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One of the most preplexing and most pressing problems that certain European governments face today is the education of their colonial subj ects. The problem is most complex, and its many aspects are often contradictory. But, however complex and contradictory the problem may be, it can no longer be ignored nor await solution. Procrastination has long been the order of the day and has served only to aggravate a situation in which tension has been increasing for at least a century. The breaking point is near at hand; and as native peoples become more articulate widespread revolt becomes a dangerous and unpleasant reality. Kenya is a case in point. It is most difficult to discuss the problem of education, and the eventualand inevitable-independence of native peoples objectively and critically. There are diverse points of view as to what is best for the natives held by the European governments involved, their citizens, the press, capitalists, missionaries, educators, as well as the natives. The instances are rare that the natives themselves have been consulted as to what they thought was best for them. And even when their spokesmen were consulted-and historically these spokesmen have been hand-picked-their counsel has seldom been heeded. Representatives of each

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