opportunity clear for faith to test itself against mountains, a spirit of adventure adding zest to the air; the facts of life faced with pure simplicity, its mysteries of birth explored in the plant and animal worlds; Christian forms of Native customs making for the discipline of early manhood and womanhood; intercourse between young people of both sexes a happy natural part of life; chivalry taught not by injunction but by letting the strong taste the joy of caring for the weak; mother-love and mothercraft as an introduction to holy motherhood; private prayer, communion with God and his united worship as the central privilege of each day—all this set in an atmosphere of hard work in classroom, workshop, garden and playing field—if such equipment there be—linked at every turn with community life, soaked in the lore of Africa—this is the sort of school where African sons and daughters of the prophets might be trained as leaders for the future.
There are such schools in Africa. Why are there not many more?
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