CENPA-194~10 |
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. • \ 4. "There is some misconduct on the part of. some officials of the Party and Institute." 4 I do not know what is exactly meant by "misconduct" here. If by misconduct is meant that the Petitioners described as giving pregnancies to* girls, and for which one specific charge was made against one member of the Central Committee, I also should like to say that the case is still under investigation. The girl who made the accusation is still abroad. Before leaving for practical training that girl v/as already working within the struggle of FRELIMO and had already had another baby from another man. It is not correct therefore for the Petitioners to give the impression that the girl was a student at the Mozambique Institute during the time she became pregnant. 5» "The Mozambique Institute impedes more than it increases the education of the Mozambican children." • •'•»■ This we believe to be the direct result of Father Gwenjere's analysis, and sirtce we have already commented upon it earlier we do not feel as if we should repeat our comments here. ; l 7m "The students also demand that English replace Portuguese as the official language and medium'cf instruction." This question goes directly to the core of the very existence • of the Institute. In order to shorten my remarks in this connection I shall limit myself to quoting what I wrote in my Memorandum to ;'■ the Second Vice-President. The very idea of having the Mozambique Institute was originally to help Mozambican refugee students who had some beginning in secondary education in Mozambique to bridge the gap, both academic and linguistic, which exists between secondary education in Portugal and elsewhere in the world. Later on, we discovered that teaching the secondary school subjects in Portuguese while the student is learning English expedites•the learning prodess and the preparation of the student for higher education. It takes more than one year to teach a child English before he can be able to understand the language sufficiently to follow courses taught in it. Besides, we are preparing our children to fit into life back in Mozambique during and after the liberation struggle, and so far the official language of Mozambique is Portuguese, in the same way that the official language of many independent African states today as French or English, except where the iocal language is accepted by all. Unfortunately Mozambique does not have the happy advantage of an African language such as ■ Swahili in Tanzania. I believe that aside from continuing to teach all subjects in Portuguese, the Institute ought to increase its < teaching of English, in accordance with its own stated programme. In view of the value of Swahili in East Africa and French in maiiy parts of Africa I would suggest that later on the Institute hire teachers to add these two important larguages to the curriculu. 8. "Resent the idea of being taught by white Portuguese teachers and other non-Africans." This again is an attitude which is diametrically opposed to our official policy and practice on racial matters. FRELIMO does I not judge people by the pigmentation of their skins. Rather it is •our policy that anybody who agrees with our position concerning colonialism, imperialism and racism as practised in Southern Africa is our ally and anybody who is against our position concerning these same things is our enemy, regardless of his color, race or religion. In the specific case of the Institute it is not by preference that we have so many white teachers including some Mozambicans of Portuguese origin. As we stated it before, lack of Mozambican ~ teachers is the main reason why we have so many foreign and national white teachers at the Mozambique Institute. Wc hope that as more of our students abroad complete their studies they will return to L .. ?:. :■•* ' * 1; . ~ j ^ •••>-• the ' _ ™ j- ->- ■ ■.■ML.JH KIMIi-IIM, J
Object Description
Title | Some considerations on the causes of the difficulties at the Mozambique Institute, 1968 Apr. 2 |
Description | Memorandum to: A.C.Mwingira, Chairman, Commission on the Mozambique Institute, Dar es Salaam, Tanzania, from: Eduardo C. Mondlane, President of the Mozambique Liberation Front (FRELIMO). Contents: Purpose and development of the Institute since its inception (p. 1); Sources of the present difficulties (p. 3); Reaction of the leaders of FRELIMO to the students' uneasiness (p. 4); General background: A false conception of the educational policy of FRELIMO in Mozambique (p. 6); Father Gwentjere's conception of FRELIMO's education policy (p. 7); Accusations levelled against the Institute and FRELIMO (p. 8); Conclusion (p.11). |
Subject (lcsh) |
Nationalism -- Mozambique Self-determination, National Mozambique -- History Portugal -- Politics and government -- 1933-1974 |
Geographic Subject (Country) | Mozambique |
Geographic Subject (Continent) | Africa |
Geographic Coordinates | -18.6696821,35.5273356 |
Coverage date | 1963/1968-02 |
Creator | Mondlane, Eduardo C. |
Publisher (of the Digital Version) | University of Southern California. Libraries |
Recipient | A.C.Mwingira, Chairman, Commission on the Mozambique Institute, Dar es Salaam, Tanzania |
Date created | 1968-04-02 |
Type | texts |
Format | 11 p. |
Format (aat) | memorandums |
Language | English |
Contributing entity | University of Southern California |
Part of collection | Emerging Nationalism in Portuguese Africa, 1959-1965 |
Part of subcollection | Mozambique Collection |
Rights | The University of Southern California has licensed the rights to this material from the Aluka initiative of Ithaka Harbors, Inc., a non-profit Delaware corporation whose address is 151 East 61st Street, New York, NY 10021 |
Physical access | Original archive is at the Boeckmann Center for Iberian and Latin American Studies. Send requests to address or e-mail given. Phone (213) 821-2366; fax (213) 740-2343. |
Repository Name | USC Libraries Special Collections |
Repository Address | Doheny Memorial Library, Los Angeles, CA 90089-0189 |
Repository Email | specol@usc.edu |
Filename | CENPA-194 |
Description
Title | CENPA-194~10 |
Filename | CENPA-194~10.tiff |
Full text | . • \ 4. "There is some misconduct on the part of. some officials of the Party and Institute." 4 I do not know what is exactly meant by "misconduct" here. If by misconduct is meant that the Petitioners described as giving pregnancies to* girls, and for which one specific charge was made against one member of the Central Committee, I also should like to say that the case is still under investigation. The girl who made the accusation is still abroad. Before leaving for practical training that girl v/as already working within the struggle of FRELIMO and had already had another baby from another man. It is not correct therefore for the Petitioners to give the impression that the girl was a student at the Mozambique Institute during the time she became pregnant. 5» "The Mozambique Institute impedes more than it increases the education of the Mozambican children." • •'•»■ This we believe to be the direct result of Father Gwenjere's analysis, and sirtce we have already commented upon it earlier we do not feel as if we should repeat our comments here. ; l 7m "The students also demand that English replace Portuguese as the official language and medium'cf instruction." This question goes directly to the core of the very existence • of the Institute. In order to shorten my remarks in this connection I shall limit myself to quoting what I wrote in my Memorandum to ;'■ the Second Vice-President. The very idea of having the Mozambique Institute was originally to help Mozambican refugee students who had some beginning in secondary education in Mozambique to bridge the gap, both academic and linguistic, which exists between secondary education in Portugal and elsewhere in the world. Later on, we discovered that teaching the secondary school subjects in Portuguese while the student is learning English expedites•the learning prodess and the preparation of the student for higher education. It takes more than one year to teach a child English before he can be able to understand the language sufficiently to follow courses taught in it. Besides, we are preparing our children to fit into life back in Mozambique during and after the liberation struggle, and so far the official language of Mozambique is Portuguese, in the same way that the official language of many independent African states today as French or English, except where the iocal language is accepted by all. Unfortunately Mozambique does not have the happy advantage of an African language such as ■ Swahili in Tanzania. I believe that aside from continuing to teach all subjects in Portuguese, the Institute ought to increase its < teaching of English, in accordance with its own stated programme. In view of the value of Swahili in East Africa and French in maiiy parts of Africa I would suggest that later on the Institute hire teachers to add these two important larguages to the curriculu. 8. "Resent the idea of being taught by white Portuguese teachers and other non-Africans." This again is an attitude which is diametrically opposed to our official policy and practice on racial matters. FRELIMO does I not judge people by the pigmentation of their skins. Rather it is •our policy that anybody who agrees with our position concerning colonialism, imperialism and racism as practised in Southern Africa is our ally and anybody who is against our position concerning these same things is our enemy, regardless of his color, race or religion. In the specific case of the Institute it is not by preference that we have so many white teachers including some Mozambicans of Portuguese origin. As we stated it before, lack of Mozambican ~ teachers is the main reason why we have so many foreign and national white teachers at the Mozambique Institute. Wc hope that as more of our students abroad complete their studies they will return to L .. ?:. :■•* ' * 1; . ~ j ^ •••>-• the ' _ ™ j- ->- ■ ■.■ML.JH KIMIi-IIM, J |
Archival file | Volume13/CENPA-194~10.tiff |