Liberia: Description, History, Problems

by Frederick Starr

Art. 5. But if the King and his head men fail to fulfill the conditions of the above agreement, then they will be under no obligations as a mission to give the above named articles.

Francis Burns, Preacher in Charge.
Philip Gross,		-	Tweh, his * mark,
Ney (his * mark),			Toboto, his * mark,
John Banks,			Twabo, his * mark,
Witnesses.			Twaah, his * mark,
			Ero-bawh, his * mark,
			Nywah-wah, his * mark.”

Of course this document is many years old. No doubt, however, the bad policy of paying chiefs for permission to establish schools in towns and for children who shall receive instruction is continued by the mission schools. Certainly, however, if the government develop its own plans of dealing with native chiefs for the encouragement of trade, it will be easy to do away with this idea of compensation for the tolerance of schools. Such native village schools as we have recommended should not attempt to do more than teach the elements of education; they should correspond to the primary schools in the system of public education for the nation; every teacher in charge of such schools should be expected to encourage boys and girls of exceptional promise and diligence, who do well in the village schools, to go up to the local “feeder”.

When we were in Monrovia, we were asked more than once whether it was best to remove Liberia College into the interior. It is the opinion of many that such removal should take place. The answer to the question depends entirely upon what is conceived to be the proper function of Liberia College. If it is to be an institution of higher education, if it is to aim at academic instruction and the development of able men for the filling of public positions, for professional life, for leadership, it would be a great mistake to move it. To remove such an institution into the interior would make it difficult for students from the settlements to attend the institution; if it were intended to meet the needs of natives, its removal would sound the death knell of its hopes; it could be located in the area of a single tribe only, and located in such an area, it would receive the patronage of but a single tribe. Recognizing the fact that the natives are actually tribesmen, if schools of higher grade than primary village schools are to be developed, with reference to them, there should be at least one school of higher instruction in every tribal area; such schools should be of a grade corresponding to our secondary or grammar schools. It is unlikely that any one will, for many years, think of the establishment of such higher schools in numbers sufficient for each tribal area to have one; while, theoretically the idea may be attractive, practically it is out of question. It would be entirely possible, however, for four good county schools of grammar grade to be established—one in each county; these should be in the country, not in the settlements. They should be open to both natives and Liberians, but it is to be supposed that their attendance would be largely, overwhelmingly indeed, native. These county schools should be thoroughly practical—they should combine book-work and manual-training; they should give instruction in trades and agriculture. They should be as well equipped and as well managed as the resources of the Republic will allow. They should be thorough and earnest, and should not attempt to undertake more than the exact work here suggested; they should be secondary—grammar—schools, and a part of their aim should be to fully acquaint every student attending them with the work and opportunities of the Higher Agricultural School, outside Monrovia, and Liberia College at the capital. The teachers should not attempt to force large numbers of their students to look for higher education, but should make them thoroughly acquainted with the fact that opportunities may be found in the Republic for it; the very few students of real promise, who desire education of higher grade, the teachers should encourage and direct toward the Higher Agricultural School and Liberia College; certainly the larger number of the boys should be directed toward the former—a select few of special promise in the direction of leadership, toward the latter.

For the general uplift, there is no question that the most important element in this scheme of education must be the Higher Agricultural School. It should be situated upon an experimental farm; it should be supplied with sufficient suitable buildings; it should combine literary and manual instruction. It should carry boys far enough to infuse them with ambition and vigor for an agricultural career. It should teach the methods demanded by the peculiar surroundings. Tropical agriculture in any country is still in its beginnings; scientific agriculture in Liberia is as yet non-existent; as rapidly as possible, the school should, through investigation and experiment, learn what is necessary for the locality. It will start with the benefit of blind experiments conducted through a period of almost a hundred years; it should, by twenty years of well-directed effort, work out the fundamental principles of successful agriculture. In such a school boys should be taught that hand labor is respectable and necessary; they should be taught equally how to plan, develop, and direct an enterprise. Coffee was at one time an important article of shipment; Liberian coffee had an excellent reputation throughout the world and commanded good prices; there were many creditable plantations which brought in good returns to their proprietors. Why has Liberian coffee ceased to pay? It is true that it has had to meet keen competition from countries where labor was plenty and under good control; it has had to meet in open market products which had been raised through subsidies paid by nations far wealthier; still, the chief reason why Liberian coffee no longer has the vogue which it once had is because it was badly handled, badly packed, and badly shipped. In the higher agricultural school one should be taught not only how to establish coffee plantations, but how to properly treat, prepare, and ship the produce. There was a time when many fields were planted with sugar-cane; there were many little local mills where the cane was crushed and molasses and sugar made; to-day it may be said that there is no cane industry in the Republic. Has the demand for sugar ceased? Has the soil lost the capacity of growing cane? Is not the decline in this industry due to time-losing, crude, and imperfect methods of production? Liberia seems well adapted to various domestic animals. Goats and sheep—the latter covered with hair, not wool—are seen on the streets of the national capital; when one gets back into the interior, cattle are found in native towns and in the district about Cape Palmas cattle are met with in the coast settlements. Yet fresh meat is difficult to secure in Monrovia; why? In the Higher Agricultural School definite investigation should be made of all native plant and animal possibilities; there are no doubt many forms of plant life which could be improved under proper cultivation and made to yield desirable materials for commerce or for national use; it is quite possible that some of the native animals could be utilized if kept and bred; it is certain that harmful animals can be controlled or totally destroyed. The experimental station in connection with the agricultural school should deal with all these matters. Of plants and animals which flourish in our own and other countries, some prosper and succeed on the west coast of Africa—others fail; many experiments have already been made in introducing plants and animals from the outside world into Liberia; much, however, still remains to be done in studying the possibilities. It is time that the experiments in this direction were wisely made by competent and educated investigators and that the period of blind and wasteful experimentation cease.

Liberia College, however, should remain at the capital city. It must be strengthened and developed. It should be a college, and if at present below grade—and it is below grade—it should be gradually worked up to a high standard. The nation will always need a higher institution of liberal culture; there is as much reason why there should be a genuine college in the black Republic, as there was why there should be a Harvard College in Massachusetts at the date of its foundation; in fact, there is more need of a college for Liberia than there was in Massachusetts for Harvard—Liberia has more serious and broader problems to deal with than the old colony of Massachusetts; she is an independent nation; she must have men competent by training to control the “ship of state” and to deal with the representatives of all the civilized nations on the globe.

One can easily understand, and to a degree sympathize with, the statement of Thomas in his little book upon West Africa, published a half century ago. He wrote shortly after the college was established. He says: “I regret to say that a college has been lately established in Liberia, the presidency of which has been conferred on President Roberts. I regret it, because it will involve an outlay that might be better used for common schools. It will send out, for years at least, men imperfectly learned, with the idea that they are scholars, and create a false standard of education. The present state of society has no demand for such a thing, the high schools already in operation being sufficient to supply teachers and professional men, and these are sufficiently patronized. A couple of manual labor schools somewhere in the interior would be vastly more useful. These things—academies dubbed colleges—are getting to be an evil among us in the states, and we are sorry to see our ebony off-shoot copying any of our defects.” We are all familiar with such criticisms and this line of argument, and of course they contain a germ of truth. But every young and developing community must have higher education, and we have indicated why the necessity in Liberia is urgent. From her population must come presidents, congressmen, cabinet officers of ability, diplomatic and political officials, and nothing below a college can produce the desirable supply.

In contrast to the statement of Mr. Thomas, we may quote two passages from Dr. Blyden—himself a negro, a Liberian, an official in Liberia College. At the dedication of the Institution, he said: “Why, then, should not Liberia, after forty years’ existence, having secured the confidence and respect of the aboriginal tribes, enjoy the means of superior education? The name College applied to this institution may seem ambitious; but it is not too early in our history to aim at such institutions. Of course we cannot expect that it will at once fulfill all the conditions of colleges in advanced countries, but it may come in time, as many American colleges have done, to grow into an institution of respectability and extensive usefulness.” Again, in the same address, he says: “Every country has its peculiar and particular characteristics. So has Liberia. From this fact, it has often been argued, that we need a peculiar kind of education; not so much colleges and high schools as other means which are more immediately and obviously connected with our progress. But to this we reply, ‘If we are a part of the human family, we have the same intellectual needs that other people have, and they must be supplied by the same means.’ It shows a painful ignorance of history, to consider the present state of things in Liberia as new and unprecedented in such a sense as to render dispensable those more important and fundamental means of improvement, which other countries have enjoyed. Mind is everywhere the same; and everywhere it receives character and formation from the same elemental principles. If it has been properly formed and has received a substantial character, it will work out its own calling, solve its own problems, achieve its own destiny.”

In other words, it is the old question between Tuskegee and Atlanta. In any broad and wise view both are equally essential.

Liberia College and the Higher Agricultural School will do more to develop a national spirit among the natives of the interior than any other single agency. From the native village schools boys will go out to the county “feeder”; there their ambition is stimulated; they come into contact with boys of other tribes; acquaintance and a generous and proper rivalry develops between them; each boy will feel that the credit and reputation of his people rests in him—he will feel that he is not inferior—he will strive to hold his own in legitimate fields of rivalry; from the county “feeder” the brightest, most ambitious, and best of the scholars will go up to the College or Agricultural School, both of which are national. There, in contact with the selected and best from every part of the Republic, from Liberians and natives alike, the native boys will come to know the national spirit; they will learn what Liberia means, they will comprehend its plans and hopes; they will be prepared to assist in its development and to protect its rights.