XXIII 
EDUCATION 
22 7 
decision causes satisfaction to the European, intense 
dissatisfaction to the Eurasian, and an infinity of the 
most disagreeable work to the Education Board. It 
has been the onerous duty of the latter to judge of the 
pedigree of the various candidates for admission to the 
European school. As far as I know, the task has so 
far been carried out without bloodshed. The great 
hardship lies in the fact that refusal of admission 
brands a child for life, however white his skin. Many 
children of mixed origin are perfectly white, but may 
have a brother or sister very much the reverse. I 
recall an occasion when a furious and tearful lady 
brought three children to certain members of the 
Board with the indignant query, “ How can you deny 
entry to your school of white angels like these ? ” 
There was, however, left behind another angel of 
distinctly murky appearance, or, to speak plainly, as 
black as one’s hat. 
A fair, reasonable, and satisfactory solution is hard, 
if not impossible to find. Many at home may say 
“ solve the difficulty by sending them all to one school.” 
They would not, however, find one per cent, of Euro¬ 
peans in Africa who would for one moment agree with 
them. Those Eurasians who have the chance might 
be well advised to stay west of Suez ! 
The schools for Indians and Eurasians are equally 
good of their kind. The younger children are taught in 
the vernacular, and though a good many people object to 
this practice with some show of reason, it undoubtedly 
not only saves time, but is almost essential with our 
present limited resources. 
The education of the Dutch colony on the Uasin 
Guishu plateau has caused considerable difficulty. This 
colony are as a class miserably poor and ignorant, nor 
Q 2 
