Your search within this document for 'mission' resulted in six matching pages.
1

“...Executive Council. The country wishes the popularly elected Assembly and the Executive Council well. Whatever the future may hold for the actors in this experiment, the past . indicates that the capacity which has brought the country to the present stage in its development derived mainly from school education, and that education has been provided very largely by Missions. Responsibility for three of the most important Ministries bas fallen on products of Mission schools: Kwame Nkrumah, Leader of Government Business, attended the Roman Catholic Mission School at Half-Assini and later taught in its College at Amissano; Kodjo Botsio, Minister of Education and Social Welfare, attended the Anglican Adisadel College; and Archie- Casely Hayford, Minister of Agriculture and Natural Resources, the Methodist School, Mfantsipim. Of the members of the Assembly who have already given indications of ability to make an effective contribution, Dr. K. A. Busia, Old Boy of -Mfantsipim, may be mentioned. Behind all...”
2

“...4 Tather than to design. Its strength, particularly in the Western Districts of the country (the field under consideration in this monograph) lies in the challenge of the responsibility which each church had to accept for the school which grew up within its orbit. Almost without any previous experience the struggling Church became responsible for the support and management of the school. In this way Mission education added to the capacity for responsibility which indigenous education fostered. The idea of Africanisation is not as new as it appears. High missionary mortality alone would have given rise to it even if there were not the persistent thought that the harvest truly was plenteous but the Jabourers were few. The beginnings ‘of the idea in action date from the work of Rev. Thomas Thompson, missionary of the Society for the Propagation of the Gospel. Education before Thompson’s Arrival X Prior to his arrival some simple instructicn in Reading nd the Catechism had...”
3

“...6 been founded in Copenhagen in 1714, and been made the res- ponsibility of the state. But for all that the Danish Mission to the East Indies was not only initiated by two non-Danish missionaries from Germany, Ziegenbalg and Plutschau, but its spiritual direction continued to come from Halle in Germany. No more zest for the extension of work beyond the settlement was noticeable in Danish Christiansborg in the Gold Coast. Long after 1750 a resident Danish Chaplain, H. C. Monrad, recorded his support of the tradition he had inherited in no uncertain terms. He said that it was not right to regard the chaplain in the Gold Coast as missionary. He was a priest only to the local Europeans, the Mulattoes and Negroes who had been, to Europe and America and had been christened there. As far as he could ascertain it had never been the object of his stay to work for the conversion of the natives to Christianity. Little more than this could be expected at this time from sons of the Church in Denmark...”
4

“...Quaque to England to ensure that somebody would continue the work he had started. TWO CENTURIES LATER A hundred years after his arrival there were 21 boys’ and 4 girls’ schools in the Western half of the Colony, with Cape Coast as their centre. Of these the Wesleyan Methodist Mission were responsible for 20 boys’ and 4 girls’ schools with the total enrolment of 673 boys and 162 girls, while Government remained responsible for a boys’ school at Cape Coast. And it should be remembered that the Wesleyan Methodist Mission came to the Gold Coast in response to the invitation from two of the Old Boys of Thompson’s pupil, Philip Quaque. The work of the Mission in the West was now reinforced by the work of the Basel Mission in the East. Another hundred years later education by Missions (now including Roman Catholics, the African Methodist Episcopal...”
5

“...II Church, Salvation Army, as well as Anglo-Catholics, Methodists and Presbyterians) were providing 78 per cent of the education of the country, about 22 per cent being the responsibility of Government, Native Administration and other non-mission authorities. There is something even more important than the number of schools and pupils. By providing generations of men and women with the ability to read, write and speak-a world language, educa- tion by Missions has widened the horizon of the people of the Gold Coast (more quickly than it would otherwise have been possible) to embrace in varying degrees certain assumptions which have grown out of the world’s experiment in living. These assumptions about the world and life are gaining wide acceptance not because they are carefully thought out but because the general drift of social development make people ready to accept them. They sometimes contradict one another; and action based on them could be quite bewildering for a young nation like...”
6

“...as a necessary part of the machinery of government and the idea of self-help in a cash economy are two contributions of Missions, which a ‘ paternal’ civil Government could not make. CONCLUSION * A great tree has indeed sprung from the small grain of seed” which Thompson sowed. © One important branch of the tree is the new Legislative Assembly. Behind it is the tradition of Mission education which a long line of workers have endeavoured to give since the days of Thomas Thompson. Another important branch is the Church in the Gold Coast which has rapidly replaced the Missions of the past. The Methodist Mission has given place to the Methodist Church under its own elected Chairman. The Basel and Pres- byterian Missions to the Presbyterian Church under its own Moderator. The Gold Coast Vicariate to the Archdiocese of the Gold Coast under its own Archbishop, while the English Missionary Diocese of the Gold Coast has become part of the New Province of West Africa also under its own Archbishop...”