Has the coloured barrister failed? If so where? Certainly not in British examinations where brains and energy provide the only standard. I shall probably be told by the critic that he has failed in practice. If this be so, how is it that whenever a Crown case comes along the British Government promptly briefs leading native barristers?
DR. SAPARA OF LAGOS, A MEDICAL MAN IN THE SERVICE OF THE BRITISH GOVERNMENT.
(Dr. Sapara is endeavouring to persuade the natives to adopt attire more suited to Tropical Africa than the frock coat and silk hat of the European.)
Has the doctor failed? Again, where? Not in the English and Scotch hospitals, for he has frequently carried a higher degree than he finds amongst his European colleagues when he returns to the coast. That he is excluded from Government service proves nothing, except perhaps prejudice. It may be asked why in the Gold Coast colony the African medical man is allowed no place in Government service. We are told in reply, because white men, and more particularly their wives, would refuse to receive treatment at the hands of coloured medical men. This argument fails entirely when we remember that the majority of the hospital patients are not white, but coloured, and at present can only receive treatment from white doctors. Moreover, do we not know of white men, who, fearful of that rising temperature, that throbbing pulse, unable any longer to bear the suspense, have sent for a native medical attendant, and under his kindly treatment have recovered, in some cases to remember gladly the skill exhibited, but in others, alas, too easily to forget that they owe their lives to such tender ministrations.
THE NATIVE DOCTOR
Then, too, are there not to-day many white men on the coast who prefer native doctors—whose names I could mention—to the services of European medical men? Have we not heard and known of something still more eloquent—the calling in of native medical men to white women? Many a white merchant and Government official has taken out a delicate and highly-strung wife to assist him in his work, and almost every “coaster” knows how one of these heroic women was stretched upon, apparently, the last bed of sickness; the distracted husband had tried everything, had implored the white doctor to try something—it hardly mattered what—to give back health to the sufferer. Suddenly a thought occurred to him! The native doctor, fully qualified, was sent for and visited the patient, and then in consultation with his white colleague, other treatment was tried. Slowly the sick one fought her way back to life and health, and to this day the husband remembers to whom he owes the restoration of one who to him was everything—and this is no isolated case.
When death’s angel looks in at the window, which is pretty often in West Africa, race prejudice shamefacedly slinks out through the nearest doorway.
The administrator, the missionary, and the native, however, realize that the educational facilities at present at the disposal of the natives are not ideal; the march of progress has shown defects, and these must be remedied. If there is one administrative problem in British colonies important above another, surely it is that of education. In all things colonial, Great Britain has hitherto given a lead; let her maintain that proud tradition by appointing a commission to study the whole question of the education of the African peoples in her Equatorial possessions, with the object of ascertaining how far the Government may be able to secure a more even balance between the literary and technical training of the natives; how far it may be possible to so re-adjust existing systems as to avoid denationalization; how far it may be possible to extend that supremely important but largely neglected branch of education—practical agriculture.
EDUCATIONAL GRANTS