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b) to raise its academic level, as sooH' as possible, to at least
5th year of the Portuguese Secondary School System.  This was
correctly interpreted by the director and staff of the
Mozambique Institute as meaning that the school should as
soon as possible develop into an independent institution, with
its own curriculum, teaching in Portuguese, the official
language of Mozambique today, but maintaining sufficiently
high standards to enable the students to acquire equivalence
with other secondary school programmes elsewhere in the world.
But in order to achieve this the Mozambique Institute
had to undertake to carry out an ambitious programme of appeals
for aid from friendly governments, humanitarian organizations,
and church institutions for funds, equipment and"! qualified
personnel.  Until the end of 1966 the Institute depended for
most of its teaching staff on the better educated Africans
who from time to time came over as refugees, but none of whom
had any training whatsoever for secondary school teaching.
From the end of 1966 on it was necessary to acquire qualified
teachers in order to fulfill the new programme.
Fortunately the first year of the campaign for funds,
equipment and personnel was successful, far beyond our best
hopes.  Firstly, the Swedish programme for foreign aid, SIDA,
decided to increase its annual grants for the running costs
of the Mozambique Institute, including some extra funds for
covering part of the expenses for the preparation of upper
primary school children at Bagamoyo and Tunduru.  In 1967
the Danish Government gave a special grant to the Mozambique
Institute to enable it to pay for the construction of a new
block of building, thus, expanding classroom and dormitory
space and providing adequate quarters for the residence of the
teaching staff.  During the same year funds were pledged by
some religious and humanitarian organisations to meet the cost
of the building of two new structures: a student refectory and
a science laboratory.  The Government of the German Democratic
Republic offered to equip the new laboratory building v/ith
modern science furnishings and equipment.
Concerning the staff we hrve been equally fortunate in
having had positive responses from various sympathetic source?,
including the following: 1) From the Government of Czechoslovakia we received a teacher, Dr. Zdanek Kirschner, who helps
■ both the director of the Mozambique Institute end the secretary
of education of FRELIMO with educational planning and
programming; 2) the Government of India gave us Dr. Fernandes,
a physician who teaches biological sciences; 3) the Governraent
ofof the/German Democratic Republic gave us Mr. Joaquim Kindler
v/ho is a specialist in the teaching of the physical sciences,
and who, since his arrival late last year, has been working
on the reorganization of our science programme. 4) About two
years ago we received two teachers from the Presbyterian Church
of the United States, Mr. & Mrs. William Winter, who have
. since been teaching mathematics and geography.  The rest of
our teachers are either Mozambican refugees or temporary
volunteers.  Our hope is that finally all our teachers will be
Mozambicans.
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