A PLEA FOR THE NATIVE 411 
the familiar rolls of canvas hung down before me covered 
with the natural-history illustrations of my youth. The 
flowers, fishes, vegetables and animals of England were all 
there, after their well-known and somewhat inaccurately 
depicted sort of English! I wanted to see Uganda. ‘There 
was one concession only to the tropics, that I could see — 
an American alligator was made to do service for an African 
crocodile, a very different sort of saurian, indeed. 
I criticized these schoolroom posters then and there, 
but was told it would cost too much to reproduce the flowers, 
vegetables, or animals of the country. But the whole thing 
saddened me, for it showed to my mind a total lack of 
appreciation of the real education that these people need. 
A slight knowledge of drawing, a little clever use of the 
camera, might have made these fine schoolroom walls 
tell another and a far more interesting story to the boys 
who were one day to rule Uganda. 
III. Industrial education cannot be given to the nomad. 
Most true, and it is for that reason and in his own 
interests, that the East African must, therefore, for a long 
time to come, be firmly and wisely made to do what 
he ought to do. 
I know well that such a statement is at once greeted by 
indignant outcries. The philanthropists, the theorists, the 
public interested in East Africa but actually uninformed 
about it, will have none of it. The opponents of forced 
labour in any form and under any circumstances wax ignor- 
antly eloquent. But outcries do not alter facts. The man 
who is not fit to be his own master must be put under the 
mastership of someone else, or he will perish from the earth. 
Some sort of forced Iabour is absolutely necessary. No 
savage ever did (or ever will) in any age or in any land, work 
systematically unless he was obliged to. The African is no 
exception to the universal rule, and he must be made to 
work there not only to develop the country, but to save 
