The Forbidden Fruit

This work focuses on Christian missionaries’ education in Gusii, western Kenya, between 1909 and 1963. It examines the socio-economic and educational aspects of Gusii society in the pre-Christian period. A key observation is that traditional African education was practical, mnemonic, and real; it was worthwhile for the culture of Abagusii. The missionaries introduced a largely theoretical education that was alien to Gusii. Missionaries, through condemnation of the ways of life of Abagusii, inflicted a deadly blow to traditional education. Gusii educational processes (e.g. rites of passage such as circumcision) and venues of education (e.g. ebisarate) were termed ‘heathen’. Colonial government support for missionary education further weakened indigenous ways and practices, rendering traditional Gusii education helpless. The alien education destroyed traditional structures and systems, and enabled the first modern elite classes to emerge. It produced clerical and administrative cadres for the colonial administration, in addition to commercial and political elites. Mission schools, further, produced teachers who, though not well educated, spread and planted modern education in Gusii society. All this submerged old elites: the rainmakers, medicine men, seers, and others. The actions of missionaries and the colonial government shaped Gusii society anew. Their impact on Gusii culture, economy, healthcare and administration, among others, was irreversible. What would have been the trajectory in Gusii had the foreigners integrated indigenous education into their schemes? To what degree would Gusii society, its culture and knowledge have been preserved? How prominent, for instance, would indigenous ways of life (e.g. medicine) be part of modern Gusii society?