its possibilities? Teach them to be mechanics, 
carpenters, good agriculturists. ‘Their method of farm- 
ing is rudimentary.” ‘Oh, Dr. Rainsford, we are fitting 
them for Government appointments. Their lands and 
their cattle do not interest them as they used to do.” I 
fully admit the need of finding among the Waganda young 
men fitted to be clerks and government officials in a small 
way. As the railroad enters, as English government 
machinery becomes more complex, such a class of young 
men will be of great value. He will keep the Goanese and 
Hindi officials out of the country, a matter of great impor- 
tance. 
But Uganda is to-day and always will be a food pro- 
ducing country, capable of feeding untold millions of people. 
It is only cultivated in spots. Its rich surface has only been 
scratched. If its owners lose interest in the land, it is in their 
own fortune, in their own future, they are losing interest. 
It is a glorious land, nota white man’s country, to be sure, but 
among the very richest of all the lands of the earth; and in 
the world-scramble that is ours to-day, such a land can only 
be left to a people that recognizes its value and is prepared 
to develop it by patient toil and intelligent resourcefulness. 
As I looked round those fine schoolroom walls, I recog- 
nized many an old acquaintance of days long gone by: 
