THE ROLE OF cunmorou come: In THE
DEVELOPMENT OF mam

Thesis far {he {30ng 05 Ed. D.
MKHEGAN STATE UNW‘ERSWY
Melvin Ju$iinian Mason

1965

 

315315

This is to certify that the
thesis entitled

The Role of Cuttington College in the DeveIOpment
of Liberia. ’

presented bg

Me lvin Ma son

has been accepted towards fulfillment
of the requirements for

Ed.D Education

degree in

Date __.lul¥_2.9_,_J

0-169

ABSTRACT

THE ROLE OF CUTTINGTON COLLEGE IN THE
DEVELOPMENT OF LIBERIA

by Melvin Justinian Mason

Statement of the Problem

 

This study identifies and describes the causes which
led to the founding of Liberia and Cuttington College. The
description included (1) enslaving Africans in the Americas,
(2) repatriation of freed Negroes in the United States to
West Africa, (3) early and later problems Liberia encountered
both internally and internationally, (A) Liberia's resources,
development, and need for high—level manpower, and (5) the
establishment and growth of Cuttington College.

This study was undertaken to determine (1) in what
ways and to what extent Cuttington College had responded
to national need for trained manpower in the development of
Liberia, and (2) to explore ways in which further contri-
butions can be made by the college.

The study was historical, descriptive, and analytical

in nature.

Securing the Data

 

Primary sources of data included government reports

and studies, annual reports of the president of Cuttington

Melvin Justian Mason

College and other documents from the archives of the college,
interviews by the writer with Bishop B. W. Harris, who
reopened Cuttington, and Dr. Christain E. Baker, President
of Cuttington College, and unpublished studies and materials
filed in the Sherrill Knox Library of the Episcopal Church
Headquarters in New York. Secondary sources included books
on Liberia, others related to the subject in general, and

various articles pertinent to the study.

Major Findings of the Study

 

Liberia's need for high—level manpower was in the
crucial areas of education, agriculture, economics, business
administration, science, engineering, medicine, and public
health.

Cuttington College played a distinctive role in the
development of Liberia. During its first forty years the
college provided a basic education which enabled graduates
to enter law, economics, and other professions while others
became farmers, educators, and church leaders. Since its
reopening in 1949 the college has contributed 190
graduates to the manpower need for national development.
Areas and distribution of graduates by per cent were:
education 43.6, government services including agriculture,
public works, foreign service, and others 14.3, enrollment
in graduate and professional schools 18.6, Church Ministry

5.7, all other areas including health, banking, and

Melvin Justinian Mason

business 18.1. Cuttington has also contributed to manpower
need through its extension program, by making available its
facilities for conferences and workshops, and by helping to
upgrade public school teachers during Vacation School at
the college.

On the basis of these research findings, the improve—
ment and expansion of Cuttington College's academic program
in the areas of teaching, research, and service are clearly

indicated.

THE ROLE OF CUTTINGTON COLLEGE IN THE

DEVELOPMENT OF LIBERIA

By

Melvin Justinian Mason

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION

College of Education

1965

Copyright by
MELVIN JUSTINIAN MASON

1966

ACKNOWLEDGMENTS

The writer extends his thanks and appreciation to the
Episcopal Church, through Bishop B. W. Harris and the Rev.
Dr. Claude L. Pickens, Jr., for granting him the scholarship
for the two years of study.

Appreciation is also extended to Dr. Christain E.
Baker, President of Cuttington College, for granting the
writer a sabbatical year, a year of leave of absence, and
for his interest and encouragement.

To Dr. Troy L. Stearns, his major professor, the
writer expresses gratefulness for his understanding,
encouragement, and scholarly leadership in directing this
study from its initial planning to its completion.

For their inspiration and helpful suggestions the
writer is indebted to the other members of his guidance
committee: Dr. Charles A. Blackman, Dr. Edward B. Blackman,
and Dr. James R. Hooker.

Particular thanks go to his wife, Marie, for her
care and encouragement, and to Bindu, Fulkra, and Ansu, who
did not quite understand, but who will see more of Uncle

and Dad since the ”Big Black Book” is now completed.

TABLE OF CONTENTS

ACKNOWLEDGMENTS . .

LIST OF ILLUSTRATIONS

LIST OF APPENDICES . . . . . . . . . . .
Chapter
I. DESCRIPTION OF THE PROBLEM AND METHOD OF

RESEARCH . . . . . . . . . . . .
Statement of the Problem. . . . . . .
The Method of Research . . . . . . .
Sources of Data. . . . . . . .
Organization of the Study . . . . . .

II. REVIEW OF THE LITERATURE

Liberia . . . . . . . . .
Cuttington College. . . . . . . . .

III. AN HISTORICAL AND CULTURAL BACKGROUND OF
LIBERIA . . . . . . . . . . .

Geography and Climate. .
Political Organization and Administration
Cultural Development . . . . . . .
Economic Development .

The Development of the Liberian Coast Prior

to 1822. . . . . .
The Founding of Modern Liberia. . . .
The Colonial Period. 1822— 1839 . . .

The Commonwealth Period: 1939—19A7 .
A Century of Independence: 18A7-19A7
International Relations . .
Internal Affairs . . .

National Developments Since 19A? . . . .
High— Level Manpower Needs . . . . .
Summary . . . . .

iii

Page

ii

vi

}._.|

O\ JEWMH

Chapter

IV. THE EVOLUTION AND GROWTH OF CUTTINGTON COLLEGE
Cuttington College: 1889-19P9
Cuttingtcn College: 19A8-l9o5
The Academic Program. . .
Summary

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS.
Summary .
Conclusions.
Recommendations

BIBLIOGRAPHY.

APPENDICES

iv

.IST OF ILLUSTRATIONS
Figure Page
1. Map of Liberia showing toundary encroachments . A7

2. The Episcopal Church in Liberia . . . . . . lOO

Appendix
A.

B.

LIST OF APPENDICES

Liberian Commerce . . .

1910 Educational Statistics Obtained from
Edwin Barclay's Annual Report

Information Collected by the Phelps—Stokes
Commission to Africa: 1921 . .

Public School Budget, 1926

Number of Schools in Operation within the
Republic, 1925

Statistics on Higher Education. . . . .
Summary . . . . . . . . . . . . .
Comparative Statistics, l952—196A.

Current and Estimated 1906 Employment by
Occupation and Industry——l961 .

Summary of Findings, High-Level Manpower
Survey--1961

Principals and Other Teachers in Epiphany Hall

Staff-—1912

Enrollment at Cuttington College, 19A9—1965

Summary of Students Registered--Cuttington
College and Divinity School .

l9BO—-The First Board of Trustees.
Administrative Officers
The Trustees.

vi

167
169
169
170

172

181

Appendix

Page

Administrative Officers . . . . ., . . . 181
196A Board of Trustees . . . . . . . . 182
Administrative Officers . . . . . . . . 182

J. Chronological Events . . . . . . . . . 184

vii

THE ROLE OF CUTTINGTON COLLEGE IN THE

DEVELOPMENT OF LIBERIA

By

Melvin Justinian Mason

Submitted t
Michigan State Uni .--1 ,
in partial fulfillmert c‘ *b— requiir
for the derree of

CTCTQP or L"WFVWT'N
D‘J \ .L U‘ Q‘ ~/-Jl“.¢_4.‘J.V

College of Educatinn

CHAPTER I
DESCRIPTION OF THE PROBLEM AND
METHOD OF RESEARCH

Cuttington College was founded in 1889 at Cape Palmas,
Liberia, by Bishop Samuel David Ferguson of the Protestant
Episcopal Church. The college was named in honor of Mr.
Robert Fulton Cutting, Treasurer of the board of Missions in
the United States, who gave the initial $5,000.00 to the

Bishop for the purpose of establishing ”a manual 1&bOP farm,

(‘1‘

which would afford opportunity for the practical instruc ion
of the boys in the mission schools and at the same time serve
. H1
as a pattern for others.
Cuttington College soon achieved an enviable reputation
for its scholastic standards and for the accomplishment of
its graduates, but was closed in 1939 because of finanaial
difficulties. Bishop Bravid W. Harris relocated and

r opened the college in 19A9, and it has shown continuous

 

 

gEINmtii SlilCE.
3
Statement of the Problem

The purpose of this study is .3 determine in what

ways and to what extent Cuttington College has res;o'oed
° "1' - l‘;‘ a f ‘I “spa ~ r,-Y *7. ,1 ' .1' 1.:4L,,',\

lEdwin B. Rice, ’lne Story oi up phahy hall, Clttlugia ,
- o .— _ o "1 o , H "\' V *’\ ,— vr r . '\‘v _‘-_ wt“) 0 ‘ a" .‘7
Liberia, Alrica (M nograpn, Henry Inox Sheriill Litraly

0
New York, 1913), p. 9

to the national need for trained manpower in the deveIOpment
of Liberia, and to explore ways in which further contributions.
can be made by Cuttington College.

In an evolving Liberian society, both the country and
Cuttington College have undergone continual changes. It
is, therefore, an inherent part of this study to identify
selected changes in the deveIOpment of Liberia and in
Cuttington College and to ascertain on these bases the
extent to which the college has responded both in the

past and at the present time.

The Method of Research

 

This study is focused on two areas. The first is
the need for trained manpower in selected fundamental
areas of national development. Although there are many
areas of need, the writer will discuss only certain crucia-
ones as identified by the Liberian Government and as pore
ceived by himself.

Cuttington College is the second area of focus. ihe
evolution of the college is traced with particular attest: n
to the changes in the curriculum and the fac ors whicn
caused the changes. The graduates of Cuttington College

”a

will be classified according to their training ant presen;

L4

occupation. An attempt will be made to discover and
explain how the graduates have fitted into the vacuum 0
needed manpower. Finally, an analysis Will be made of it:

existing curriculum of Cuttington. The purpose is to

determine in which of the previously identified needed
areas the college can most adequately supply graduates.
The method of research used is a combination of

the historical, descriptive, and analytical.

Sources of Data

Primary sources of data include government reports
and studies; the annual reports of the President of
Cuttington College, minutes of the faculty meetings of
the college, and copies of the college bulletin and other
related material from the college records; an interview
with Dr. Christian E. Baker, president of the college,
during a visit to the U.S.A. in February 1965, and inter—
views with other persons who have been closely aSsociated
with the college.

Secondary sources, used primarily for background
information, include books on Liberia, others related to
Lthe subject in general, and numerous magazine articles
related to the study. Only books with original material
on Liberia are used. Particular attention is given to
data which deal with manpower and education, and the

of higher education in a democratic society.

"3
O
H
(0

Finally, the writer‘s personal knowledge and experia

ence at the college in the capacities of a student for

four years, and later as an instructor and administrator
are drawn upon.2
The chief limitations of this study are due to the
brevity of some of the available government reports;
insufficiency of research on Liberia, until very recently;
the paucity of original, reliable, and comprehensive
publications on Liberia; the absence of comprehensive

records at the alumni office at Cuttington College and

the lack of comprehensive manpower studies of Liberia.

Organization of the Study
In Chapter I the writer has developed a brief

rationale for the study, stated his method of research
and sources of data, given the limitations of the study,
and described its organization. In Chapter II the

writer will review the literature dealing with the sub—
ject. Chapter III will be devoted to a brief description
of the historical and cultural background of Liberia, in
so far as it is pertinent to an understanding of the
accomplishments, resources, and needs of the country.

In Chapter IV the writer will trace the evolution of
Cuttington College, and will identify the role of its

graduates in the development of the country. An analysis

 

2Administrative positions held by the writer while
also teaching were: Registrar from July 1956 to December
1958; Dean of Men, 1959 and 1960, and Dean of Instruction
since 1961.

of the existing curriculum will be made in an attempt to
determine to what extent Cuttington College might more
adequately help fulfill the need for trained manpower in
national development, as identified in Chapter III.
Chapter V will contain the summary, conclusions, and

recommendations of the study.

(«1%.1131‘

RE”TEW OF TEE tiisawf HE

Liberia

 

 

Basic to an understanding of the evolution of
Cuttington College is a brief review of early European
contact with the present Liberian coast, the founding of
Liberia, and its growth and deve10pment.

Sir Harry Johnston,3 an eminent British historian
on Liberia, in his classic book Liberia, vividly described

the early explorations of Carthaginians, Normans, and

C)

enoese along the coast of present day Liberia between

1 B.C. and 1360 A.D. Following these eXplorers in 1A15

W
[\D

came the Portuguese, Dutch, French, and English, all of
whom carried on lucrative trade. Johnston recorded first
hand accounts of the Liberian coast by these traders and
discussed the slave trade.

The founding of modern Liberia, the difficulties and
problems accompanying its settlement, and causes leading

to its declaration of independence in l8A7 were forcefully

 

m , A H c , , - , -
portrayed by uohnston. He also included in the study
a discussion of the geography, cllrate uri rco .13 -1
3Sir Harry Johnston, Liberia, Vol. 1 (LthQn; gutghi-

son & Co., 1906), pp. 13—53.

ulbid., pp. 125—159.

ra.‘ nfall, the geology and minerals, and a classification
of the fauna and flora of the country.

Another work of considerable value is The Republic of

 

Liberia by R. C. F. Maugham. The author having relied

F‘.)

upon Sir Harry Johnston and others for some o his basic
information, narrated many of the same events as Johnstug.
However, based upon his personal knowledge and experience
as British Consul—General at Monrovia, Liberia, Maugham
‘cribed the country gene rally, gave a vlear account o?
the conditions of the Negro in the United States and

causes for hi

[1)

repatriation to Africa, and a descript 1c;
of the life of the pioneers from their early settlement
until independence was secured.5

Huberich, a distinguished American praot itio me of

international law, wrote the renowned Political and Legis~

 

lative History of Liberia. Like Johnston, he narrated the

 

early explorations c: the Liberian coast and the fa "fling

‘fi J. ‘ I\‘ A. I“ —~ ' " U '1 "n " \ .. ,’\ '\ ‘ f‘ F" l 9'
01 leeria. ti tonsioeiati: importance is his a-cil-t a-
‘ “ ‘ . ?- f: ‘ r- ,. r2 .. . v ‘- ‘ ’ . ' " ‘ a -'\ ‘. 1 4. ”.‘ . r- .7 I' r
the founding of sierra leore by .he British lei Literate»
G h P‘ _ ‘ 4“ F .‘0 r 1
AfFlCano, and En: ‘Fi.w:fl,e l the cd --‘: Si i urtje -
upor Americans who u~L-cen T‘ ttlve .n EColal ;”’U-"
Q" r‘ F C 1 ' ‘0: r rw A b 5, ~ 7 ‘- I. 1 ‘ m 'r‘, - . ‘ 1 n .~ Y) 4 ',~. (m r'~ v .\
on: ree Amofl an ”ogre. Eurtutlmp-€, hood.ihh :4*“ ;

 

 

 

R. C. P. Maugham, The Lepublic of lgge
George Allen and Unwin, Limited, l920), pp. 3?

 

 

6Charles H. Huberioh, The Political and Legi§:ati ‘
Histo ry of Liberia (New Yor : Central Book Company, L. .
L947), pp. l—lf.

documentary account of individuals like Paul Cuffe who
independently carried Free Negroes to Africa, the founding
of the American Colonization Society (ACS) in Washington,
D. C. in 1816, by Americans concerned with the problem

of the Free Negro in American polity, and the Society’s
appointment of the Reverend Samuel J. Mills and the
Reverend Ebenezer Burgess ”on a mission to explore a

part of the Western Coast of Africa, for the pur ose of
ascertaining the best situation which can be procured

for colonizing the free people of colour of the United
States . . ."7 He also brought to light the struggles
and difficulties the ACS had with the Federal Government,
gave a.biographical note of persons of influence and
importance in the founding of Liberia, and described the

administrations of Federal and Society agents of the Colony

of Liberia from 1822 to lo39, and of the Common ea] n of
Liheria from 1539 to 4847. The treaties made w13h the

natives, and the laws and constitution; of Liberia iron the

- 5 ~ ‘ " \ 4' 1% " 4 “ I.‘ ,' ‘-' ‘ "~ '1 v ‘ ' ‘
earliest settlem-n, to tLe estab-_snnent of to; kiti;
L l 5T“ l ,_ . - - - - ‘- r
were prese~t~l. lie appeho Gas or La-» t is : . a

n A . ' .. ’ ‘— _ ‘ ‘:‘ u‘ -. I‘ ' _ . ‘ r‘ ~ /\ ‘ ' X (A _: \
colony and the Acts to tIAZLLJVePHJF and Countimd

 

(
Finally three Liberian Historians, Henries,) Richard—

11 using Johnston as a resource, gave similar

son,10 and Yancy,
accounts of Liberia's origin. They, however, devoted much
time to the customs, culture, and attitudes of the indigenous
people toward the pioneers. Yancy discussed the four factors
he believed to have been the shaping forces of Liberia: (1)
the lack of pioneering spirit and initiative to migrate on
the part of the earliest colonists, (2) foreign aggressions,
intrigues, and the absolute disregard for Liberian authority,
(3) tribal or primitive problems of all types and complexi—
ties and (A) financial difficulties and entanglements. r

The growth and development of Liberia since 18A? is
described in a variety of publications of recent vintage.

Colel3 highlighted the development of Liberia in his
comprehensive review publication of 1962. He systematically

presented all phases of national organization, development,

and international relations from 18A? to the present.

 

 

9Doris Banks Henries, The Liberian Nation:' A Short
History (New York: Herman Jaffe, 1954), pp. 77484.
10

Nathaniel R. Richardson, Liberia's Past and Present
(London:. The Diplomatic Press and Publishing Co., 1959),
pp. 19-23.

llErnest J. Yancy, Historical Lights of Liberia's
Yesterday and Today (New York: Herman Jaffe, 195A),

w--—

ppv l77”187 -
12 _
Ibid., p. 18.
13Henry B. Cole (ed.), The Liberian Year

b o
N. V. Drukkerij, Patria (Amersfoort, Holland, 196
50.

 

'

 

10

,. - 14 . .
In 1926 Dr. James L. Sibley conducted a preliminary

survey of Liberia for all Protestant denominations with
branches in the country. In Education and Missions in
Liberia, Dr. Sibley gave an historical account of Liberia's
social and cultural, economic, educational, and physical
development. Included in the study were all aspects of
missionary endeavor. He also proposed recommendations for
improvement in the programs of missionary and educational
groups in Liberia.

In addition to the aforementioned writers, the national
and international problems Liberia faced were separately
discussed by Anderson and Marinelli.15 They dramatically
described the local Liberian wars between the colonists and
the natives, aggression and total disregard for Liberian
authority by some foreign powers, financial difficulties
necessitating foreign loans, the accusation by the League
of Nations of Liberia’s being engaged in slave trade, and
they elaborated upon the investigation by the International
Commission of Inquiry.

i6

Maugham also told of the success of agriculture during

the turn of the twentieth century, and how famous Liberia‘s

 

)
14James L. Sibley, ”Education and Missions in Lileria”

(Monograph, The Henry Knox Sherrill Library, Episcopal
Church Center: New York, 1926), pp. 107—109.

, 15R. Earl Anderson, Liberia: America's African Friend
(Chapel Hill—University of North Carolina Press, 1952),

pp. 96wl25; Lawrence A. Marinelli, The New Liberia (New York:
Frederick A. Praeger, 196A), pp. 38—52.

16

 

Maugham, op. cit., pp. 107-15A.

ll

exports were before the period of decline. A record of 1910
customs tariff was included in the volume, and he suggested
ways for improving production and reviving exports. Yancy‘7

argued that prior to World War II the terh commerce in its

broadest meaning today could not have been applied to the

(D

i I

trade carried on in Liberia. Additional proof of the d. line
of agriculture between 1920 and 19AM was reflected by the
first Secretary of Agriculture and Commerce of Liberia,

J. W. Cooper, in the 1956 Guide for the National Agri ultur:

 

18
Fair, when he said that agriculture had been given a
stagnant secondary place in national deve10pment until l9AA
when a department of agriculture and commerc was established.
Concern for the future develcpment of agriculture and
. . L 19 “A
forestry was expressed by Dr. A. W. Gibson - in “observes
tions and Recommendations Relative to Agriculture and

Forestry.” He recommended that a college of agriculture be

est tablished at the University of Liberia, and that it be

 

 

 

 

combined with the existing College of Forestr . Ether
recommendations pertained to clcs cooperation beLWeeR tr:
Department of Agriculture and Commerc and the propose}
I . ’ /
*‘Yancy, on. c1t., op. lot-7o.
18_ . . A l L .
Lepartment oi Agriculture and to merce, i_§wuu1fiH
for tre National Agriculture Fair, 1956 (London' The
Diplomatic Press), p. 7.
19 .
A. W. Gibson, "Observ ations and Recommenui.;;nc
Relative to Agriculture and Forestry," in a report of
a Survey Cf the University of Liberia (Ithaca, New York"
Cornell University, 1960), pp. 112—113.

12

College of Agriculture in extension and research activities.
He also suggested that an American University team of con—
sultants with experiences in various areas of agriculture
be obtained to assist in establishing the college of agri—

culture. President William V. S. Tubman20

continually
emphasized the need to develop agriculture and pointed out
its role in the development of the country.
Recent studies relative to current growth and

development in Liberia have been reported by Anderson,

21 . I
Hempstone, and Marinelli. Anderson discussed the establish—
ment of the Firestone Rubber Company and its favorable
effects upon the entire economic life of the nation. The
importance in building the Robertsfield International Airport
and the Free Port of Monrovia during the last war, and the
opening up of the Bomi Hills iron ore mine afterwards was

also pointed out.

line Operilloorilloli v F—statlls‘hec 1J1 -94 “:n _ en
fore‘gn C3p1”&1 and te fn*:al lllA—ro to inJest in 11: _
to help e‘o‘ore d'J ue.el:t tle itural “C la” ~C cf L:
:O‘” “J. -re ,.c‘eso ‘I t .: toii“y at-r :.v5 5 —’
tn‘.tJ—eig:t :cn,toilt s 11 LJ-C:r protectio , _°Cl C-
minirg, agricultural production, a nestit _ciis.-;ee, C.

other e«: onomi enterprises, and the national economic and

O

 

 

20"“ - r ‘ r“ ‘ 1 c 1 r“ - '1
:. Reginald :ownsenu (ed.), Freeioent 95m3213;
Libegia §goaks (Lon don: Consolidated ress, 1954), pp. ;.w:-,
109—106; 154 ff.
2-

Anderson, gp_m cit. o. 131.

13

developmental benefits gained were separately discussed by

Marinelli22 in his previously named book and by Smith

Hempstone in ”Love of LibertyH in The New Africa.23 Both

 

of these writers dealt with the Unification Program whi:h
has united the indigenous tribes and the descendents of the
pioneers into one national fabric.

On the international scene Henries, Yancy, and Mari—
nelli discussed the interest and role of Liberia in intere
national affairs and the basis for her participation.

The last of these three writers gave special emphasis to
Liberia’s influence and role on African Unity.

In relation to communication and transportation,

Yancy2i4 gave a history of communication services and told

of recent develOpments in radio, cable service, and improven

 

 

 

 

 

2: _
ments in newspapers. Richardson ’ described the estao' ish—
ment of air transport, expansion of the postal system, and
the efficiency of the new centralized communication center.

Early concern for education by the pioneers is s cw:
. _ .. . l - , 26 m
in a governmenoai study, hducation in Liberia. lne
development of education at all 19V e-s was d1: u\‘rl, ;‘*
CCMariHELLl, C‘Llc ?::|, 9p. E'B’78o
2
31bi1.
2A. ,
lancy, co. cit., p. 174.
ESR‘CF o mg '1 “
.Lblar) son, \J g C to, p. C570
26 ’1 0 V . 1 .‘ r
A opesial Committee, Education in Liberia
Liberia: Department of Education, 1954), pp. t, lCBff.

14

the role of the missionary groups in providing education in
the country was stressed as was transition of educational
support to government control during the late 1990's.

A good picture of the health condition and missionary
contributions since the turn of the century was given by

27 and Richardson.28

SCOGO,29 in its Pilot Survey of High-Level Manpower

Maugham

 

in Liberia, estimated the need for trained manpower in

 

every phase of national growth and development, and made

recommendations for economic development. An Economic Sure

 

7“
“J

vey of Liberia conducted in 1962 by Northwestern University”'

 

at Evanston, Illinois, U.S.A., gave a comprehensive account
of all phases of national growth and develOpment, but is

especially effective in its description of the development
potential of the Liberian economy, and the suggestions it

offered relative to the formulation and implementation of

economic policy and plans.

LI

.L

The 1969 Annual Report of the Director—General” of

 

the Office of National Planning gave valuable insight into

 

 

 

 

27
Maugnar, or. ’12., pt. 272—:o9.
28R4a} W5, < Ah gee .1 23b on:
J. LbllaLJbon, ix). 11.4., pp. Jj—‘dH/o
29th‘r-‘c to ~niWi ,. m A N r"\ A “ (\ V) - -~ I“
MyCDLal C~JHLL.A1DCLUI’1 on [101:01111C’n4 «EELJVl‘xIr J, 1".
Pilot Survey of high—Level Want ”er 1? Liberia, Monroxl ,
1961, pp. 11—10 to 11-41.
30 4.. .. T ‘ ~ f. ~' A ..-.. . .5 T‘ Ml“ ..-,.,
Northwestern Jniversity, Economic Survey oi olderla
(Evanston, Illinois: Northwestern University, 1963;, pp. gmf.

-1 _

5 J. Milton Weeks, Annual Report (Office of Nations,
Planning, Oct. 1, 1963 to Sept. SO, 1965, Monrovia, Liberia),
pp. 1—2Aa, 96—105, 113—114.

 

15

the general economic trends for the year, the general
development in all sectors of national life, and recommended

a portfolio of priority developments.

Cuttington College
Literature on Cuttington College is relatively scarce.
There is only one publication devoted entirely to the college.
However, a few other studies refer to Cuttington to a
limited extert.
32

last Lib rian President of

(I)

Dr. Fulton J. Dunbar,
Cuttinton College in 1928, in A QuarternCenten.ia1 Review

of Cuttington Collegiate and Divinity School, explained

 

the origins and growth of the college from 1888 to 1913.

Factors responsible for its establishment and the growing

(D

J
I'lVlI”31’l-

pains of the young college in a not very amicable

ment were described. Special attention was called to the

(0

r1a‘sica1 curriculum, the significant role

m

%
:5"
Q
U)
Fl
(1)
L

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0
:5
$1)
(

of the01ogy and agricul*lre, the high standards and prestige

of the college, and the interest and devotion o1 tron the

students and faculty. The writer age it ole: ttr“ a p ”grit

of scientific agricultur: ch leéc ed by an e n:rt ,"r u-—

turalist ard all students rdit required to pa1tlc ate 1 .
F‘Vaily, the crucial ”:71; ,i tre college .e‘- :r1.g*:

(1)
m
m
:3
,._)
93
Li.
(D
m
’ S
i
(T
'1

into focus and an appeal for assistanc

 

:22 u - .fl
“ Fulton J. Dunbar, A Quarter—Centennial Reviey_Cf

Cuttington Collegiate and Divinity School (Lagos, Nigerio‘
C.H.S. Press, 1914), pp. l—IO; 15—2j.

 

 

16

expressed the hope that in the future Cuttington College
would continue its important role in providing leadership
in Church and State.

Dr. Advertus A. Hoff33 in Higher Education for a

 

Changing Liberia reviewed the history of Liberia and

 

education at all levels from 1822 to 1956. In his analysis
Dr. Hoff identified the emerging needs in higher education
in Liberia in 1958. On the basis of observable trends an
current and future needs of the country, he enumerated and
described basic principles upon which the curriculum might
be further improved and develOped.

In addition, Dr. Ho ff dealt with the integration of
Liberian culture. He noted the secondary place of the
indigenous culture and urged the integration of it with
the western type culture. The leadership role of higher

education in this process, through research and writing,

2‘
m
0)

pointed out. He also explained the importance of a

distributive general education program.

Some of the factors responsible for th establishment

o 4. g n l .l ,1 , .. .. 1' on g, -
o1 Cuttirgton to lege were ols-lssed by Dr. “cIl, yd he

Q - A \ I v ‘ '- 7 - D ‘A -\ ,A » -~
dealt briezly mite the groxtn nu dovelOpTEUL l the ol-~gi

He gave a description of the classical curriculum, theologim

the student body and faculty,

 

33Adv ertus A. Hof i, "Higher Education fer a
Liberia" (unpublished dissertation, Teachers Colle
Columbia Uni iversity, New York, 1958), pp. 191, 2AA

(h

and the reputation of the college. Some reasons for tn
closing of the college in 1929 and its reestablishment
in 19A9 were given.

The author, in describing and analysing the development
of Cuttington College from 19A9 to 1957, pointed out two
major trends: the encouragement and beginning of inter—

cientific

U)

denominational participation and emphasis upon
agriculture in the curriculumjA

The writers of Education in Liberia gave a brief

 

account of Cuttington College from its opening in 1889 to
its closing in 1929. They also included a description of

the curriculum and the role of its graduates in society.

Brief mention was made of the reopening of Cuttington

College in 19A9 and its activities until 1959.35

Satisfaction with the agricultural program at Cutticgm
+— f‘ 1 16 .x 1'4" . —.
t:n college was expressed by Dr. A. W. GibsonJ in loser.a—
t:-ns and Recommendations Relative to Agriculture and

- H M ,, ~- .. . .,
:.-estry. He recommended that copperation between the

future College of Agriculture at the University of Libenla

 

f "‘ "" “ “ v1
onitn hempstone ' in To} ’ew ’*r_,l gal“ a la -lcc e
r- ‘17 “y W‘ '1 -
impression ‘1 Cuttltgton College. he wilte brieily a, on

 

 

A Special Committee, 0.. cit., pp. lélwlao.
A. W. GleJn, 0,130. Cito, pp. 11.2-1130

l
Hempstone, oo. cit., p, coo.

18

the faculty, the curriculum, and the eagerness of the
students to obtain a college education.

The AssoCiated Colleges of the Midwest (ACM),
composed of ten small liberal arts colleges located in
Minnesota, Wisconsin, Iowa, and Illinois, worked in
close cooperation upon projects and programs which an
ir di Vidual college cannot undertake. Desiring to give an
international flavor to its program, the ACM sent a survey
team to Africa in l962 to visit many colleges and recommend
one With which it would establish cooperation and render
possible assistance in areas of greatest need. Cuttington
College was recommended and selected, and a follow—up team

. - 3 8
was sent there in l965. A team's report, Opportunities

 

for Cooperative Educational Programs in Liberia, confirmed

chm—11¢.“ ~§*_ ‘— _--_--.. —_gW- MW“- 1""—

 

the selection of Cuttington College, candidly discus se:
the students, faculty, and administration, suggested areas
for coope Hat on, enurera ed the existing needs of the

college, and proposed ways in which tau tual assistan 2e might

be rendered.

studi d Tn se itc luded catalogs, presid—rtlai axnu i
reports to the board of Trustees, and also to the Convcoe is;

of the Liberian Churc., minutes of faculty and staif meetings.

 

 

 

38Helen Berwald and lvan Stone, Opportunities'f r
Cooperative Edu :ational Programs in Liberia, monograph
(Chicago, illinois: Associated Colleges of the Midws;‘
A ril, l963).

’U

l9

(- )

rep rts of the registrar, and of the business manager.

la

LA

ya
.L

O

(1‘
H)

(D

renoes studied were those documents relative

(D
*3

to Cuttington College as found in the Sherrill Library of
the National Council in New York City, and some documents

obtained from private sources.

CHAPTER III

AN HISTORICAL AND CULTURAL BACKGROUND OF LIBERIA

Geography and Climate

 

The Republic of Liberia, on the west coast of Africa,
lies between A and 8 degrees, north latitude and 7 and 11
degrees, west longitude. The country occupies part of the
tip of the great West African bulge which is closer to South
America than any other part of Africa. Liberia has an area
of 43,000 square rmtha and a population of one and a half
million. The interior of the country extends to about 8
degrees and 50’ north latitude. The Republic of Guinea
bounds Liberia at the north; 350 miles of almost un-
broken Atlantic Ocean coastline forms the southern
boundary. The Mano River separates Liberia from Sierra
Leone on the west, while the Cavalla River forms the east-
ern border between Liberia and the Ivory Coast.

Liberia is heavily drained by rivers from north to
south. Topographically, there are three distinct belts,
differentiated mainly by elevation and rainfall. A 350-
mile coastal halt extends about A0 miles inland and has
marshes, swamps, shallow lagoons, lakes, and sandy beaches.
Beyond is a great belt of high forests, from twenty to
sixty miles wide, the land rising abruptly. Rainfall is

less heavy than along the coastal area, but enough

20

21

for dense vegetation, thereby discouraging farming. Further
north along the borders of Guinea and Ivory Coast are the
high lands with elevations as high as 6,000 feet above sea
level. The ra llfall is less and the forest lends itself to
good farming.59

Liberia is close to the equator, but it does not have
an unhealthy hot and steaming tropical climate. The average
temperature is almost a constant 85 degree F. Rair"all is
heaviest along the coastal belt, averaging 130 to 230 ito‘
per year, but decreases gradually to 100 inchis or less
in the interior. Tiere at e two traditional seasors, the dry
and rainy. The former extends from November to April with
February and M rch being the hottest months during wh1ch
the temperature may rise to l20 degrees Fahrenheit. The
rainy season lasts from May to October with August and $ep~

tember being the coolest months. At times the temperature

-- - ho .
drops to a low 65 degrees r.'“ In recent years, however,
the two seasons have become more and more dilfitui. to

L1

4 l- 0 -, o _,y ‘ , . . - - A, ”a .,,,., .- 4 i .,. ,,,. .1 .‘1
.ltstihganxmi, be EMJSB trxare is €.h~1,; as tnmisaat an» ,,t cl

' _ . .0 _ . -‘ - . "H“, , .-.. ft .-
sunshine tiur ng the rainy seastn as welL as some -a1n an i;t

the dry season.

 

(, U

(J)
l
rs_.
_+._
Q

22

The rich soil and favorable climate provide a flora
in many respects typical of tropical Africa, but with its
own peculiar characteristics. Plants of edible, decor-
ative, medicinal, and commercial values are found in great
abundance. Over 250 species of both soft and hard wood
exist.. Exotic flowers, ferns, and other plants ranging
from a few inches in height toa giant height of 25 feet
grow abundantly.

The fauna is no less spectacular. Many tropical
animals are also common to Liberia, including elephants,
leopards, bush-cows, chimpanzees, monkeys, bats, and
several varieties of rodents and deer. Peculiar orly to
Liberia, and therefore in great demand in most of the world's
zoos, is the pygmy hippopOtamus.ul Over 200 Species of colorful
birds are seen everywhere, the most popular being the
"pepper bird.”

Liberia abounds in natural resources and contains the
world's richest iron ore deposits--65-7O per cent pure.
Other minerals known to exist in the country are gold, dia—
mond,ndca, manganese, bauxite, and a few others. The ever=
green timber forests also give Liberia a distinction on the
continent, and the possibility for a timber industry is

great.42

 

“locie, op. cit., pp. 15-17.

42Marinelli, o . cit., pp. 93-99.

23
Political Organization and Administration

The Republic of Liberial+3 became an independent State
on July 26, 18A7. The constitution is modelled after that
of the United States of America. The Government consists
of three separate coordinate branches: Legislative, Ex-
ecutive, and Judicial.

The Legislative Branch of the Government is composed
of the Senate with 18 senators, and the House of Representa—
tives with over 45 members. Two Senators are elected from
each of the nine counties for a term of 6 years. Each
member of the House of Representatives represents 10,000 per-
sons for a term of four years. The regular session of the
Legislature convenes on the second Monday of October of each
year and continues until March or April of the next year.
The House of Representatives elects a Speaker who presides
over its deliberations. The Vice President of the country
is the President of the Senate and he presides over its
activities.

The President of Liberia heads the Executive Branch of
the Government. He and the Vice—President are elected by
popular national vote. Their first term of office is eight
years, and they may be re—elected for succeeding terms of

four years.

 

43Cole, op, cit., pp. 19-54.

24

The President has a chosen cabinet composed of the Heads of
the 12 Government Departments. He is also Commander—in—Chief
of the Armed Forces and has many other responsibilities

and powers which are usually assigned to leaders in a democ-
racy.

The Judicial Branch of Government consists of three
courts, the judges of whom are appointed by the President
upon the approval of the Senate. The Supreme Court headed
by the Chief Justice is the highest Court of Appeal. The
Quarterly and Probate Courts compose the second group, and
finally the petty courts. The Supreme Court is composed
of the Chief Justice and four Associate Justices. T‘is
Court meets on the second Monday in March and again on
the second Monday in cctober. The length of session de~
perzli up.:: the «arses TAU be Ckafiided, CH?&1 sesslcnirmiy be
cercmiuaaeui to trxivliha the.;h»:ges Et shtcfi: rest twariod.

Id text a ;ls (iii idea; :JTZC) niine «:rurntjnes. eeu;h (hf twhixon

thus a EhipElfiigbelh’LY! .ai il<e CTLTEI EV"W‘YL13ll1LtOiH irretl

.. . ".2 ....- ,- '1 .‘ ~,— ._ ... . 7 . '; ‘ X . L1,. , . .‘ A i A _ -' .
oilinlaib leptepeht ¢-i C an “ES aha phdSUD Of EQVESEmEUt.

pointed by the President, upon

”11:, A
cultural Develoomeht

 

Liberian culture is a composite of cultures. It is
a blend of indigenous, American, and European cultures, and

yet to an extent they exist separately side by side. The

25

culture and customs of the original inhabitants remain much
the same as before the pioneers arrived. Descendents of the
pioneers have maintained the American culture brought by
their ancestors, and the influx of foreigners over the

years has added other aspects to the culture. It is inter-
esting to note the thoughts of the editor of the Liberian

Historical Review on this topic:

 

The history of Liberia goes far beyond the 140
years of its existence as a country. The religious in-
fluence of early Arab traders, the political reper-
cussions after the disappearance of ancient African
kingdoms, and the pillage of European explorers,
each left its mark on the culture of the early in—
habitants. An equally important factor is the
similarity yet unique features of the history,
culture and m.stoms of the 28 tribal groups of

this land. Other than the record of drums, arti-
facts and the “pokenlword, little has been recorded
about these irile +*

The twenty-eight tribes of Liberia rave lived
side by side for a long time. Their intermarriage, travel,

and close associn.Lor hare influenced each oth‘r. Al—

(I)

(I)

though all of the trib es ha.e some common features, ther

are differences in language and ethnic affinity, as well

 

as in ‘ultu e. istoms, social, industrial, and religious
l :7: . ~ _ _ _. ._ -_
habits.*/ L ..o or L -2Lguage miiar tics, these t’ 'es
il3]€ lueen t3 vitae} 1r.x) f tn*L*air; roiztxs, ”snide—T'nl,
All; ‘ - Jr- - I“ N m‘s .. 0 . O
Bertha B. AZ&I”.EO, ine Liberian His stor cal Review,

 

p.

V0.10 In film: 1 (,VEOI’II'OJI. , TJibeI‘iay. Dec. 1J{~)u),i p. 3.

T9Advertus A. Hoff A SLCrt History of Iiberia
lege azd the Utlversii of Liberia (Monrovia, Liberia:
oli

 

 

..___.--

da e1 Publica iol S Inc., I962 ), pp. 30-38.

 

26

Mande-fu, West Atlantic, and Kru, each group occupying
a different section of the country.46

The household is the unit of tribal society. A
number of families form a town, and several towns
inhabited by people of a common ancestry constitute a
clan, the political entity. AdministratiVely the Far—
mount Chief is the highest. He rules a chiefdom com-
posed of clans ruled by clan chiefs, and they rule the
towns, administered by townchiefs, who are assisted by
headmen and elders.

The art, crafts, and industry of these indigenous
citizens include weaving on looms, artistic designs on
leather bags, and other artifacts, the making of spears,
knives, trinkets, swords, and musical instruments,
among others. These activities have been carried on for
at least as long as there is recorded evidence of the
peoples activities.47

The binding forces of these people are their music
and dance, and their cultural societies. The Poro Society
for boys and the Sandee Society for girls exist in almost
every tribe. When a society does not exist, there is an
equivalent in some other form. .Tribal music and dances,

an essential part of the life of the tribe, now per-

vade the entire Liberian society.

 

M6Anderson, op. cit., p. 9.
47Yancy, op. cit., pp. 177-187,

27

These with acrobatic performances have become indispen-
sable in Liberia‘s cultural shows.

Western culture is obvious in the cities and towns,
especially along the coast. The activities of the people
reflect the mental, moral, spiritual, and social heritage
of Western civilization which the pioneers carried to
Africa. Descendents have assiduously maintained and
develOped this culture. The southern plantation style
of housing is still visible in cities and towns. The
official language is English and the official religion is
Christianity, although English is spoken and Christianity
is embraced by the minority. Modern architecture is being
imported and is becoming dominant. Social life is similar
to that in other foreign cities and towns such as New York,
Paris, Accra, Lagos and Abidjan, to mention a few. There
are social and religious organizations, as well as some
fraternal societies.

The integration of the indigenous and western cultures
is being encouraged and fostered by the governm nt, but
efforts are being made for the preservation of the music,
arts, dance, and other cultural aspects of the indigenous
people. The native style of dress is widespread and is
readily adopted by a large number of the populace. The
continual existence of the Poro and Sandee Societies,
sometimes called "Bush-Schools", is supported by the

government, but with a change in length and time of

28

initiation so that formal public education may be obtained
by all youth. The music, dance, art, crafts, and dress of
the indigenes have given Liberia an identity as an English-
speaking African nation, with Christianity as its official
religion.

The importance attached to this integrated culture is
evidenced by the government's establishment of several
Centers: "A Cultural Village” on the outskirts of Monrovia,
the capital, construction of a Cultural Education Center
at Klay, about thirty miles north—west of Monrovia, and
the erection of a Cultural Research Center in Cape Mount
County by the local inhabitants in honor of President
Tubman's sixty—eighth birthday in 1964. These and other
factors, inclusive in the Unification Programme, are
cementing both indigenous and Western cultures into a more
cohesive national culture, thereby giving Liberia a distinc-

tive cultural identity.

Economic Development

 

Agriculture is the mainstay of the economy of Liberia
with over eighty per cent of the peOple being engaged in
agricultural production. However, agriculture has usually
been on the subsistence level because of the lack of scien-
tific and technical knowledge. Only in 194A was a Depart—
ment of Agriculture and Commerce established and scientific

research and cultivation begun. Currently primary attention

is given to this phase of the economy. The establishment of
experiment stations, of a National Production Council
and the 1964 "Operations Production” are evidences of the
government's concern for the bedrock of the nation's
economy.

Although Liberia has many natural resources, they
were not well developed during the first hundred years.
The general fear was that conceding to foreign investors
would place the country in danger of being taken over and
controlled by foreigners. The basis for this fear was the
very unstable financial condition in which the country
often found itself. Concerning this situation Marinelli
said that all foreign capital was kept out in the belief
that this was the only way to safeguard the nation's
sovereignty.49

Since l944 when President Tubman enunciated his
Open Door Policy, some of the country‘s natural resources
have been developed with phenomenal investments by for-
eign capitalists.

Liberia's evergreen timber forests are distinctive

on the continent, and of the 250 species identified by

 

48Department of Agriculture and Commerce, The
Guide: National Agricultural Fair (Monrovia, Liberia, 1955),
P. 7. T

 

ugMarinelli, op. cit., p. 89.

30

the Yale University School of Forestry, 21 are useful for
furniture and interior trim; 27 for general carpentry, boxes,
and utility veneers; 20 for heavy and durable construction;
16 for tool handles, and 20 for wood pulp. Research further
estimates that from the six National Forests Reserves it is
possible to produce two billion board feet of saw timber
annually without depleting the supply. In addition, about
one billion board feet can be produced from timber concess-
ions and other forests exclusive of the forest reserves.
Some of these forests are now being felled by timber.
concessions.50

Mineral resources are even more pronounced. Liberia
has the world's richest deposits of pure iron ore of 60 to
70 per cent. No less than 635 million tons of high grade
iron ore are found in the country and much of this is being
developed. Other minerals known to exist are gold and
diamonds, which are being mined commercially; others include
mica, bauxite, manganese, and COpper.51 The progress in
economic development has raised the financial income and

general level Of living of the people from almost nothing

to about $100 per capita.

 

50Bureau of Information, Invest,_Trade, PrOSper with
Liberia (Monrovia, Liberia: Bureau of Information, Depart-
ment of State, 1957), p. 10.

 

SlMarinelli, Op. cit., p. 94.

31

The Development Of The Liberian Coast Prior to 1822

The land and people of this period have a unique
history. Guinea was the Portuguse name for the forested
southern half of West Africa. Liberia was a part of the
Guinea Coast which included the territory between present
day Sierra Leone and Ivory Coast. In particular Liberia was
called the Grain or Pepper Coast because of its abundant
supply of the Malagueta pepper.52

In addition to the original inhabitants centuries ago,
the area is believed to have been peopled

chiefly from the Niger Plateau on the north by that
black West African type of Negro which is so charac—
teristic of Equatorial Africa from Uganda westward

to the mouth of the Congo and the mouth of the Gambia.
These Negroes are of the same general type as

those of the whole West African littoral from

the regions south of the Gambia to Angola.

Historical evidence supports the existence of
political organizations composed of kings, princes, chiefs,
and headmen. Each ethnic group seemed to have composed a
kingdom ruled by a king whose army and subjects respected

authority, obeyed the law and leader, and fought in

defense of the king and territory.

 

I;
“2Roland Oliver, and J. D. Page, A Short History of

Africa (Baltimore, Maryland: Penguin Books, Inc., 19627,
pp. 102—111.

53

 

Johnston, op. cit., p. 14.

32

Agriculture and industry also flourished. Agriculture
was well developed and food was abundant. Therefore, most
of that which was needed was locally produced, except some
foreign products and beverages such as wine and randy.
However, the local beverage, palm wine, was and still is
produced from the bamboo, a plant of the palm family.

Cotton was widely grown and woven into cloth in alter-
nate stripes of blue and white. The finished product at-
tracted and impressed the Europeans, and they took some to
Portugal. On the other hand, the Africans had no knowledge
of nor experience in making woolen cloth. Thus European
cloth became an important import trade item.51+

Spiritualism, which stresses belief in the presence
of divine powers in both animate and inanimate objects,
was the dominant religion. Ancestor worship and witchcraft
were practiced.55 Many of the earlier religious practices
still exist in Liberia, even though Christianity and Islam
have become firmly rooted.

Records kept by early explorers indicate that the
culture of West Africa was rich and on a par with many other
civilizations of the time. Johnston cited John Snoek, an
early explorer, as having described the living quarters in

what is now present Monrovia in these words:

 

BuJohnston, op. cit., pp. 92-95.

55Yancy, op. cit., pp. 183-84.

33

The natives live in large houses containing two
or three apartments, in one of which buildings
as many as fifty or sixty men. women, and chil-

R6

dren were sleeping promiscuously./
European names assumed by native leaders and the

foreign languages learned by many of the people seemed
to have been the greatest cultural impact upon the West
Africans. Their own culture was well developed. John-
ston summarized the thinking of the time about West
African culture when he said:

Indeed, the whole impression one derives after

reading many books on West Africa, written in

Portuguese, Italian, French, Dutch, Elizabethan,

and Miltonian English, is that the native cul-

ture and social well-being of the Negroes of West

Africa from Cape Verde to the Niger Delta three

and four hundred years ago was superior in degree

to the condition of the same peoples in the

nineteenth century. The sanitary arrangements

of their towns were quite up to the level of sixteenth-

century EurOpe... Agriculture seems to have been

much more advanced than in present times, and the

quantities pf live-stock superior to their present

resources.5

Perhaps to an undetermined extent the way of life

of the people was changed or influenced by the infusion
of new ideas, the introduction of new plants, foreign
languages and trade, and later by the introduction of
Christianity from Portugal.

Early explorations of West Africa was made by Normans,

Genoese, Moors, and a few other explorers, but it was in

 

56Johnston, 99. cit., p. 91.

57Ibid, pp. 110-111.

-——.—

34

the early fourteenth century that trips were more frequent.
In 1444 Prince Henry of Portugal began trade along the
Guinea Coast and enjoyed the monopoly for fifty years.58
It was during this period of trade that the coast
of present day Liberia was reached in l461 by Pedro de
Sintra, a Portuguese. He travelled as far as Cape Mesurado
(Monrovia), where, by lighting fires, the natives conveyed
by its smoke, an unusual event——the arrival of the first
European ship. In keeping with the order to the king of
Portugal ”to bring a man of the last country they had
visited", Pedro seized one of the three Negro men who
boarded his ship and took him to Portugal,
The native was entertained and shown much of Lisbon.
The next year he returned to Africa with Pedro, who went
to Cape Palmas, stopping at the Cavalla River. During

this period of Portuguese commercial expansion and 13mll~cl

slaves were taken to Portugal and later to Spain in large
numbers, thereby beginning the slave trade 59

Howev r, in the seventeenth century French, English.
and Dutch traders replaced Portuguese traders, are even~

tually France and Etgland became masters of the A rican

 

 

Coast.

I: 8 . . . n o o r ‘

J Benjamin Brawley, A Social History oI th ameritiI
NGEPO (New York: The Macmillian Company, 92 1), ep. 3.

59Page and Oliver, op. cit., pp. 119-120.

 

35

Nevertheless, the Portuguese introduced most of the
foreign plants such as citrus, coconut, tobacco, and cass-
ava to West Africa. The major imports were manufactured
goods including mirrors, bracelets, clothing, and house-
hold utensils made of bronze, brass, and copper. Many
places named by the Portuguese still remain unchanged.

The major exports were ivory, gold, pepper, and slaves.

Trade in pepper assumed a very important position in
trading in the early days but with the discovery of the
route to India in the fifteenth century its importation to
Portugal was forbidden so that it would not compete with the
Indian trade. French and British trade brought about a
noticable increase in slave trade. Early settlements in the
Americas also provided a source of supply for slave labor.
As early as 15lO fifty Negroes were sent by Ferdinand of
Spain to Ovando, Governor of Hispaniola in the Americas.

As the demand for slaves increased slaves were captured and
bought on the African coast and shipped directly to the
Americas.60

For the first few years in North America slave trade

Was slow but later grew by leaps and bounds as slaves were

imported from Barbadoes and South America as well as from

 

6OBrawley, op. cit., pp. 4-9.

36

Africa. So rapid was the growth that in 1808 the United

States prohibited the importation of slaves.61

The Founding of Modern Liberia

 

The founding of Liberia is attributed to the Negro
Problem, an outgrowth of the evils of slavery in the United
States. The atrocities meted to the Negroes led to revolts
in the last decade of the eighteenth century and the first
two decades of the nineteenth century. Slavery no longer
was an issue; rather the large number of Negroes in the
country posed a problem to which a solution was sought.62

Consequently, some interested Americans felt that
giving freedom to the slave was not enough reparation:
he should be restored to the land of his fathers and resume
an existence in Africa as a Christian and an enlightened
propagator of civilization. This interest led to various
voluntary plans for colonization, including those of
William Thorton, Thomas Jefferson, James Monroe, and George
Washington, all of which failed.

Furthermore, several early attempts at voluntary col-
onization were tried, but with only poor results, In the
meanwhile, information of the success of the British

colonization of Sierra Leone was received in the United

 

61Huberich, op. cit., p. 116.

62Brawley, op. cit., pp. 116—11

37

States and became a significant in luencing factor upon
Elijah Caldwell and Robert Finley who proposed the organ-
ization of the American Colonization Society (ACS) in
December 1816. On January 1,1817, trelACS was constituted
with Bushrod Washington as President and other promi-

nent Americans as officers.63 Dr, Advertus Hoff said

that the major purposes of the Society were to ameliorate
the condition of the free people of color in the United
States, to found a free independent and Christian nation
in Africa, to aid in breaking up the inhuman foreign slave
trade, and to relieve the United States, gradually and

I
peaceably of the evils of domestic slavery,

From 1817 to 1831 the ACS remained a voluntary phil—
anthropic society, but because it was not well-defined
legally several bequests went to naught. On February 2Q,
1831, theACS was incorporated in Maryland, but in 1837 the
Society again found the charter inadequate and obtained a
new one.65

ctlon Was the torg.ess~

p)

The first evidence of Federal
ional Act of Néxmiii3,1819, authorizing the President at the

U.S. to remove, support, and safely Keep all N

(D
l 10
P‘\
Q
ix:
m
C
y
I

tattoes, and people of color beyond the limits c; the U.S.,

 

63Huberich, op. cit., pp, 5-18.

64Hoff, A Short History, op, cit., p. A.

 

55Huberich. 29. cit». pp. 23-25.

m

38

and to appoint an agent in Africa to receive such persons
captured upon the high seas.66
Immigration to West Africa was the next phase of the
founding of Liberia. Based upon the 1819 authorization
from Congress, on January 8, 1820, President James Monroe
appointed Samuel Bacon Principal Agent for the Federal
Government and John P. Bankson as his assistant. Secretary
John Smith Thompson of the Navy sent instructions of prepar-
ation for the Journey to Bacon and explained that as Agent,
his chief concern was the resettling of Africans captured
on the high seas and restoring them "to liberty and to
their country. . .and afford them comfort and protection
until they can be otherwise disposed of. ."67
At the same time the ACS appointed Dr. Samuel A.
Crozer as its sole Agent, chiefly responsible for the
entire welfare of the emigrants. He was in charge of the
supplies and goods, some of which were to be used to
negotiate for land with the African leaders.

Provisions, building materials and equipment, and

all necessities were loaded aboard the ship Elizabeth and on

 

February 6, 1820, the ship sailed with 88 selected emigrants

qualified in a specific vocation. The United States aided

 

Ibid., p. 68.

 

67Huberich, 0p. cit., pp. 74—75.-

39

in financing the preparation for the 30-day Journey to
Sierra Leone.

Upon their arrival on March 9 Governor McCarthy
tendered them a warm welcome but was not receptive to
their settlement. However, the governor arranged for
their sailing to Sherbro Island. Unfortunately, the
unhealthy climate and unfamilar food caused the death
of many, including the two agents. The few survivors
returned to Fourah Bay, Sierra Leone.68

The new agent, the Rev. Ephriam Bacon, arrived by
the Nautilus with 33 more emigrants in March 1820, and
after many failures to negotiate for land further down
the coast, on December 15, 1821, he bought Cape Mesurado,
making partial payment to the Kings of the island for a
deeded coastline 130 miles long and A0 miles wide. However,
the landing of the emigrants on the island was opposed and
the emigrants proceeded to the smaller nearby island. They
landed on January 7, 1822, now Liberia's Pioneers' Day. The

island is now called Providence Island. In June the emigrants

moved to the mainland because of the rainy season.

The Colonial Period: 1822-1839

 

The colonists settled down to hard work and began

laying the foundation of a nation for their posterity. Ten

 

68Johnston, op. cit., pp. 127-130.

no

agents administered the affairs of the colony during this
period, and.aJl.efforts were made to cope with the climate, to
repulse native attacks, and to provide the best available
services to the colonists.69 Relationsvmjflithe natives
improved, but attempts by the colonists to suppress the
slave trade interferred with the financial income of the
natives, thus causing hostility.7O
In addition, Cuban slave traders supplied the natives

with arms encouraging their attack upon the colonists. In
spite of this, the boundaries of the colony were extended,
but the tropical climate was the greatest enemy. Dr. Hoff
wrote:

The trying hostile climate and poor sanitary

and hygienic conditions, the total lack of

sewers, made disease an enemy more to be feared

than the hostile chiefs, and deadlier by far

than the slave traders who lingered around the

Cape and incited the tribesmen to make war on
the colonists.

Nevertheless,the colony grew and prospered though there
were internal disturbances. The intensity of internal unrest
caused the AC8 to send Mr. Ralph Gurley in 1824 to invest-
gate the affairs of the colony and to draw up a provisional

constitution, later called the Gurley Constitution.

 

69Brawley, opz cit., p. 185,
7OMaugham, op. cit., p. 38.

71Hoff, A Short History, op. cit., p. 11.

41

He named Mesurado Monrovia in honor of President
James Monroe of the U.S.A.

Concurrently in the United States some in—
dependent colonizing societies formed and began
sending out their own emigrants. Such settle-
ments posed an administrative problem for the soc—
ieties in the U.S. and the Agent in Africa. In
the U.S. the various societies organized a coordin—
ating Board of Managers in whom the power and authority
for colonizing in Liberia was vested. In Liberia the

settlements agreed to form a commonwealth.

The Commonwealth Period: 1839-1847

 

The development along the coast of settlements
other than Monrovia was the most important feature of
Liberia's history between 1828-1838, according to Ben—
Jamin Brawley. By gradual amendments of the constitu-
tion of 182A the power of the Society was curtailed and
that of the Agent increased. In 1836 an attempt by the
Vice-Agent, Anthony D. Williams, to form a federal state
or a league of the settlements failed. In July 1838 the
Society instructed Williams "to ascertain from the people
and forward to the Society a statement of such alterations
in the old constitution, as in their Judgment would be to

the present advantage of the Colony."72

#

72Huberich, op. cit., p. 639.

42

In a subsequent meeting of delegates from all
settlements the decision to draw up a new constitution
was made. This constitution was written by Professor
James Greenleaf of Harvard College and was adopted
Jointly by the several settlements. The constitution
united the Commonwealth under one centralized govern-
ment at Monrovia, with the executive powers invested in
a Governor and a Vice-Governor rather than an Agent.
Along'wiflnthese developments were the problems of wars
with the natives and dissention by some colonists, but
all of which were gradually suppressed, and the Common-
wealth prospered.73

Perhaps the issue which stimulated Liberia‘s in-
dependence more than anything else was the flouting of
the Commonwealth’s laws by British, French, and Spanish
traders, who held the monopoly of trade along the coast.
Governor Roberts levied an import duty of 6 per cent ad
valorem, but the merchants ignored this, claiming that
the Commonwealth was not a recognized country and there-
fore had no right to claim the territory and levy duty.
They were supported by British authorities in Sierra

Leone. Even England itself took the position of the

merchants and gave them full support in their activities.

 

73Yancy, Op. cit., p. 38.

43

Both France and England claimed a part of Liberia's terri-
tory. Under these and other provoking circumstances Li-
beria appealed to the A08 for protection and it to the
U.S. Government, but domestic affairs prevented the Fed—
eral government from taking the necessary steps in pro—
viding protection and aid to the Colony. Therefore, in
January 1846 the Commonwealth severed all relations with
the ACS which had expressed that it was time for Liberia
to handle her own affairs both foreign and domestic.7u
The founding of the Republic of Liberia became in-
evitable. It was clear to all that if the Commonwealth
was to survive, it must declare itself an independent
country. Accordingly, Governor Roberts submitted the
proposal for a declaration of independence to the Leg—
islative Council, and it was adopted on October 7, 1846,
by a large maJority. The colonists had not anticipated
such a move in earlier years and were unprepared for
independence, but of sheer necessity and because of their
love for liberty they assumed this responsbility. A
convention of eleven representatives was convened on
June 25, 1847, and on July 26 the Commonwealth declared
to the world:

We, the representatives ofthe people of the common-
wealth of Liberia, in convention assembled, invested

 

7uBrawley, Op, cit., p. 189.

 

44

with the authority of forming a new government,
relying upon the aid and protection of the

Great Arbiter of human events, do hereby in the
name and on behalf of the people of this Common-
wealth, publish and declare the said Commonwealth
a free, sovereign, and independent state, by the
name and title of the Republic of Liberia.

After giving an account of their suppressed and
miserable life in the United States, stating reasons for
their going to West Africa and summarizing the history
of Liberia, the convention made this appeal to the world:

Therefore, in the name of humanity, virtue and
religion, in the name of the great God, our

common Creator, we appeal to the nations of Christ-
endom, and earnestly and respectfully ask of them that
they will regard us with the sympathy and friendly
considerations to which the peculiarities of our
condition entitle us, and to that comity which

marks the friendly interepurse of the civilized and
independent communities.

A Century of Independence: 1847-1947

 

This appeal for recognition was soon granted, first
by Britian in 1848 and then by other European countries, and
finally by the United States. However, Liberia was not
regarded with ”sympathy and friendly considerations” by
all "the nations of Christendom.” The country's first
hundred years of existence was a struggle for the maintenance
of her independence as a sovereign state, it was evi-
dence of the determination and abilty (H? a young and weak

nation to withstand suppression and aggression by the

 

75Yancy, op. cit., p. 52.
76Ibid.

45

military strength of older and powerful nations, and .
it was a stern test of the ability of the Negro to rule
himself. Various circumstances such as boundary settle-
ments and loan negotiations pointed out the need for a
larger corps of intelligent and educated manpower to help
administer the affairs of government

Unfortunately, all of the problems which confronted
the Commonwealth were not solved before independence, and
therefore the young Republic was immediately faced with
them and also with newly developed ones. The two gen—
eral types of problems which the Liberian Government
faced were the problem of defending itself against
outside powers (international) and internal administra-
tion: problems relating to the administration of the

descendents of the pioneers and of the natives.77

International Relations

 

Early recOgnition of Liberia by Britain and other
European powers gave her a place in the comity of na-
tions. President Roberts travelled to Europe and es-
tablished and cemented good international relations.
Sir Harry Johnston said:

The United States withheld its own recognition:
for the extraordinary reason that in 1849 it was

feared if Liberia was recognized as an independ-
ent State, the United States would have to receive

77Raymond L. Buell, The Native Problem in Africa,
Vol. II (New York: The Macmilliam Company, 19287, p. 709.

46

at Washington a 'man of color' as the Liberian
envoy to the Great Republic. Such was the pre—
posterous color prejudice then in vague, that
this disability lasted until the great war be-
tween North and South in 1862....This treaty

of October 22nd, 1862, did not, as has sometimes
been thought, guarantee the independence of
Liberia, nor did it convey any distipct ass-
urance of United States protection.

One of the maJor international problems faced by
Liberia was encroachment upon her territory by Britain
and France. From 1860 to 1903 land dispute existed
between Britain and Liberia. Her western boundary
extended to the Sewa River, but a portion of land
about 100 miles long was forcibly taken by Britain who
fixed the western boundary to the Mano River. A nor~
thern fertile portion of the country was exchanged for
a dense and unproductive British-owned area of Sierra
Leone.79 (See the map on the following page.)

From 1891 to 1910 France also troubled Liberia
and seized much land. In 1891 France, having seen
how easily Britain gained Liberian territory, acted
unilaterally and took 60 miles of Liberian eastern coast
beginning at the San Pedro River and fixed the eastern
boundary at Cavalla, where it is today. Unfortunately
the Liberian representative did not know the definition

of the right and the left bank of a river as understood

78Johnston, op. cit., pp. 228,287-

79Anderson, Op. cit., pp. 74-76.

47

 

 

nounmmr MONUMENT R ! a? HP: F h

an iv Jam ANGLo—ustnun F E“ CH - ~—A

SMY IN “03

(9 \"“"" »°~- a“: ar-f' 1*.
(5‘k .. . 1.2.1 \wm-w—w- Famed-LIBERIA" economy
' . '- ~ . s .: ,q. mmr . Sums“? r
VV 3352223322142" ‘3:83":11"‘:::'::'3 ' 3: ~42 J “ 1:412: ‘41:"; 1‘6 (31:15. ment: 0
(3?. ' " PHESEM’ \
a ._ . 1

ED \ V ”z . \-

    
      
   
     

é

  

sk.t3 »K' tansfifwfiER 5‘5“
. I. ~ 1,). ‘

o

7

1)

.4

SKETCH MAP
SHOWING

BOUNDARY ENCROACHMENTS

mess
so

_. _. __.____._ ————..——————-——————————

D...

Source: R. Earl Anderson, Liberia: America's African Friend
(Chapel-Hill, North Carolina: University of North
Carolina Press, 1952), p. 89.

48

and applied by navigation, and he conceeded the nav-
igational right of the Cavalla River to France, rather
than to Liberia. This gross error demonstrated the
lack of an adequate corps of well educated manpower
to transact national affairs. In 1899, 2,000 square
miles of Liberian northern territory was claimed by
France on the basis of the "right of discovery."
Liberia had no military force to protect the area and
as a result she lost a large portion of the present
Nimba Iron Ore Mountain.80 By 1910 six hundred miles
of Liberia‘s coastland had been reduced to 350 and
75,000 square miles to 43,COO.

After the final boundary settlements Liberia
entered a period of internal development, but World
War I caused a great set back which had not been over-
come when the second war began.

The second major international problem Liberia
faced was foreign loans and their consequences. The
national economy declined between 1875 and 1914.
Liberia‘s basic economic crop, coffee, was finally
displaced from the world's market in 1895 by Brazalian
scientifically processed coffee.81 Business houses

closed for the lack of agricultural produce, farms were

 

80Yancy, op. cit., p. 84.

81James L. Sibley, and D. Westermann, Liberia Old
and New (New York: Doubleday, Doran and Co., Inc., 1928),

99- 90-91-

 

 

49

abandoned and many persons migrated to Monrovia in
search of jobs. Unemployment led to failure to pay
taxes.

Therefore,jj1l870 a loan of $500,000 was obtained
from British bankers and Liberia guaranteed her customs
revenues as the source of payment. Only about fifty
per cent of the loan was ever received by Liberia, and
payment was completed in 1913.82 Another British loan
was secured in 1906 through the Liberian Development
Company, and like the first loan, Liberia pledged her
customs revenue. The benefits from that loan were 15
miles of automobile road, one motor launch, and two
automobiles.83

Sibley and Westermann said:

Unfortunately, due to the lack of experience

on the part of officials in drawing up

agreements and administering funds, the 84
results turned out diastrously for the country.

Liberia had been frauded in two loan agreements, she
was plagued by a great domestic debt, Britain threatened
to seize control of the country and France attempted to

slice off another portion of the country. Under these

crucial circumstances Liberia appealed to the United

 

82Henries, op. cit., pp. 106-7.

83Yancy, loc. cit., pp. 105-106.

8l‘LSibley and Westermann, op. cit., p. 35.

50

States for help and protection. In 1909 an American
delegation was sent to Liberia to investigate national
conditions and to make recommendations. The most impor-
tant recommendation was that a loan be made to Liberia
for her to pay her domestic and foreign debts amounting to
$1,289,570.60.85

The loan was granted by American, German, French, and
British bankers, and each sent a representative on the
four-man receiver team. The terms of the loan stipulated
that Liberia‘s customs revenue be placed in a receivership
headed by a General Receiver, the Receiver be given
sweeping powers and be financial advisor to Liberia, and
that Liberia pay the salaries of the four-man receiver
team. This loan enabled Liberia to overcome her debts,
but was insufficient for post—war adjustments. Therefore
in 1926 a $5,000,000 00 loan was secured from the Finance
Corporation in the United States through arrangements by
Firestone Rubber Company, which obtained a 99-year lease
agreement with the Liberian government for the planting

of rubber.86

I r 1 ‘l "'1 . ’
Internal Azfairs

 

The efficient administration of the indigenous

population in the hinterland and the improvement of

 

85Starr, op. ci£., p. 206.

86Henries, op. cit., p. 129.

51

relations between those and the descendents of the
settlers along the coast was a great challenge to
the Liberian government. Buell indicated that the major
causes of native unrest, resentment, distrust, and even
revolt against government were disputes over land owner-
ship, the selfish intrigues of some unscrupulous citi-
zens, maladministration of District Commissioners, high
taxes without benefits and representation, and the ruth-
lessness of the soldiers.87
It is interesting to note that two schools of thought
existed concerning the role of the indigenous population
in nation building. Some leaders and citizens felt that
the building of a strong and unified nation had to include
the full participation, cooperation, and representation of
the indigenous people. There were others who disagreed,.b€-
lieving that a Western type of government could be di-
vorced from the natives of the land and their local culture.
Another internal area needing attention was the
development of adequate transportation and communication
which had been delayed because of the lack of funds and an
insufficient educated manpower.
Even in 1919 there were no roads; land transport was

by foot—trails, and transport of goods was confined to head

 

87Buell, op. cit., pp. 737—39.

52

loads, while individuals were carried by hammocks. The
first 13 miles of road were built from Monrovia to Pay-
nesville in 1919 by native hand laborers, using simple
tools.88 Summarizing national conditions in 1921 Braw-
ley said:

The country has as yet,however, no railroads,

no street car, no public schools, and no genuine

newspapers; nor are there any manufacturing or

other enterprises for the employment of young

men on a large scale.8

In 1923 President Charles D. B. King called the

chiefs together to deal with the building of roads. With
meager equipment the accomplishment in 1926 was 27 miles of
road connecting Monrovia and Careysburg, and later another
29 miles connected Kakata with Monrovia. During World War
11, under an agreement with the U.S., American Air Force
Engineers extended the road 75 miles thus connecting

Kakata and Gbarnga. After the war the Government construc—

ted 50 miles of road to the Guinea border at Ganta.

)

n bv water was easier

V
U

(’f
FL.
(I

On the otherlnmmd,transporti
and more frequently used, Since 1805 foreign shipping
lines maintained regular service between Liberia and

- ,. -. , -~-
.-.Y] (3% I- 01’. 3

other parts of the world. With an increase
and imports ship lines also increased thereby improving

transportation and trade. This progress necessitated

h—

88

Anderson, op. cit., pp. 155-57.

ggBrawley, op. cit., p. 208.

53

the building of a port at Monrovia. After the United
States entered World War II, sheconstructed the Free

Port of Monrovia chiefly ”for the protection of the
strategic interests of the United States of America in the
South Atlantic." The development of this port was a
boost to the nation’s economy.

Also built during the second world war and for
a similar reason as the Free Port of Monrovia, was
Robertsfield, now an international airport. These
two developments and the constructed road to Gbarnga
were major aids to the economic improvements of the
country. At the same time these accomplishments demon-
strated what a supply of trained and educated manpower
can doiknithe development of a country.

Communication was slowly developed both internally
and externally. There is no common language in Liberia,
although English is the official medium of communication.
As previously stated, the twenty—eight tribal groups
have their own dialects, and there is not one common to
all of them.

The earliest communication with the outside world
was by ship. Three to four weeks were required for a
ship to sail from Liberia to New York, and less time to
Europe. Early communication between Liberia and the
American Colonization Society was through mail by ship,

and that was very infrequent.

54

During the late 1920's and early 30's Mr. T.F.J.
Faulkner, an..American Negro immigrant, constructed and
efficiently operated a telephone system in Montserrado
and Bassa Counties.

In addition there were two cable stations, one
French and the other German, in Monrovia before World
War I. The former still operates, but the latter was
closed when Liberia declared war on Germany. Radio
stations were established during the administration of
President Charles D.B. King in the twenties and
thirties, and were improved upon under President Edwin
Barclay‘s tenure of office.90

Yancy states that there was not a Liberian press,
but adds that there have always been published a few
newspapers and periodicals. After the arrival of the
Firestone Rubber Company in Liberia in 1926, the country
was linked to Akron, Ohio, by short wave radio communi—
cation.

Moreover, in addition to ships providing trans-
portation and communication they also facilitated trade
and commerce. The government encouraged local trade
and it improved relations between inhabitants of the

‘coast and interior. The leading businessmen were the

 

goYancy, op. cit., pp. 172-75.

\31

English and Germans and they had begun extending their
business into the interior when World War I began.

Unfortunately, because of the war and the subsequent
unrest in 1916 the Liberian government suspended the right
of foreigners to establish business houses in the inter-
ior. As a result, the country had a sharp decline until
the law was repealed in 1923.91 In the meantime, however,
Liberians did not develop any substantiol trade. The
business economy awaited the return of foreigners, and
they have dominated Liberian business and economy since
1923.

Trade and commerce revived after the war and a per-
iod of progress followed until the depre581on of the
1930‘s92 when prices fell and did not improve until after
the second World War at which time the Free Port of
Monrovia was in full Operation.

However, the government had also sought other reans
of national development rather than depend only QLQL

trade and commerce. Eetween 1896 and 1920 the govesnren

y.)

attempted to develop the country through fore gm .apital
investments. Evidences of this effort were the granting
of mining r ght to the British composed Mining LOLpany or

Liberia in 1896, granting exclusive rubber rights to a

 

am.... --

 

nguell, pppmcit., pp. 77C-71.

r1“
1‘

l

7

I

2 . ' a “.- .fi _ - ‘ .-
9 See Appendix A for comrerc1al ir;ormation

1930.

56

London firm in 1894, the establishment of the West African
Gold Concessions, Limited in 1910, and the establishment
of the Firestone Rubber Company in 1926. The first and
third companies failed to raise the needed capital for
investment, the second planted and developed 1500 acres of
rubber at Mount Barclay, ten miles beyond Monrovia, but
later abandoned 1t.93 This plantation attracted Mr. Harvey
Firestone in 1924, and the overwhelming success of his
rubber experiment motivated his establishment of the
Firestone Rubber Company in Liberia.

The birth of this company in Liberia in 1926 was
the beginning of an era of prosperity, which the masses
did not realize at the time of negotiations. At first
Liberians were exceedingly skeptical of the Firestone
agreement and bitterly opposed it, fearing that Liberia
would lose her sovereignty. Clarence L. Simpson in his
Memoirs said:

.Although Firestone initially drove a hard
bargain his company's activities in the country
resulted eventually in considerable improvements
and contributed in a large measure to the pro-
gressive development of Liberia in many fields.9u-

By the vision, wisdom, and respect of both parties the

relations between the Firestone enterprises and

Liberia became a unique example of mutual assistance and

4

93Johnston, op. cit., pp. 286-300.

9uClarance L. Simpson, The Symgol of Liberia (London:
The Diplomatic Press and Publishing Company, 1961), p. 138.

57

confidence, and pointed the way to the future development
of the country through foreign capital investments.

Prior to the development of the nation's natural
resources by foreign capital investment, two major areas
of social services, public health and education, were
greatly neglected as a result of a poor national economy and
the lack of adequately trained personnel. Because of this,
religious bodies and philanthropic organizations from the
United States shouldered the major responsibility of
providing medical care and educational opportunities in
Liberia.

The Episcopalians established themselves in Cape
Palmas in the early 1840's and operated a medical center
before going to Cape Mount in the 1870's where they later
built St. Timothy's Hospital; the Lutherans went to
Liberia in 1862 and shortly afterward built, staffed, and
Operated the Phoebe Hospital at Harrisburg, and the
Methodists build the Ganta Hospital at Ganta at the turn
of the twentieth century. These pioneer medical centers bore
the medical burden until the government was able to
help provide medical care.

Public health efforts began in 1928 when President
C.D.B. King set up a Bureau of Public Health. He also
renovated the old German cable station (closed during the
1914 war) and converted it into the first government hos-

pital, the only one in Monrovia today. In 1930 President

58

Edwin Barclay transformed the Bureau of Public Health into
the Bureau of Health and Sanitation. Both foreign and
national doctors, trained abroad, staffed the hospital
and Bureau. When President Tubman took office in l9b4
the Bureau was dramatically improved and an American
medical advisory team was obtained to assist in devel-
oping a five-year plan in public health and sanitation.93
The other social service provided mostly by external
bodies was education. Mission schools were established
in villages and towns not distant from the coast, be-
cause inter—tribal wars and the lack of organized
authority made it dangerous for strangers to venture
into the hinterland. These schools were better equip-
ed and more attractive than public schools and therefore
educated the majority of the children. Missionary
educational activities included the publication of
textbooks in various tribal languages as well as in
English and the printing of a dictionary and the Strip-
tures in the Grebo language)?6
However, the Department of Interior, through Dis~
trict Commissioners, administered and supervised educa-
tion until 1900 when a Government Bureau of Education

was created and administered by a General Superintendent

95Marinelli, op. cit., pp. 79—80.

96A Special Committee, op. cit., p. 35.

59

of Public Instruction and Common Schools.97 Education
became centralized, but the shortage of money and a
trained staff, and the inadequacy of transportation
and communication prevented the operation of a general,
efficient, and effective educational program. Government
schools were therefore confined to the coast.

The educational program was organized on the basis
of eight years of elementary school, four years of high
school, and four years of college, and.remained so for more
than a hundred years. American textbooks replaced British
textbooks after the second World War. All levels of educa-

tion, both public and private, were affected by national
problems.

In 1905 Mr. Deputie, General Superintendent of
Education, made this appeal to the Liberian Legislature:
Lend a hand by your official acts that will tend
to ameliorate the condition of the teachers in
public schools, so that they may receive a just
recompense of reward. Some of these teachers,

after serving faithfully during the quarter,
receive only ten shillings on their bills, while 98
many others of them receive not a shilling ($0.14).
In 1910 Mr. Edwin Barclay, General Superintendent
of Education, made a comprehensive study of the educa-

tional program and presented some interesting information,

the most important of which is found in Appendix B.

 

97Sibley and Westermann, op. cit., p. 245.

98Frederick Starr, Liberia (Chicago: 1913), pp.
160-61.

60

Other educational developments were changing the
name of the Bureau of Education to that of Department of
Public Instruction in 1912, and appointing the first
Secretary to that office with cabinet status, appoint—
ment of an inspector of schools in the same year and
later a supervising teacher, and by legislative acts
making education compulsory in 1937 and creating the
post of Assistant Secretary of Education in 1944.99

In 1912 Secretary of Public Instruction, B.W.
Payne, had 91 public schools under his direction. In
1913 Frederick Starr described these schools in these
words:

Most of these schools were housed in buildings
totally unsuited to their purpose; they were
small, badly built, and unsupplied with even

the barest equipment. There are no book-stores
in Liberia and there is a notable lack of suit—
able textbooks for the children's use; there are
few blackboards and those of poor quality; the

desks, seats, and other furniture are conspic-
uous either for their absence or poor quality.

His comments about the teachers were:

Teachers are frequently badly prepared; they
not infrequently neglect their duties; the
number of days of teaching is uncertain-—as
often the teachers will be occupied with other
work than that to which they are supposed

to devote their time and attention. Salaries
are very low and badly paid. 00

Mission schools were favorable described.

 

99A Special Committee, op. cit., p. 5.

lOOStarr, op. cit., p. 160.

61

Nevertheless, progress in public education increased until
World War I, when the country itself had a set back. After
the war representatives of the various missionary societ-
ies in the United States carrying on work in Africa desired
a thorough educational survey with the view of
making their efforts more effective. In response, the
trustees of the Phelps-Stokes Fund sent a Commission to
Africa to conduct the study. The Commission made the
following observation on Liberian education:

Hitherto the educational efforts have been limited
in extent and directed almost exclusively to the
coast groups. The government has been able to
contribute very little of financial help or
direction to the school needs of any part of the
republic. Mission boards have worked heroically
and with some success in the coast settlements,
and in exceptional cases in the interior immed-
iately back of the coast. Without the help of

the American colonization societies and the
mission boards, the educational conditions of even
the coast groups would be in a more lamentable
condition than that now existing. The educational
facilities are not only very inadequate in extent,
but they are seriously lacking in many elements
needed by the people struggling under piopser
conditions of food supply and government.

Another significant study was the prelim nary sur er
of Liberian education made by James L. Sibley in 1926. he
arrived at conclusions similar to those found by the Phelps"
Stokes Commission. In addition, he urged the inclusion

vocational and agricultural education in the curriculur

—.._

lOlThomas Jesse Jones, Education In Africa (New ”
Phelps-Stokes Fund, 1922), pp. 305-6} (See Appendix G.)

 

62

since there were not ”enough government clerical positions
to go round." Sibley advocated vocational education as a
means of enabling the people to build up Christian homes
and of satisfying their wants in a legitimate way. He
concluded:
Liberia offers a wide opportunity for development and
growth, and the schools should begin to teach the
dignity of labor and the opportunity for acquiring a
competence by young people who will use their brains
along with their hands. This calls for some equipment,
and for trained teachers and insgructors along agri-
cultural and industrial lines.lO
Other educational information collected by Sibley is in
Appendix D.
Furthermore, Sibley observed a growing sense of res-
ponsibility for public education, and the existing needs were
for suitable textbooks, and corrulrrior.d‘the scattered

schools under the supervision of competent school personnel.

In their book, Liberia 01d and New, Sibley and Westermann

 

listed after trained manpower "popular education” as the
second great need of Liberia.

Unfortunately the depression years of the 1930's caused
another decline in Liberian education. Many local teachers
were unpaid for months, and some schools were closed.
Appropriations for overseas work was cut by headquarters

of missions in the United States, causing missionaries and

 

102James L. Sibley, "Education and Missions in Liberia"

New York, New York: Preliminary Survey of the Field, 1926)
For Private Distribution) Sherrill Knox Library, p. 50.

63

their work in Liberia also to suffer. In his 1938 report of
his visit to Liberia, Father A. B. Parson of the Episcopal
Church wrote:

We have sought to cover Liberia with a superficial
educational veneer. We have no one fine school 1p
Liberia. The answer may be offered that ours are the
best in a land of no education. The retort carries

no weight in a day when other countries are demonstrating
the possibility of a fine quality of native education.
Our school buildings are so much wreckage, we have

no adequate books and only a few trained teachers.103

 

In spite of the limitations, the torch of education
was kept burning, though meager, and many of the later
educated and useful citizens attributed their success to
these schools. Without them Liberia might have been almost
totally illiterate.

Secondary and higher education had a similar fate to
that of elementary education. Both government and missions
were so engrossed in introducing elementary education that
little provision was made for secondary education.

Before 1900 two public high schools had been Opened,
but only one, the preparatory Department of Liberia College,
still existed. There had also been five mission high
schools in Operation, but only two, including the College
of West Africa, survived until 1900. From this time to
1947 ten more high schools were opened, so that there

were just about a dozen high schools in 1947,104

 

103A. B. Parson, "Not for Publication” (unpublished
notes of a trip to Liberia, 1938, filed in Sherrill Knox
Library, New York, New York), pp. 11—13.

104A Special Committee, op. cit., pp- 72‘9O°

64

The curriculm was at first very academic with a

classical bent, but a few schools also offered a vo-
cational curriculum, and schools gradually envolved
which were designed to meet a wider range of interest
and ability of the students.

Higher education began in 1862 with the opening of
Liberia College. Problems and difficulties encountered
were of the same nature faced by education in general,
financial and other national crises being paramount
factors affecting growth and development.

Former President J.J. Roberts was the first Pres-
ident of Liberia College. A few other former high off-
icials became either president or professors became of
the shortage of qualified men. The Curriculum was class-
ical, and two public examinations of the students were
held each year, in July and December.105 After the
first thirteen years of Operation only ten students had
been graduated. The College had periods of progress and
decline, but the period of survival was from 1936 to 1946.
At the end of 1947 the college had graduated not more
than 150 students.106

Cuttington College was the second institution of
higher learning, having been opened in 1889 under the

auspices of the Episcopal Church. After 40 years of

 

iosHOff, A Short History, op. cit., pp. 56-59.

 

106Ibid. p. 74. See Appendix E. for present enroll-
ment in higher education.

55

effective service, the College was closed in 1929 and
remained closed until 1949.

In spite of these unfavorable and other enumerated
circumstances, in 1947 Liberia celebrated her first century
as a free and independent country with pride, joy,
enthusiasm, and gratitude that she had overcome the vicious
ambition of her enemies, was building and developing a
country on the verge of being united, and had maintained
a stable government. Based upon the successful operation
of the Firestone Rubber Company and the estimated wealth
of her natural resources, Liberia anticipated a prosperous

future.

National Develppments Since 1947

 

The note of natiOnal prosperity resulting from
investment by the Firestone Rubber Company and upon
which Liberia celebrated its centenary served as an
index to future foreign capital investment in the
country. Fortunately, the Senator who introduced the
Firestone Bill in November, 1926, became President of
Liberia in 1944. In his first inaugural address on
January 3, 1944, President William V. S. Tubman declared:

We shall encourage the investment of foreign

capital in the development of the resources of
the country, preferably on a partnership

66

basis, and we shall accord to investors the
necessary protection and fairness of treatment.107

This pronouncement was the birth of the Open Door
Policy, which ended years of fear and distrust of foreign
investors, and opened the door to the granting of conces-
sions to foreign companies so that they might assist in the
economic development of Liberia. The Open Door Policy
permits foreign capitalists to invest in the natural
resources of the country and allows exemptions from
certain types of taxes for limited periods, thereby enabling
the investor to recover a part of his initial investment.
The policy also permits the free flow of money in the
form of capital, dividends, or profits, and "apart from
avoiding confiscatory taxation, constricting restrictions,
strangulation or expropriation of foreign capital invest-
ments, the government as an act of good faith, enters into
partnership agreements with companies exploiting some of
Liberia's resources."108

Evidence of the success of this policy is the number
of concessions (over 38) granted and their accomplishments
and effect upon the Liberian economy. The Northwestern

University research team, in its Economic Survey of Liberia,

observed:

 

107Reginald E. Townsend (ed.), President Tubman of
Liberia Speaks (London: Consolidated Publications Co.,

Ltd., 19597, p. 28.

 

108Liberian Information Service, Liberia: Story of
of Progress (London: Consolidated Publications Company,
Ltd., 1960), p. 22. '

 

67

Few countries have been as successful as Liberia
in attracting large inflows of foreign capital.
President Tubman's Open Door Policy has borne
fruit more abundantly than anyone could have
anticipated when it was first announced in 1944.
Liberia's economic growth during the decade pre—
ceding 1961 surpasses that of almost any other
country in the world. Gross domestic money
income more than quadrupled between 1950 and
1960, government receipts increased more than
eightfold, tonnage of goods imported nearly
quadrupled, rubber exports rose by a third from
an already large base, iron ore exports in-
creased from nothing to nearly three million
long tons per year, the money sector labor

force nearly tripled, net money income of

tribal households more than quadrupled, mile-
age of all—weather roads was multiplied by a
factor of four, and so on through an extensive
list of items from vehicles and traffic lights
to public buildings and schools, electric pow—
er and sewers to beer and soft drinks, pgpks and
hairdressing salons to bars and hotels.

It is important to emphasize that the diffusion of
money into the labor force improved and raised.the living
standards for the masses. Interest for the economic
well-being of the people and country was described
by the president in his third inaugural address on
January 2, 193$ when he said:

Today, all major exploitations of Liberian mineral
resources are being conducted on a joint-partner-
ship basis. Furthermore, the confidence and mutual
trust thus inspired have manifested themselves by
co-operation between foriegn and Liberian private

capital.... So long as the ultimate interest of
the country and its citizens is never made ‘

 

109Northwestern University, Eggnomic SUPVBY Of Liberia_
(Evanston, Illinois: 1962), pp. 4 and 8.

 

68

secondary, so long will friendly co-operation and

Joint participation as pursued under our Open Door

Policy multiply the benefits possible to our people,

especially if thrift and industay continue to be

exercised in the years ahead.

The Open Door Policy provided money needed for
other areas of national development including agricul—
ture, forestry and fisheries, education and public health,
transport and communication, and trade and commerce. How-
ever, the government not having the trained and technical
know-how manpower, sought assistance from the United States.
In 1945 a U. S. Economic Mission conducted a study of
Liberia‘s agricultural prospects, and the report formed the
basis for a Five-Year Economic Development Plan estimated
at $32,500,000 for engineering projects, agricultural
development, health, education, and public administration.
In conjunction with the U.S. Economic Mission a massive
national economic development program was begun. Its
success led to the expansion of the program to nine years.
Among noticeable economic gains under this program

was the improvement and expansion of the National Agri—
culture Experiment and Research Station at Suaccgo; in-
crease in food crop production and export products; more
than 78 per cent increase in livestock production; the

beginning of the National Agriculture Extension Program;

‘—

llO
Townsend, op. cit., p. 177.

69‘

the creation and operation of the National Production Coun-
cil and an Industrial Credit Corporation; extension in
fresh water fisheries; and the organization of a Bureau
of Forestry Conservation.lll

In all of these developmental programs American tech-
nicians provided leadership and gave advice. Some Liber—
ians were trained on the job for minor responsibilities,
while still others were sent abroad for advanced training.
Upon returning they assumed leadership responsibilities.
However, there are not enough qualified Liberians to
shoulder the full responsibility for the total operation
of these projects. Therefore, American advisors and
technicians are in the country under the USAID program.

Moreover, a similar situation exists in various
companies and concessions. Liberians generally argue
that they are given only minor positions, but the
employers claim that only a limited number of Liberians are
capable of occupying administrative and higher positions
and that aliens will continue to be imported until there
is a corps of able Liberians to replace them.

Nor is the picture much different in business. The
eleventh staff paper of the Northwestern Report stated that

it was obvious to the most casual observer that business

 

111Northwestern University, op. cit., Staff Paper No.
14, p. 8. Lew L. McFerren, The Marine Fisheries Program in
Liberia. (Monrovia, Liberia, 1954), U.S.A. Operations Misw
sions to Liberia, 1955 Report, Department of Agriculture and

Commerce, pp. 6-13. Third Annual Report, pp. lO9ff.

 

 

70

in Liberia was for the most part carried on by foreign
firms and that partnerships involving Liberians gener-
ally do not involve direct Liberian participation in
management. Rather, the Liberian is a silent partner
except for his public relations functions.112
Other changes and improvements noted were in
transporatation and communication. In 1951 J.H. Rives,
U.S. Public Works Advisor to Liberia,appraised the needs
in this field and said:
It will be necessary to rely principally upon tech—
nicians imported from abroad until Liberians can be
educated and given sufficient experience to re-
place these imported technicians. . . . The oper—
ation and maintenance of public works such as
waterworks, streets, highways, hydropower, etc,
will always require a sizeable staff of trained
persons. An expanding economy and its accompany-
ing demand for development will continue to pro—
vide work for persons primarily engaged in con-
struction.
Rives estimated that there were 180 engineers of all grades
and levels in the country and that 1,000 more would be
needed by 1956. However, a manpower study in 1961 es-
timated the need for 286 engineers in 1966.114L

In the meanwhile companies built roads, railways,

telephones, and air strips on their premises, and the

 

llQNOrthwestern University, 0p, cit., Staff Paper
No. 11, pp. 12-14.

113J.H. Rives, An Appraisal of Liberian Education Needs

 

in the Field of Public Works and Utilities, With Suggestions
(Monrovia, Liberia; Sept. 14, 1951j’ (Monograph), pp. 1,4—5.

114‘William A. Langbehn, A Pilot Survey of High-Level
MaNPower in Liberia (Sept. 1961), pp. 11-8 & II-lO.

 

 

 

71

government also began the development and improvement of
its transportation and communication facilities, ear-
marking 10 per cent of total revenue collections from

1953 to 1960 for roads.115 Twenty-six air strips con-
nect all parts of the country with Monrovia, postal ser-
vices have been improved and expanded, and a modern radio—
telephone system connects the country with the outside
world.

Additional developments in recent years showed that
education and public health have also been greatly ex-
panded and tremendously improved. Included in these im-
provements was adequate planning with the aid of Americans,
training hundreds of Liberians on-the-job, development
of a strong vocational program at the Booker Washington
Institute, the nation's only secondary vocational school;
establishment of an in-service teacher education program,
the development of a demonstration elementary school in
Monrovia, building of hospitals and clinics throughout the
country, importing doctors,enuiimprovement of the foreign

and local scholarship programs.116

Another important contributor to Liberia's educa-

tional development was a UNESCO Mission which emphasized

 

115Milton J. Weeks, Annual Report: Office of National
Planning (Monrovia, Liberia: 1962), p. 20.

 

116Edward W. Brice, "FOA and UN Help Education in
Liberia", New Bullentin (New York. Institute of Inter-
national Education, October, 1954), pp. 16-1Z

 

72»

improvement of science and mathmatics instruction at the
University of Liberia, development and administering
of psychological and aptitude tests, and the establish—
ment of a fundamental education center at Klay.117
The government's high regard for education and the

desire for the country to contribute to human knowledge
was reflected in a speech by President Tubman at the
laying of the corner-stone of the Science Building of
the University of Liberia on October 20, 1955, when
he said:

From my point of view, it is not enough that

Liberian: be prepared to discuss these discover—

ies themselves. Human knowledge is universal and

Liberia is itself one of the finest laboratories

in which our own scientists can spend long hours

of research and conduct worthy experiments. We

have a wealth of material only waiting to be

tapped by inquiring ménds and skillful hands of

trained scientists.ll

This need for trained scientists exists still,

but more urgent is the need for ”nearly all types of

highly trained teachers for implementing educational

11
programs,” 9 Recent development plans point out the

crucial needs for many more teachers and doctors.

 

ll71bid., p. 20.

118Townsend, op. cit., p. 63.

ll9Jonn P. Mitchell, Third Annual Report of the
Secretary of Education (Monrovia, Liberia: 1962), pp. 25—28.

 

73

Two other noteworthy accomplishments since 1947
have been the Unification Program and Liberia's contribu—
tion toward African Unity. The Unification Program
has united the indigenous citizens and the descendents
of the original emigrants into one body politic.

Emphasis and urge toward unity was reflected in the
words of the President at the 1949 commencement add-
ress at the University of Liberia:

Lastly, I postulate also that the first and great-
est of the people of this country's obligations
and responsibilities in this age in which you

live is getting all classes of our citizenry
together in one unified whole, having them to
fuse,cooperate and coordinate. By this I mean

you are to be concerned with the involved pro—
blem of welding all of the population of this
nation intolgohomogeneity -— one adamantine
solidarity.

At the First National Executive Council of
Chiefs in Harper, Maryland County, on May 24, 1954,

the President declared:

We must now destroy all ideologies that tend

to divide us. Americo-Liberianism must be
forgotten and all of us must register a new

era of justice, equality, fair dealing, and equal
opportunities for every one from every part
of the country, regardless of tribe, clan, 121
section, element, creed or economic status.

Consequently, the old Election laws were re-

vised, the constitution was amended, and.in 1947 the

 

120Townsend, op. cit., p. 37.

l2llbid., p. 236.

74

first three elected tribal Representatives went into
the Legislature. In 1960 there were 13 tribal repre-
sentatives of the 39-members of the House of Repre-
sentatives. Further evidence of the success of this
program is portrayed by J. Gus Liebenow, who wrote:

For the first time in Liberian history the doors

of the Executive Mansion have been open to tribal
persons who had suggestions or petitions cd‘griev-
ances to present to the President. . . . Tubman has
made it a point to visit each of the main head-
quarters in the provinces during a three-year
period. There he holds extended sessions of his
Executive Council in which the peOple and chiefs
seek corrections of wrongs, request new programs

in health or education, secure executive arbitra-
tion of boundary disputes, and in other ways solicit
the help of the President. . . . The summary
dismissal of errant district commissioners
(including a very close relative of the President),
the immediate granting of justice and the promises
to extend the benefits of the new economic develop-
ment to the hinterland have been significant

in reducing almost to nil the incidence of violent
opposition on the part of tribal people of
Americo-Liberian rule.

As a perpetual symbol of the achievement of nation—
al unity the Unification Monument was erected in 1961 in
the Wester Province (now Loffa County). The significance
of the monument was expressed by the President at its
dedication when said:

It is our hope that the idea for which the Unifica-
tion Monument stands will perpetually endure and

that the monument so long as the elements hold it
together will be a constant reminder and a

 

122Gus J. Liebenow, "Liberia", African One-Party States

 

(Ithaca, New York: Cornell University Press, 1962),
Gwendolen M. Carter'( ed), p. 338.

covenant symbolizing the concurrence of all the
elements and sections of the pOpulation, that
through the unificatippgof the nation we stand in
strength and justice.

The climax of the Unification Policy was reached
in 1964 when the three provinces, based upon colonial
division and administration, were divided into four
counties, and elections were held with equal represen—
tation as in older counties. Thus it was in the Tubman
administration that the theory of unification became a
reality and the process of integration. is becoming a
progressive success.

However, what is now needed is cultural research
and study in order to preserve the cultural heritage,
build a distinct cultural identity, and relate educa-
tion to national culture and environment.

With the emergence of so many African states,
Liberia‘s rolechanged from "leadership in the struggle
for independence to pursuit of cooperation and unity
on the African continent."121+ Liberia did not associate
herself with a particular "bloc” but sought and pro—

posed formulae for Africa-Wide Unity, based upon a

program of combining independence and cooperation.

 

123Marinelli, Op. cit., p. 176

124Henry B. Cole, "Liberia‘s Role in a Changing West
Africa”, Journal of Human Relations, Vol. 8, No.3 and 4
(Wilberforce, Ohio: Central State College,:3pring and
Summer, 1960), p. 614

 

76

Also based upon experiences and success with her Unifi-
Cation Program, in 1959 Liberiairecommended to Africa
the formation of the ASSOCIATED STATES OF AFRICA rather
than a West African Federation or a United States of
West Africa.

Being convinced of what effect the principles of
Liberia‘s Unification Program may have upon African Unity,
President Tubman declared:

It has bound up the wounds of the nation, healed them
and drawn us firmly together. It has brought to our
doors national solidarity, national prosperity and a
new sense of direction. It is thisspirit of unifica—
tion which we proffer to our African neighbors; for
while on the national level it has united us, its
flexibility has provided ample scope for individual
activity. Yet each individual has reaped tremendous
benefits from its success, Having proved over-
whelmingly successful in this nation composed of 28
tribes of varying dialects, traditions, cultures

and customs,the Unification Program, as practiced

by all, lies, we believe, at the base of the

pattern of African Unity which we of this nation

have advanced for the achievement of closer re-
lations with the independent natiopp and freedom
emerging people of this continent. 5

Principles and ideas propagated by Liberia have
influenced conference deliberations as in the case of 1959
when the Ghana-Guinea-Union retraced its steps and adopted
in principle the ideas advanced by Liberia five months
earlier and the Lagos Charter which is based upon Liberia's

original draft.

 

125Townsend, op. cit., pp. 212—13

77

According to Henry Cole,126Liberian leadership must
be committed tothe charge of warning the new African States
of the danger of flirting with the foes of democracy
in the hope of temporary political or economic gains, and
of emphasizing that African statehood in this century is
more than a matter of independence,but rather it must be
of a long—term nature towards increasing association and
cooperation of African States.

Liberians have held and still hold important res-
ponsible leadership positions in African and International
Conferences and Organizations which relate directly or
indirectly to African affairs. However, an increase in
African and international organizations and conferences, the
prevailing emphasis upon Afro-Asian unity and cooperation,
coupled with the ideologies which confront delegations:
dictate the need for a constant supply of able manpower

to represent Liberia.

High—Level Manpower Needs

 

The need for high-level manpower in Liberia has
existed since the founding of the country and was per-
haps one handicap to its development. The first emi-

grants were selected and most of them had some special

 

126Cole, loc. cit., p. 615.

78

skills, talent, and leadership ability. Later, however,
as slaves were captured on the high seas Liberia became
the "dumping ground” for them, and indiscriminate emigra-
tion from the United States and the West Indies increased
the population. The captured slaves had no education and
some repatriated Africans had very little education or
talent and special training to contribute to the develop—
ment of the country. Therefore, this group of captured
slaves and illiterate and unskilled emigrants were a
burden upon the few originally educated and able men.

Even though tremendous progress has been accomp-
lished in national development over the last twenty years,
there is still much more to be done and the shortage of
high-level manpower is still great. A study,127conducted
in 1961 by W.A. Langbehn of the USAID to Liberia revealed
that there was need for manpower in all avenues of Liberian
economic development. He warned, however, that with a
scarce stock of high—level manpower care should be taken
in the effective employment, allocation, and distribution
of the available corps.

The Northwestern economic study in 1962 pointed out
that Liberia's development in recent years had been given

direction and impetus by foreign personnel as well as

 

127William A. Langbehn, A Pilot Survey of High—Level
Manpower in Liberia(Monrovia, Liberia: September 1961),
p. 1-2. See Appendix F for detailed breakdown of study.

 

 

79

foreign finances, particularly in the employment of

highly skilled expatriates. In 1960 fewer than 10,000

out of about 82,000 full—time positions in the money sector
of the economy were filled by highly skilled or professional
people, and of these 10,000 positions fewer than 5,000

were filled by Liberians. Furthermore, almost all highly
skilled and professional positions in private industry

were held by expatriates. The researchers concluded that
under no conceivable circumstances will trained and re-
liable Liberians be available to fill existing high-

128 The

level positions in less than 20 or 30 years.
writer firmly believes that higher education can help
reduce this length of time.

In his 1964 Annual Report to the National Legisla-

129of the Office of National

ture, the Director—General
Planning presented a list of 13 priority development

projects, with estimated costs, under four main headings:

1. Education -------------- $6.5 million
2. Agriculture ----------- $7.8 million
3. Infrastructure -------- $22.6 million
4. Institutional --------- $1.0 million

The need to expand the Agriculture Extension Service on a

nationwide basis was pointed out, and it was suggested that

 

128Northwestern University, op. Gito: Po 9-

129Milton J. Weeks, Annual Report (Monrovia, Liberia:
September 1964), pp. 113-126.

 

80

the 69 persons in extension should be increased to 200.
Also needed was the establishment of a market cooperative
to assist farmers in getting into production and providing
definite markets.130 Educated, qualified, and trained men
are needed for this service. The Director even listed
"lack of trained personnel” as the second ”serious ob-
stacle" to the quick implementation of his program, finance
being the first.

The Secretary of Education in his Five-Year Plan
placed great stress upon the need for more qualified
teachers. Secretary Mitchell stated:

The Five-Year Program envisages a substantial flow
of reasonably qualified Liberian teachers for the
continuity of the nation‘s ambitious education
program. However, there is a need to supplement
the teaching force by using foreign instructors

until Liberian teachers are prepared for the job.

At present, teacher education in Liberia must face
two challenges:

1. The training of an adequate number of qual-
ified personnel to staff the existing and
anticipated elementary schools.

2. The development of more and adequate teacher
education programs that will provide the
quality of teaching demanded by the nation’s
rapidly developing economy, and meet the
social and political needs of the country.

The national school survey in April, 1963, revealed

that 66% of all teachers in Liberia have not com-
pleted high school. It is imperative, therefore,

13olbid, p. 64.

81

that in—service education be intensified since
these teachpri, of necessity, must remain in the
profession. 3

According to the Five—Year Plan, it is estimated
that the University of Liberia will enroll 455 and
Cuttington Will enroll 533 pro-service education majors
between 1964 and 1968. During the same period the
University will up-grade 250 teachers and Cuttington
125, and the University will supply 25 elementary
teachers and Cuttington 45. These projected college
graduates with the graduates from the Rural Teacher
training Institutes will be expected to reduce the
grave shortage of teachers.

The need for high-level manpower will continue
to exist as Government expands its develOpment program,
as the economy improves, and the population increases.
Nevertheless, with adequate planning, sufficient fin—
ancial support, and adequated and ample educational
facilities, the need for manpower will be reduced.
Higher education, of which Cuttington College is a part,

will play a decisive role in meeting some of these needs.

—;

131J.P. Mitchell, A Five-Year Plan for Education
;g_Liberia, Department of Education (December 1963),
pp. 68-690

 

 

82

Summary
The Republic of Liberia had its beginning in the

United States. However, long before that time the pre—
sent area of the country was occupied by indigenous
people who had contact with Europeans explorers as early
as the fourteenth century. The need for labor led to
slavery in the Americas. Later the problem which many
freed men created in the American society prompted phi-
lanthropists to repatriate these men to Africa. In
Liberia's early history Britain and France flouted the
authority of the commonwealth and its very existence

was threatened. The absence of aid and protection from
the parent American Colonization Society under these
circumstances forced Liberia to stand and fight alone.
Therefore,relations with the ACSvmmmesevered in 1846, and
in 1847 the Commonwealth of Liberia declared itself a
free, independent, and sovereign country.

During its century of independence Liberia faced
two general types of problems: effective native admin—
.istration and defense against foreign powers, especially
lBritain and France. Liberia suffered from a lack of
enough money to develop and improve the country, and there-
fore, resorted to a series of loans from most of which she

gained very little economic benefit.

83

The economy of the country improved with the estab-
lishment of the Firestone Rubber Company in 1926, but the
big boom came after 1944 when President Tubman implemented
his Open Door Policy. Since then the country has been able
to provide from its own natural resources money for nat-
ional development in all sectors.

Liberia has maintained her independence for over
a hundred years in spite of the difficulties she encoun-
tered. She succeeded in uniting the indigenous people
with the descendents of the pioneers through the Unifi-
cation Program. Liberiazs experience in politics and
government enabled her to shift her role from leadership
in the struggle for independence to pursuit of coopera-
tion and unity on the African continent.

Liberia is developing a cultural identity by the
preservation and use of native music, dance, arts, dress,
and the assimilation of the two cultures. The Open Door
Policy and the Unification Program are the major pro—
grams of the Tubman administration which have led to the
successful development and improvement of the country.

The need for high-level manpower was never greater
in Liberia than it is today. Among the many areas suf-
fering from the shortage of manpower, the following are
paramount:

1. Education, including elementary and secordary

teachers and administrators.

84

2. Agriculture, Forestry, and Fisheries and
allied branches.

3. Economics and Business administration,
including administrators and managers, accountants
and auditors, secretaries, stenotypists and typists.

4. Science and Engineering, including civil,
electrical, mechanical, mining, and chemical.

5. Medicine and Public Health, including
allied branches of dentistry, nursing, and pharmacy.

6. Research in all of the above fields.

Chapter IV will be devoted to the evolution of
Cuttington College, the role of its graduates in
national development, and an analysis of the 1965
curriculum in an attempt to discover in which of the
above identified areas of national need Cuttington

can best supply high-level manpower in the future.

CHAPTER IV

THE EVOLUTION AND GROWTH OF

CUTTINGTON COLLEGE

Thirteen years after the founding of Liberia in 1822
the Episcopal Church was officially established, and both
the State and Church grew together with the common aim of
developing the people of Liberia. Two reasons for this late
beginning were that the United States Government refused Rev.
Ephriam Bacon and his wife permission to sail with the pioneers
in 1820, and in 1828 the Rev. Jacob Oson, a Negro, died
shortly before he was to leave as a missionary to Liberia.

Fortunately, Mr. and Mrs. James Thompson, a resident
Negro couple in Cape Palmas, Liberia, were already active in
church work and had organized a congregation. Therefore, in
1835 the National Council, which is the administrative body
of the Episcopal Church in the United States, appointed the
Thompsons missionary teachers and authorized them to open a

132

school. That first school of five boys and two girls was

the nucleus of Cuttington College.

 

132Varian H. Cassat, Liberian Palaver (New York: The
National Council), pp. 89-98.

85

 

86

133

In 1837 the first three American missionaries went
to Liberia and helped improve and expand the work begun by
the Thompsons. Enrollment increased, more schools were
Opened, and in 1874 the level of education had risen to high
school standard. In the Cape Palmas jurisdiction the highest
school was the Hoffman Institute, located at Cavalla. The
other school was the Mount Vaughan High School located at
Mount Vaughn. In 1874 Bishop John G. Auer, Second missionary
Bishop to Liberia, merged the latter school with Hoffman
Institute at Cavalla to facilitate better supervision. In
1885 the Rev. Samuel David Ferguson was consecrated Bishop
of Liberia in a ceremony in the United States. He then
asked permission from the National Council of the Episcopal
Church to remove the Hoffman Institute from Cavalla to
Mount Vaughn where it would be easily accessible to everyone
and under his watchful supervision.l3u
During his stay in the United States, the Bishop received
a gift of $5,000 from Mr. R. Fulton Cutting, treasurer of
the Board of Missions of the Episcopal Church in the United

States, the money to be used ”for the establishment of a

*

133They were John Payne, a student from Virginia
TYieological Seminary, who later became the first Missionary
E3iishop to Liberia; Rev. Lancelot B. Minor of Virginia, and
true Rev. Thomas S. Savage, M. D., from Connecticut. The

W§ves of the ministers died among others between 1835 and
l 46.

l3uEdwin B. Rice, ”The Story of Epiphany Hall:
CUttington, Liberia, Africa," Monograph (New York: Henry
Knox Sherrill Library, 1919), pp. 9-10.

 

87

manual labor farm, which should afford Opportunity for the
practical instruction of the boys in the mission schools and

at the same time serve as a pattern for others."135

Cuttington College: 1889-1929

Upon his return to Liberia, Bishop Ferguson purchased136
100 acres of land near Tubmantown, about four miles from
Harpercniqrin Cape Palmas, for the establishment of the
"manual labor farm." Two years later due to continued hos—
tilities of the Grebo tribe Bishop Ferguson removed Hoffman
Institute to Harper in 1887, and there in a rented thatched
mud house continued classes until sufficient funds were avail«
able to erect permanent buildings in wnlch to house the school.
His earnest appeal for such funds led the National Council to
apprOpriate $9,500 for "necessary buildings in Liberia." In
November 1888 some of the 100 acres of land purchased with Mr.
Cutting's money were cleared, and construction work at the
permanent location of Hoffman Institute was begun. Mr. Val-
entine, the first principal, personally supervised the clear!
ing of the forest land and the construction of the main
school building which was 103 feet long and 54 feet wide.

It was a "dry wall" stone building, Which meant that

‘

l351bid.,

 

136Education in Liberia, p. 140 stated that in 1889 the
Iliberian Government donated 125 acres of land for the
deB‘Velopment of Cuttington Collegiate and DiVinity School.

 

88

practically no cement was used in ccnscruction.137 On Feb-
ruary 22, 1889, Bishcp Ferguson laid the corner stone of the
building and named it E'IPHANY HALL. This date is officially
regarded as the founding date of Cuttington College. The
building was first used on June 22, 1890, although it was
still incomplete.l38 In his annual report for that year, the
Bishop stated the chief purpose of the institute in these
words:

To guarantee a number of qualified men to go forth

at the Lord's bidding throughout the length and

breadth of this missionary district, and to the

regions beyond with the good tidings of salvation.139
The ultimate hope was that a first class institute beyond the
high school level would be established, and there agriculture
and the mechanic arts would be taught, thereby helping the
people to improve their economic income and well being.

Epiphany Hall was completed in 1896 with $800 provided

by the National Council. The building was three and a half
stories high and had garret floors. it was on a commanding
site overlooking the harbor of Cape Palmas five miles to t.e
west and the Atlantic Ocean lagoon about a mile :3 the south.

I

chers' re—

(1“
(T)
$1 ’

In addition, there were four cottages used as

U:

sidences and for dormitory purposes by student

 

137A Special Committee, op. cit., p. 141.

138Rice, Op. cit., p. 11.

l39Hoi‘f‘, “Higher Education. . flop. cit., po 142:

 

89

In adherence to the purpose of Mr. Cutting's gift and
in order eventually to help the school become self-supporting,
Mr. Valentine planted a large acreage in coffee. Unfortunate-
ly, the Liberian crOp was being replaced by Brazalian coffee
on the world's market, and therefore the expected self—support
was not achieved.

The Institute sustained an irreplacable loss when Mr.
Valentine was mortally wounded in 1896 as he led a military
force of students against rebellious tribesmen. The fact has
not been ascertained whether Mr. Valentine was killed by the
enemy or by a student who resented the attack against his
tribe.

After the death of Mr. Valentine, Dr. S. J. Taylor, an
emigrant from Sierra Leone, became the principal. During his
incumbency (1896-1901) the six-year old relocated Hoffman
Institute continued to thrive and a Divinity School was addv
ed. Furthermore, in 1897, the name Hoffman Institute was
changed to Cuttington Collegiate and Divinity School, in
honor of Mr. Cutting, the donor of the first $5,000 for the
"manual labor farm."luO Cuttington Collegiate and Divinity
School, therefore, was distinctly the creation of Bishop
(1886-1916) Samuel David Ferguson, a renowned Liberian
religious leader and educator.

Cuttington admitted only male students, who came from

all parts of Liberia, but the majority were from the Cape

 

ll‘lODunbar, op. cit., p. 14.

90

Palmas area, where the college was located. Many students
also came from other West African countries.

In 1889, twenty-one students were enrolled in the
Collegiate Department and 70 in the Preparatory or High
School Department.lul Enrollment began increasing so rapid-
ly in 1892 that the previously set limit of 100 was raised
to 125 in l9l2. Yet only “0 per cent of those on the waiting
list were admitted. In 1913 enrollment was lowered to 100
again because the foreign "Board had begun to use the knife
on Africa's appropriationfldl42

I The faculty was composed of alumni, most of whom were
clergymen, because of their scholarly efficiency and for
economic reasons. Also many of the clergymen were first
ordinary lay teachers prior to becoming priests, and they
continued teaching after their ordination to the priesthood. M3

The curriculum was divided into four departments: Theo-
logical, Preparatory, Collegiate, and Agricultural and In«
dustrial. The theological department trained ministers, cat“
echists, and religious workers in other areas of church work
according to the doctrine discipline and worship of the
Protestant Episcopal Church in the United States. Candidates

for Holy Orders were few. They took a three—year course

followed by a Postulant course.

 

lL‘lHoff, "Education for a Changing Liberia," op. cit., p.156,
lu2Dunbar, op. cit., p. 18.
l1J'3Ibid., p. 8. See Appendix G for faculty list.

91

The Preparatory Department was also designated as High
School, consisting of a nine-year program, composed of five
forms or levels. In 1904 when Dr. Dunbar became principal,
he demoted all first year collegiate students (freshmen) to
the fifth form of the Preparatory Department in order to
raise the standards of the school.

The Collegiate Department had a five—year program: two
years of advance courses, two years collegiate courses, a
year's course for the Certificate of Proficiency in General
Education, and a Normal Course for candidates for teaching.

144

These subjects composed the curriculum:

1. English--Davidson and Alcock's complete English
Grammar and their English Composition.

2. Latin—-Caesar's Gallic Wars, Cicero, Virgil's Aeneid.
3. Modern Language--French.
A. Mathematics——Arithmetic, Algebra, Mensuration.
5. History—-Egypt and Home.

6. Religious Knowledge—-the Bible, Church Catechism,
Paley's Evidences, and Butler's Analogy.

7. GP88k--Xenophonis Anabasis, Euripides Alcestis,
Homer's Iliad, and Plato's Apology.

8. Music——Vocal and Instrumental, including the brass
band.

9. Science——Physical geography, Physics, Botany,
Physiology, Euclid, Logic, Psychology, Political
Economy, Agriculture, Moral Philos0phy, Astronomy,
Chemistry, School Method, Bookkeeping, and
Jurisprudence.

 

lM4Dunbar, o . cit., p. 6. A Special Committee, OE.
—B————_
cit., pp. 142—“3.

 

92

Academic standards were high. An oral public examina—
tion which "gave gratifying evidence of progress in the best
sense, advance in real intelligence, and efficiency of native

”145

and colonists assistants was given to the senior class.
In 1909, the first two Certificates of Proficiency were
awarded, since the school was not incorporated to give
diplomas and to confer degrees until 1922.

In addition, there was the Agricultural and Industrial
Department operated by a superintendent. The students were
required to work four hours a day, two in the morning and two
in the evening. Students were taught practical and scientific
agriculture. In 1906 a Horticultural and Industrial Show was
heldlocally. The administration felt that this department
had found the key to the solution of the food problem in
Liberia.

As a means of partial self—support the farm produced
pineapples, cassavas,sweet potatoes, bananas, plantains,
eddoes, breadfruits, and vegetables. Coffee was the chief
cash crop. All the agricultural work was done by the students

because of the lack of funds to hire laborers. A few neces—

sary modern appliances and facilities such as a library and

 

a gymnasium1146 were not available also because of a shortage
of finance.
1145 n o - H
Hoff, Higher Education. . . op. cit p. 146.

lu6Dunbar, op. cit., pp. 10—l2.

Two elements central to the operation and existence of
Cuttington were (I) the coordination of all phases of the in-
stitution so that there was ”unity amidst diversity,” and
(2) the laying of ”great stress upon the physical, moral and

Spiritual development of its students—~a sine qua non in the

 

life of every great and prosperous nation." Cuttington taught
the dignity of labor, and that education is destructive
rather than constructive if it leads one away from instead of
to God and his Christ.147
Unfortunately, however, this religious academic at—
mosphere lasted only fourteen years after Principal Dunbar
wrote that inspiring statement. The National Council of the
Episcopal Church deemed it expedient to place the administra-
tion of Cuttington in the hands of expatriates, and in 1929 the
Rev. John Kuhns was sent to become Principal of the institu-
tion. Against the will of everyone Rev. Kuhns closed the
college shortly after it opened in 1929. Two contrasting ex—
planations have been given for the closing of the school. The
general reason advanced by the Episcopal Church authorities
both in New York and Liberia was that the beginning of the
1930 depression forced curtailment of appropriations for over—
seas work, and Liberia was directly affected. Cuttington, al—
ready in a dilapidated condition, was closed for repairs and

was not reopened.148 However, neither did Dr. Advertus Hoff

 

147Ibid., p. 7-8.

I
148The National Council, Cuttington College: A Dynamic
College in an Awakened Nation (New York: 1962), p. l.

 

94

nor this writer discover any documentation in support of
this action, but in his 1926 Report to the Board of Missions,

Sibley wrote:

The building at Cuttington is in a very bad state
of repair, and it will require in all probability
about $10,000 as the minimum sum to put the pro-
perty in anything like usable condition. The
cottages are also in need of repairs in some instances.
Before any extensive alterations are undertaken
the Board should send a competent builder to

look over the property and make recommendations.
It may be better and cheaper to rebuild the main
building, as walls are in bad condition, and are
constructed of what is known as Hdry wall,”lu9

In an interview with Bishop Harris in March, 1965, he
said that pehaps the most important factors responsible for
the closing of Cuttington at that time were the change in
leadership from Liberian to expatriate and the beginning of
the depression in the United States.

On the other hand, accounts given by Liberians differ.

This record appeared in Education in Liberia:

 

In 1929 a controversy arose over a change in text-
books, Reverend John Kuhns, a white American mis-
sionary, decided to defer the teaching of courses
until new ones could be made available to the

school. Parents and students urged him to use the old
ones until the new ones were secured. Kuhns was
adamant and proceeded to drill students in military
tactics four hours daily. Parents, students, Council
of Advice150 of the Church District pleaded in vain
for regular classes to continue. Public sentiment
against Kuhns became intensified. Finally Kuhns un—
ceremoniously closed the schools, turned over the keys to

 

149Sibiey, op. cit., p. 75-

150The Bishop's Cabinet is the Council of Advice and in
the Bishop's absence the chairman conducts the affairs of the
Church. Bishop Gardiner was the Suffragan Bishop (1921-Al)
and therefore did not have full authority in the absence of
the presiding Bishop, Robert E. Campbell (1920—35), who was
in the United States.

95

Bishop T. Momolu Gardiner, and sailed away to the

United States.1
Accounts of the closing given by students who were at Cutting—
ton during the crisis support the above quotation. Dr. Hoff
also wrote that Mr.lfluuu3felt that some leaders in the
country were using student pressure groups to sabotage the
work of the institution. The writer's personal contact and
inquiry with alumni substantiates the textbook controversy.
Furthermore, many alumni remembered Mr. Kuhns as being very
distrustful of Liberians. Having obtained his master's dee
gree from Cambridge University, England, some alumni be«
lieved that Mr. Kuhns was prejudiced against Liberians
becausecfi‘Anglo-Liberian historical relations. The general
reaction of the students to the closing of Cuttington is
described by Dr. Hoff in the paragraph that follows:

What is certain is that Mr. Kuhns' relationship

with the peOple of the country in general was

very unfriendly. ‘The presiding Bishop was out

of the country and Mr. Kuhns found the chance to

take things into his own hands. These were not

days when reports of such action could reach the

final authorities over night. It took days for

the Board in America or even authorities in

Monrovia to learn of his action. Sad to say

but true in the writer's Opinion, their only

choice was to confirmlgg. Kuhns' action. He was

their representative.

Perhaps Mr. Kuhns' personal reasons for closing Cuttington

may never be known. Further investigation and research may

throw more light upon the issue. Unless letters or records

 

151A Special Committe, Op. cit., p. iuu.

152Hoff,"Higher Education“. . F OR. cit., p. 187-

96

of Mr. Kuhns' own account for his action are later discovered,
one must rely upon both the American and Liberian versions of
the closing.

Thus after 40 years of effective service an educational
beacon was extinguished. However, the nation eXpressed much
concern about Cuttington being closed between 1929 and 19A8.
National reaction was described in the 1952 Cuttington
College commencement address given by PresidentTubman, who
said:

[When] The old Cuttington was closed down, many hearts
all over the country were pierced, men groaned and
women wept; petitions, resolutions and memorials
were all sent forward from different quarters of the
country from time to time to the Board of Foreign
Missions of the Protestant Epicsopal Church in the
United States of America, to local bi—annual and
quadrennial Convocations of that denomination,
praying for the reopening of that Institution that
had been a great beacon of educggion in the past,
but they were all to no avail.

Other fermentations during 1929-A8 included a short
period of national decadence resulting from the 1930 depresn
sion, decline in both public and mission educational active
ities, further deterioration of the buildings at the
Cuttington site, and the effects of World War II. On the
brighter side Liberia began a period of develOpment during

the war, her economy improved because of the world's demand

for rubber, and she celebrated her centenary.

m

l53w111iam v. s. Tubman, Where wiii You Stand?:
Commencement Address to the Graduatinnglass of 1952 of the
Cuttington College and Divinity School, Executive Mansion,
Monrovia, 1952, p. 1.

 

 

97

During the interval between the closing and reopening
of Cuttington College, perhaps the three events of major in-
fluence upon the reopening of the college in 1949 were these:

1. The election of Mr. William V. S. Tubman to the
Presidency in 1944.

2. The consecration of Rev. BraVid W. Harris, eighth
missionary bishop to Liberia in 1945.

3. The survey and study of the Cuttington problem
in 1947 by Bishop Elwood Haines of Iowa, a
former missionary to Liberia in the early 1920'“.
Bishop Haines represented the Episcopal Church during Liberia's

centennial celebrations in 19A7. Based upon the writer's in?

terview with BishOp Harris in March, 1965, BishOp Haines' res

5, J.
“a

port pointed out at least four fundamental considerations
Cuttington should be reOpened:

1. None of the eXisting buildings could

c: 1

after 18 years of idleness; the
rebuilt completely.

e salvaged
e must be

2. Because only approximately $200,000 was available
for the rebuilding, the funds had t; be used
JudiCiously,

3. To rebuild at Cape Palmas on the old location
meant that all materials wculd have be to transe
shipped from Mcncv;a. Thus tco ;erge a share cf
the funds would be absorbed in transportation.

A. The college would be located a: the extreme end
of the country, thereby inVOIVing both extra
travel expense for the majority of Students and
more difficult accessiblity to the Bishop for

supervision.

98

Cuttington College: 1948-1965

These conditions and events sounded the note of
change and pointed out the inevitability of relocating
Cuttington College. The decision to relocate and rebuild
Cuttington was made and announced in 1948 amid mixed
reaction. In general the public was happy that the college
would be reopened, but the Cape Palmas citizens in parti—
cular desired that the college be built on the old site.
The day on which the old corner stone was removed from
Cape Palmas was one of moaning and weeping. In Suacoco
objection was raised by a Baptist denomination which
claimed "religious sphere of influence," although after
ten years of missionary Operation in the area they had
only seven students enrolled in their own school.

Nevertheless, the government granted the required
land in l9u8 and incorporated the college in 1949.
Cuttington is now located at Suacoco, 120 miles north—
west of Monrovia. The campus covers 1500 acres of agri—
cultural land, much of which is already planted in consumer
and cash crOps. The College is seven miles from the largest
near-by town of Gbarnga and can be reached in two and a
Vhalf hours from Monrovia by car or fifty minutes by air.

Being located in the center of the country, Cuttington is

99

equally accessible to students from all parts of the

nation (see the map on the next page).15u

According to Bishop B.W. Harris, some additional
factors which influenced the decision for the present
location were making available a liberal arts education
for training leadership for the Church as well as for
the country as a whole in the areas of the clergy, teach-
ers for elementary, secondary and the college faculties,
and providing the basic college education for young men
and women entering the government service, the profess-
ions, agriculture and technical fields. Furthermore,
the then Liberia College was located in Monrovia and
the BishOp saw no point in concentrating both colleges
in the capital. He was also concerned about dis-
cipline and control, and therefore desired a college
community where all students would live and do their
college work under close faculty supervision. Another
important element was agriculture with a three—fold
purpose: production for college consumption, production
of economic cash crOps, and a standard agricultural

curriculum to train students in this important field.

 

154cUttington Colleee_9a§a10e 1954‘1965’ 8' 8'

 

 

lOO

 

 

 

Source: Varian H. Cassat, Liberian Palaver (New York: The
National Council, 1952

101

After a survey of the task of the Church in Liberia,
Bishop Harris published his thinking about Cuttington in
an article in the magazine FORTH, in February 1999.

He concluded:
We are Specifically interested in providing the
basic academic education, so vitally necessary
for leadership along technical and scientific
lines. This is the function of Cuttington
College and Divingty School whicn we hbpe to
open this month. 5

Because the country's economy was basically agri—
cultural, it was considered most important that Cutting-
ton undertake to meet this need. Therefore, it was
necessary that the college be located out of the rain
belt and in that part of the country offering the best
soil and climatic conditions. Perhaps the BishOp was
aware that in order for Cuttington to help meet the
needs of the evolving Liberian society the college
could not remain unaffected by national developments.
Along the same trend of thought Ernest Hatch Wilkins
said:

Toward a society in the throes of such evolution
the response of any institution of higher educa—
tion——if it is Significantly to survive-—must be
two-fold:

a) Accept such social changes as may be
in fact accomplished and must consent to share

in any great experimentation which may hold pro-
mise of ultimate social good.

 

155B.W. Harris,”Liberia Is America's Responsibility,”
roars, Vol. 114 No. 2 (February, 1999), p. 50.

102

b) Its primary attitude toward social
change should be active rather than passive: it
should do its best to equip its students to pLiy
a wise and effic'ent part in the directing of
social change.l§é -

After lengthy discussions with government officials,
including the President and leaders in the Church, the
decision was made to locate Cuttington on the present
site. Construction was begun in 1948 and the college
was opened in 1949.

In the meantime, the faculty formulated aims and
objectives and set standards for the college. Over the
years the objectives were modified in accordance with
the growth and development of the college and nation.

For example, the addition of the science and agricultural
departments necessitated another objective in addition

to the liberal arts and Christian emphasis. Therefore
the academic program at Cuttingtoanollege now seeks'

to:

1. Provide a liberal education that introduces the
student to organized fields of learning;

2. Assist the student to understand, respect,
and critically evaluate the thoughts of others, and
express his own thoughts clearly, precisely, and
effectively;

3. Provide for concentrated study in a given
field, after a general basic curriculum has been
covered, so as to prepare in depth for graduate and
professional training, engage in useful pursuits after
graduation; and ‘

 

156Ernest Hatch Wilkins, Living in Crisis (Boston:
Marshall Jones Company, 1937), p. 25.

 

103

4. Help the student understand the meaning of
life and his role in society, thus preparing him
for responsible use of his freedpm by developing
wholesome attitudes and habits. J
Like American colleges, Cuttington is governed by
a Board of Trustees, presently Composed of nine members,
although the 1949 Legislative Act incorporating the
college provides for a maximum of eleven members.158
By virtue of his office, the Bishop of the Epis-
copal Church in Liberia is President of the Board of
Trustees of Cuttington College. He has the right to
vote on all questions, and when there is a tie, to
give the deciding vote. Other members of the Board
were invited by the Bishop, or the office which they
held entitled them to membership, including the pres-
ident of the college and the district chancellor (legal
advisor to the EpiSCOpal Church). Now Board members
are elected by the Board and from various avenues of
occupations such as government, religion, and business.
They have usually served during lifetime or until they
have left the country. Since the re-establishment of
Cuttington none of its alumni has been elected to

Board membership. The President of the college is

the Vice—President of the Board and Executive Officer

 

157Cuttington College. op. cit-: 9- 3°

l58Liberian Legislature, An Act Revising an Act
Entitled ”An Act incorporating the Cuttington College,
Protestant EpiSCOpal Mission, Liberia”(Monrovia, Liberia,
Approved January 12, 1949), Section 7,

 

 

 

104

of the college. He is the only salaried member of the
institution on the Board and is responsible only to and
reports directly to the Board. There is no other agency
than the Board which has the power to initiate, review, or
revise its actions.

The central administration of the college resides
with the President, who distributes responsibility and
authority among his cabinet, faculty, and staff. The
cabinet has been called by such names as Executive
Committee, Administrative Committee, and Advisory Committee.
Section 4 of the Legislative Act incorporating the college
provided for an Executive Committee of three, with the
President as head. In February 1961 Bishop Harris appointed
President Edwards Dean of Trinity Cathedral, Monrovia.

Dr. Christain E. Baker, then director of the government
Agricultural EXperimental Station, was elected President
of Cuttington College and assumed his duties on March the
first.

The President's cabinet is composed of the Dean of
Instruction, the Deans of Women and Men, the Business
Manager, the Manager of the College Farm, and the Chaplain.
The title of each member indicates his responsibility.

On some issues a definite decision is made; on others,
final decision-making is left to the discretion of the

President.

105

The faculty and staff indirectly influence the
deliberations of the cabinet. They discuss problems
or express opinions to cabinet members, or submit
suggestions. In other cases faculty and staff members
speak directly with the President on matters of vital
interest and concern, which only the cabinet may decide.

The roster of the 1964 academic faculty showed 6
doctorates, l3 masters, and 6 bachelors, totaling 25.

In 1965 there were 8 doctors, 12 masters, and 14 bach—
elors, totaling 34. Five of the bachelors are teaching
assistants from the Associated Colleges of the Midwest,
U.S.A., and some of the others are experienced teachers.
There were two faculty members with master's degrees
studying abroad for their doctorates.

Major instructional requirements for the faculty
include the submission of a course outline to the Dean's
office at the beginning of each semester, punctuality
for class meetings and other meetings or appointments,
submission of mid-term grades on time, obtaining permiss-

ionl59 to be absent from regular class periods, sub-

mission of textbook and library book lists, equipment
and supplies orders,and attendance of the monthly faculty

meeting presided over by the Dean of Instruction.

 

l59There is an official ”Faculty Off-Campus Permit"
form which is obtainable from the Dean of Instruction's
office and must be submitted two days before time of departs
ure. Arrangements for making up missing classes are stated
and must receive the Dean's approval.

106

When there was a greater shortage of teachers in the
past a teaching load was fifteen to eighteen hours, but
has now been reduced to 12 hours for a full time teacher
and about 9 hours for an instructor-administrator. Teachers
assigned to laboratory courses are given about 9 hours.
Maximum academic freedom exists, but teachers are expected
to remember that the college has a Christian purpose for
its existence. Teachers with this conviction, or who
could be criented to this purpose, are selected.

Included in a professor's regular day of activities
are teaching, advising, grading papers, planning, and
tutoring—-if necessary. Each instructor has at least
one hour a day for ”office hour” when he is free for
student conferences.

The time of giving tests is the teacher's personal
responsibiltiy, but examinations are scheduled for the
last week of each semester. It is not compulsory that
a test be given during mid-term week, but grades re—
flecting student progress must be submitted to the
registrar's office, and may be given directly to the
student by the instructor. Semester grades, however, are
given only from the Registrar's office and are mailed to

the student after the first week of closing.

107

There is a faculty office room, though inadequate,
with desks for members who do not have offices. Many
faculty members take leaves of absence for further study,
travel, or to attend professional conferences. The college
encourages such activities and gives limited financial
support, or arranges for the full financial support of
these persons, as the case may demand.

The college's budget is prepared in December at
the end of the school year by the Business Manager, the

President, and the District Treasurer.160

The budget
and the annual report of the Business Manager are pre-
sented by the President to the Board of Trustees at its
annual meeting in mid-January. The District Treasurer
makes periodic audits, but at the end of the year a gen-
eral auditor from the National Council in New York audits
the college finances.

Before 1960, the annual reports of the President did
not state the financial condition of the college. In 1958,

however, the Bishop's annual report to the National Council

gave the breakdown of sources of incomezl6l

 

160The District Treasurer resides in Monrovia at
the central office of the Episcopal Church and is res-
ponsible for the finances of the Episcopal Church in
Liberia.

l613w. Harris, ”Liberia Report” (New York: Sherrill
Library, March 3, 1958), p. o.

108

1. National Council Appropriation 60%
2. Student fees—-$l50 per year 10%
3. Liberian Government subsidy 8%
4. Other donors 22%

Based upon a questionnaire by the author to the
president and also based upon his 1964 annual report,

Cuttington received its financial support from four

main sources.162

1. The Protestant EpiSCOpal Church in
the U.S. 50%
2. Gifts and grants from the cooper—
ating Board of World Missions of the
Lutheran Church in America, philan-
thropic organizations and private

individuals. 18%
3. Income from fees and contracts
for educational services 25%
a Fees 15%
b Contracts 10%
4. A subsidy from the Liberian Govern—
ment (not ear marked) 7%

According to the President's 1964 report, capital
funds were obtained independently in the form of grants
for Specific purposes. Miscellaneous and indirect income
was in the form of support to specific faculty members
made possible by grants for such purposes by such organ-
izations as the Rockefeller Foundation, U.S. State Depart-
ment, U.S. Peace Corps, Associated Colleges of the Midwest,

as well as contributions to the Scholarship fund.

 

162C.E. Baker, 1964 Annual Report (Liberia: Cutting—
ton College) pp. 15-16.

 

109

According to the President's report mentioned above,
funds from the four main sources were used for operational
expenses, personnel salaries and expenses. The annual
report of the business office lists some of the major
Operating items as:

1. Expenses for faculty and staff employed in
the Field (EIF).

2. Library books.
3. Teaching supplies and equipment.

4. Wages and salaries for various areas of
Operation.

5. College maintenance and supplies.
6. Student dining hall and medical expenses.

7. Fuel, Oil, transportation, and vehicle
purchase.

8. Public relations and miscellaneous expenses.

The expanded physical plant in 1964 with higher
maintenance costs and other factors motivated the President
to recommend an increase in comprehensive charge from
$300 in 1964 to $350 in 1965.1 It is expected that a sharp
rise in fees will be made in 1966, and therefore ways to
provide loans to needy students are being sought. The
projected 1965 budget was not met because some items Of
projection did not materialize.

In spite of budget fluctuations, however, the phy-

sical plant was improved and expanded in harmony with the

110

increase of the student body and staff and within the
financial means of the college.

The initial construction period was in 1948 and in
1949 when the first seven permanent buildings were erec—
ted. Other periods Of construction were in 1954—55 when a
$100,000 building program included the science, library,
administrative units, and three faculty housea in 1960
the construction of Epiphany Chapel, and in 1963-64 the
$207,200 expansion of the science building and construc-
tion of the modern dormitory—dining hall complex sponsored
by the U.S. Agency for International Development.

Among these buildings the library is the nerve-
center of the college. Beginning in 1949 with a few personal
volumes Of the President,the library had 20,000 volumes
in early 1964. In addition to allocations from the col—
lege budget,contributions to the rapid increase and
expansion of library facilities came from American
sources including the Eli Lilly Foundation, the Theolo-
gical Education Fund, the Community Church of Pacantico
Hills in New York, and the Church Periodical Club. In
1964 the greatest development occurred with the acquis-
ition of books and other library equipment from the

former Downer College of Milwaukee, Wisconsin. The 40,000

111

books and other materials were made available through a
grant from the Ford Foundation. Cuttington now has the
largest library in Liberia. The building, however, is
already overcrowded, and therefore students use adjacent
classrooms for study, reading, and reference.

These additions expanded Cuttington's physical
plant from a prefabricated building and an incomplete
dormitory when classes began in 1949 to twelve main
buildings, five dormitories, and two dozen faculty and
staff houses in 1965. All buildings are substantial
concrete structures with modern equipment, twenty—four
hours electricity, and running water. In 1964 the phy-

163 It is

sical plant was valued at about $2 million.
maintained by a Superintendent of Buildings and Grounds
and his core of workers. About five per cent of the
college budget is allocated for this purpose.

Illustrations of Space utilization other than for
regular classes include extra—mural activities, hosting
and teaching in the Teacher Vacation School at various times
between 1950 and 1955, accommodating agricultural extension

workShOps, religious conferences, teacher workshops, and con-

ducting six-week vacation school for teachers in 1964 and

164

A ( -
995.

 

163Cuttington College, op. cit., p. 8.

16“Seth C. Edwards, Annual Reports 1950—1955 (Liberia:
Cuttington College); John Gay, Rgport on the Cuttington
College Vacation School in Mathematics (Liberiai Cuttington
College, 1965), p. l.

 

 

112

Currently seventy—five per cent of Cuttington
students are Liberians. They come from the 24 senior
high schools and represent all sections of the country.
Student enrollment increased from 12 in 1949 to 192 in
1965.165 Over seventy—five per cent of the students were
on some type of scholarship in 1964. Some opportunities
for student employment during the annual vacations and
at other times are secured in businesses, conceSSions,
(H1private farms, and at the college. All major Christ—
ian denominations are represented by Cuttington students.
In 1962 a team from the Associated Colleges of tLe Mid-
west after talking with many Cuttington students, wrote:

The general impression was that they were bright,
eager to learn, serious, and rather mature in
their thinking. The backgrounds and experience
that they brought to their work were in Sharp
contrast to those of ACM students and suggested
that teaching in Liberia would involve new and
interesting challenges to Americans.19

Campus life is centered around activities of the
Student Association, Student Senate, Student Christian
Association, Altar Guild, Dramatic Club, and Class Organ-
izations. The college administration believes that
student participation in these organizations is an
important part of his education and affords the student

the opportunity of gaining practical experience in demo-

cratic self—government and group processes.

 

165See Appendix H for student enrollment.

166Associated Colleges of the Midwest, Report on
Liberia, Summer 1962,Chicago, p. A—16.

 

113

Other aspects of campus life include inter-collegiate and
intramural athletics, the monthly publication of the college

newspaper, Echoes from Cuttington, publication twice a year

 

of the Cuttington Review, and chapel attendance. All

 

students are required to attend chapel on Wednesday evening
and to attend assembly on Monday morning. Students are
encouraged and expected to participate in a church service
of their choice on Sunday.

Although Cuttington College is a church-related in-
stitution the intellectual atmosphere of the college is not
secular. The administrative officers and faculty have
freedom to determine how the purpose of the church is to
be reflected in the educational program and in student
life. NO Special demands are made upon the college by the
supporting church to advance its interests.

Religious, philanthropic, and professional organ—
izations have made a distinctive contribution to the
operation of Cuttington College. Among them the most
important have been the Methodists, Lutherans, Friends Of
Cuttington College, and the Associated Colleges of the
Midwest (ACM). In 1952 Bishop Willis J. King of the Meth-
odist Church appointed a full-time faculty member to the
Divinity School, built a staff house and the Wesley
Student Center in 1958, and annually contributed to the
operating budget of the college. At the end of 1963,
however, the Methodists withdrew their representative from

the college, and no new assignment has been made.

114

Beginning in 1955 the Luthern Mission also developed
a similar relationship with Cuttington. They provided
a staff house on campus, employed a full-time teacher for
the Campus School, and also contributed yearly to the
operating budget of Cuttington. In return, Cuttington pro-
vided educational opportunities for a large number of
Methodist and Lutheran students, operated a Campus
Elementary School which Lutheran children from all over
Liberia attended, and in 1964 instituted a nursing ed-
ucational program in conjunction with the Lutheran hos—
pital. The new Lutheran Phoebe Hospital was dedicated
ON May 15; 1965, and will serve the health needs of
Cuttington.167
Under the dynamic leadership of Mrs. Gallatin Cobb
of New York City, after her visits to Cuttington in 1961
and 1962, Friends of Cuttington College was organized in
May 1963. Friends of Cuttington is an incorporated philan-
thrOpic organization in New York City, and is dedicated
to the purpose of giving wider publicity to the college
and of seeking wider financial support for its ever-
expanding program. In addition to the many business men
and personal friends of Mrs. Cobb, vaulable assistance
in the organization of this body was rendered by Liberia's
ambassador to Washington, D.C.,and the Liberian Secretary

of the Treasury.

 

167Cuttington College, op. cit., pp. lO—ll.

{’1
1...!
\fl

Friends of Cuttington believed that the college de—
served support because:

1. It is a Showcase of American education in
Africa.

2. It is one of the finest educational insti—
tutions in Africa.

3. It is in Liberia, the country known as America's
Oldest African friend.

4. It is providing a superior education to many
young Liberians and other young Africans who
in graduating have played and will continue
to play an important part in the development
of their respective countries.

5. It is bridging an illiterate past to an
enlightened present and ushering in the new
day of self—determinatigg, freedom, and
development in Africa.l

This organization was responsible for the financing and
construction of a faculty house (Cobb's House) on Cuttington
campus in 1964.

Cooperation between Cuttington College and the
Associated Collegescfi the Midwest emerged as the final
result of an initial visit by a survey team of five
representatives of the ACM to four African countries in

the summer of 1962. After a study of the reports of this

survey team, the ACM Board of Trustees, decided to

 

r

168Friends of Cuttington College, Cuttington Collegg,
(New York, New York: Cuttington College, 1965), p. 3.

 

f

110

initiate a cooperative relationship with Cuttington,
169

for the following major reasons:

1. Liberia was a country in which the American
philosophy of education was well—accepted and
already established.

2. Cuttington College was the only institution in
Sub—Sahara which most closely resembled the
ACM colleges (liberal arts colleges in the
American tradition) and which appeared to have
the most promising future in Liberia. The
college seemed most far-reaching in influence, but
was little known abroad and was inadequately
supported.

3. Any assistance rendered Cuttington would have
a far greater impact than would similar assisv
tance to larger institutions in other countries
visited where education was more highly
developed.
4. The institution was private and free from the
political interference in academic affairs
that had characterized some other African uni—
versities.
In addition, the President and Dean of Cuttington and
their wives visited the ACM colleges in the winter of 1963.
After the visit a plan of cooperation was drawn up by
the Cuttington and ACM Officials in Chicago. Plans for
COOperation included the Associated Colleges of the Mid-
west supplying Cuttington with faculty members on a loan
for a year, sending selected graduates to serve as teaching
assistants at Cuttington for a year, and supplying Cuttington

with library and laboratory materials. On the other

hand, Cuttington was to provide research materials and

 

169The Associated College of the Midwest, Report on
Liberia (Chicago, Summer 1962), pp. A-18-19. The Associates
College in the Midwest, Opportunities for Cooperative
Educafiional Programs in Africa (Chicago, Summer, 1962),
pp. 1 —15.

 

 

117

facilities for ACM personnel, send junior-exchange students
to ACM in areas not offered at Cuttington, and promote as
far as her means permitted, a reverse flow of faculty to
ACM.170

Operation of the program began in July 1963 when
one professor in economics and a chemistry teaching as-'
Sistant went to Cuttington, and a Cuttington instructor
in anthropology went to an ACM college. In July 1964
five teaching assistants and three experienced professors
went to Cuttington, two from ACM, and one recruited for
Cuttington by ACM. One professor of education, from ACM

went to Cuttington in February 1965, and five more teaching

assistants and three professors went in July.

The Academic Program

Cuttington College began as a liberal arts college
in 1949 and its original program was organized to fulfill
the requirements of liberal arts. From time to time the
program was expanded, revised and evaluated. This program
is still basic to the entire curriculum but in a much
expanded and improved form. The first four graduates of
1952 received the Bachelor of Arts degree. Since 1949,
however, the academic program has evolved from 14 liberal

arts courses in seven subjects, taught by a faculty of

 

170C.E. Baker, 1964 Annual Report, op.Cito, Pa 18.

 

118

three171 to 76 courses in the first semester of 1965 with

a faculty of 34, The standard and quality of the program
improved; so has the qualtiy and calibre of students enter—
ing Cuttington. This bi—lateral improvement was amply em-
phasized in the President's First Annual Report to the Board
of Trustees. He said:

The year (1949) was one of great struggle for
students and teachers alike. It was one of
desperate struggle for the College students
becauSe their preparation did not come up to

the normal standard set up in the college. On
the other hand, the teachers felt compelled

to give additional hours Of teaching, coaching,
and personal guidance in order to approximate the
standard that the college had set up as its goal.
This goal was not achieved, but it is the deter-
mination of the faculty to strive to attain

the highest standards in college instruction and
to demand a comparable performance on the part

of the students in order that the New Cuttington
will have no fear that its students will be able
to compare favorably on the edupagional level with
the best in America and Europe.‘

High recognition was also given to quality education in
a speech by President Edwards in 1951:

We shall endeavour to maintain the high qualities
of learning and character—building for which the
Old Cuttington was known. We shall address our-
selves assiduously to the task of providing our
students the privileges of thorough instruction

 

171President Edwards taught College Algebra, Latin,
and World Literature; Mrs. Edwards taught English Compo-
sition, and Contemporary Civilization; Reverend Paul
Washington taught College Bible and Introduction to
Psychology.

172Eiwards, First Annual Report to the Board of!
Trustees (Monrovia, Liberia: Cuttington College, 1949—
1950). pp» 1-2.

119

(and) individual counseling. . . . We are trying

to give not only book learning to these on—coming
graduates, but also to give all the sterling and

stalwart qualities that go to make strong men.

These pronouncements setthe stage and tone for the
development of an academic program with high standards,
which have not been lowered.

Cuttington now Offers five degrees: Bachelor of
Arts, Bachelor of Science, Bachelor of Science in Agri—
culture, Bachelor Of Science in Education, and Bachelor
of Science in Economics. Students are required to comp-
lete satisfactorily 128 semester hours, of which 30 hours
must be taken in a major field Of concentration . Transfer
students must complete at least 64 hours, or two years
credits at the college, and must fulfill the basic re—
quirements or have their equivalent before receiving a
degree. No course with a ”D” grade is transferrable. All

students are required to complete two years of general

education in a core of disciplines including:

 

1. History Western and African) 12 hours
2. English Fund. of Communication) 12 hours
3. Religious Education 10 hours
4. Mathematics minimum 6 hours
5. Science minimum 6 hours
6. Physical education 2 hours

6148 hours

In addition, liberal arts majors complete 12 hours

of French or German and 4 hours of electives. Advanced

 

1738.0. Edwards, 1951 Annual Report (Monrovia,
Liberia: Cuttington College), p. l.

120

arts courses are taken by the students in their junior and
senior years along with their major field of concentration. On
the other hand, science majors complete 16 hours of math-
ematics and 27 hours of science in the first two years, and
take religious education and history in their junior
years, concurrently with their major and electives.l7u
The establishment of departments other than liberal
arts was influenced by the identified existing needs Of
Liberia. Agriculture was in the original planning and was
one influencing factor in the relocation of the college.
However, the development of a specific program was only
possible when there was a cadre of interested students and
the faculty and other needed resources were available.
Under these conditions and upon the recommendation of the
faculty and the approval of the administration, a new
program aimed at meeting special needs of the country was

planned and implemented as stated below:

1. Liberal Arts: l949--Basic program to all
other departments.

2. Science: l959—-Began with a general science
course necessitated by deficiency in high
school science teaching. In 1950 Biology and
General Chemistry were added; general science
was eliminated in 1957, when the calibre of
science in high schools was greatly improved.

 

l7“Cuttington College, Op. cit., pp. 22-26.

121

3. Agriculture: l955—-Eight persons enrolled.
Previously all students took a general
course.

M. Education: Cuttington graduates who taught in
schools received $300 a year less than holders
of an education degree from the University of
Liberia. Therefore in 1957 a degree program
in education was organized and the first two
students were graduated in 1958.

5. Economics and Business: l963-—the demand from
banks, business houses and companies resulted
in the organization of this program.

The older programs were constantly evaluated and
revised as was deemed necessary. The development of these
programs was in response to the economic growth of Liberia
and the great demand upon the institutions of higher learning
for manpower from both government and private sources.
Cuttington responded to the extent that her resources per-
mitted, being aware that ”education in itself is a funda—
mental economic fact, that the highest productivity is
in the human capital, that education is investment in
mankind, that the economy requires an adequate labor force
for its productive capacity, that without economic growth
a better education cannot be provided, and that the rela—

"175

tionship between the economy and education is reciprocal.

 

175A. H. Halsey, Jean Floud, and C. Arnold Anderson,
Education, Economy, and Society (New York: The Free Press
of Glencoe, Inc., 1961), pp. 37-u8.

122

A study of presidential reports (1950-64) and other

documents relating to Cuttington showed that the maintenance

of high standards was foremost in the administrative policies

and all efforts were exerted in that direction. However,

it was in 1959 when very definite steps were taken to

maintain and improve the already existing standards of the

College.

Contributing factors which influenced emphasis in

this direction appeared to have been:

1.

The visit by the Acting President in 1959 to
other African universities including Ghana,
Ibadan, and Makerere.

The visit of the Dean of Instruction in 1961
to the above named universities, and in
addition to institutions of higher learning
in Kenya and Tanganyika.

The attendance of professional meetings by

the President in the United States, EurOpe,
and Africa, the opportunity to "meet and
compare notes with educational leaders

and administrators from all of the leading
West African universities, and to serve on the
committee of ways and.means of breaking

the language barrier in inter-African cooper—
ation schemes”in.196l proved very helpful.

Travel abroad by students to attend con—
ferences with other students and the consequent
exchange of information.

The College's commitment to the purpose of
providing the best possible education in a
Christian atmosphere with a moral emphasis.

In order to improve and maintain acceptable standards

the following procedures were implemented by the adminis-

tration:

123

H

An expanded‘recruiting program to encourage
the enrollment of the highest possible caliber
of secondary graduates.

2. The establishment of the Cuttington Fresh—
men Merit Scholarship, which was awarded
the senior student who had the highest
graduating average in his class, in each
of the high schools in the country.

3. Adherence to the policy of obtaining the
withdrawal of those students who for two
semesters had failed to achieve a grade
average equal to the minimum required for
graduation.

4. Professors expected of their students a
high level of attainment both in their
classroom comprehension and also in their
outside reading.

5. Increased and improved opportunities for
practice teaching by education majors, and
field work by agricultural majors.

6. .Continual administrative spurring of faculty
and students by emphasing seriousness and
honesty in study, originality and creative-
ness, as well as analytical and scientific
approaches to problem solving.

7. Increase in faculty and therefore reduction
in faculty spread and teaching load.

8. Initiation of a program of student research,
especially in anthropology, economics, and
psychology.

9. Constant library improvement

10. More intensive advising and counselling.
An original academic problem was student drop-out
which began in 1949 and still continues to exist. Reasons

for drop-out are: (1) academic non—achievement or dis-

satisfaction with college life, (2) acceptance of foreign

124

scholarships, (3) inadequacy of funds and (4) diSCiplinary rea-
sons. In 1959 the largest single group of students was
dropped because of non-academic achievement. The major
reason in 1961 was the acceptance of various foreign scholar-
ships. Only a few students withdrew because of inad—
equate funds and for disciplinary reasons.

Another academic problem was getting the student to
understand why a science major should have some liberal
arts courses, or the latter at least one science and mathe-
matics course. One foreign student withdrew from the
college because he could not take only four years of
economics. Balance in the curriculum was constantly sought.
The necessity for a balanced curriculum was expressed by
President Baker:

A liberal arts program is basic to the further

study of such courses as Law, Theology, Govern-

ment, Economics...to mention only a few. If we

must achieve a balance between technological

advances on the one hand and sanity of action in
regard to human values on the other, and so chart

a course destined to save mankind from the perils

of his own creations, then the training of thinkers
with proper liberal arts orientation must be as
seriously undertaken as has the training of thinkers
for science, technology, and pedagogy. Our liberal
arts program must provide training in the traditional
sense, but of more importance, it must provide train-
ing in relation to and in context of the African sit—
uation frog a historical, current and future point

of View.

 

176Baker, 1961 Annual Report, op. cit., p. A.

 

F"
R)
W

On the other hand, however, weaknessess and deficien—
cies of Cuttington's academic program were observed by
Hempstone, President Baker, and the Associated Colleges
of the Midwest. Likewise, the faculty had always been
aware of the limitations of the program and improved it
as much as they could. In 1959 Smith Hempstone wrote:

The curriculum is spotty. Lacking are advanced

courses in physics and chemistry, adequate in-

struction in political science and theory for

students many of whom will be entering the Liberian

government service, anthropology and psychology

beyond the survey level, and Asian studies, badly

needed to dilute the Western Provincialism with77

which most social science subjects are taught.
The 1961 Annual Report of President Baker listed the need
for more than one person in an area or discipline,
additional teachers in the critical areas of Language
(especially French and English), Social Studies (part—
icularly Economics, Psychology, Sociology, and Anthro-
pology), Education, and at least one person in the
specific area of methodology. The Liberal Arts program
was the smallest and weakest due to scarcity of scholar—
ships for students and difficulty of recruitment of
staff in that area. In 1963 representatives from the

Associated Colleges of the Midwest summarized

their findings of the ”most pressing current problems

 

177Smith Hempstone, ”A Newsman's View of Cutt—
ington” FORTH, Vol. 124 No. 8. (Bristol, Connecticut:
The National Council, September 1959), p. 29.

 

at Cuttington in the field of faculty activities and
curriculum" in this wayzl78
l. A high rate of faculty turnover.

2. Several faculty members taught subjects
outside their areas Of specialization.

3. Important subject areas could not be
offered then because of lack of staff.

A. Adequate faculty offices were non-existent.
Classes were currently held in the evenings

and at Odd hours because of lack of class-
room and laboratory space.

\fl

6. The library was inadequate, and the addition
of more volumes would have created further
space problems since there was not sufficient
room for students to study in the library.

7. Needs in the subject areas previously men—
tioned were also noted.

Basic to future program planning at Cuttington College
is the analysis of the current academic program. Consider—
ing the national high-level manpower needs as identified in
Chapter III, this analysis will indicate in what areas
Cuttington will be able to help supply manpower in the
future. A breakdown of the academic program for the first
semester Of 1965 follows:

Number of Number Of Number of
Students Enrolled Courses Offered Teachers

 

 

Agriculture 10 .5 3
Education 34 9 5
Science 64 23 11
Liberal Arts 84 3§_ 24

TOTAL ' 192 75 E?

 

 

Q . . .
l7“Associated Colleges of the Midwest, Opportunities

fpr Cooperative. . ~ . op. cit., p. O.

 

127

Agriculture, an original influencing element in the
planning and relocation of Cuttington, and one of the
leading departments during the last three years, is fast
losing its place in the curriculum. One major reason
already advanced was the termination Of USAID Liberia
contracts, and therefore scholarships. Another reason
was the establishment Of a College of Agriculture at the
University Of Liberia, where very attractive scholarships
were Offered.

In l96u there were 20 agricultural students as
compared with 10 in the first semester Of 1965. Six of
these, however, were from other African countries. Class
distribution in 196A were 9 freshmen, 6 sophomores, 1 jun—
ior, and A seniors as compared with 2 freshmen, 2 sopho—
mores, A juniors, and 2 seniors in 1965. There are two
Cuttington agriculture faculty members and one instructor
from the Government Experiment Station.

Cuttington's greatest contribution in manpower is
in education. However, because of the lack of scholar—
ships, there is agnoticeable decline;in freshmen and
sophomore enrollment, each being less than ten. This
means that in the next two years there will be just a
few upperclassmen, unless there be transferrals from

other areas to this one. If there is adequate scholar—

ship SUPPOYt, Cuttington will be able to make an even

greater contribution toward 2,103 elementary and 270 secondary

128

teachers nationally needed in 1965, and the 3,506 elemen—

tary and 601 secondary teachers needed in 1973. As the

government emphasizes improvement of quality at the

elementary level rather than quantity, a large corps Of

college graduate teachers is indispensable, in addition

to graduates of the three Rural Teacher Training Institutes,

the government’s chief source Of future teacher supply.
The continuous increase in enrollment in the

science department, graduates Of which enroll in medical

and professional schools, is evidence Of the importance

Of and need for continuation, improvement, and expansion

of this department. The new addition to the science faci-

lities emphasizesrmtionalinterest in science and the

future role it is to play in nation—building. On the other

hand, the lack Of advanced courses in physics, chemistry,

and mathematics may be factors limiting enrollment. For

example, in 1962 an expanded science program was planned

and organized, and course descriptions were printed in

the college catalog, but the lack Of faculty prevented the

implementation of the program. At present the college

lacks a professor of physics, the minimum general

physics course being taught by a non-physics major

with the hope that a physics professor would be hired

for the second semester. Such uncertainty discourages

students and also weakens the program.

129

The need for more manpower with a broad and con—
centrated background in the biological, physical, and
chemical sciences is already present, and will be
acute for several more years. Cuttington can continue
to provide graduates who are accepted by accredited
medical and professional schools. She must continue to
provide men who can be employed in the laboratories Of
the concessions, of rubber plantations, in government
health and research services, and in public schools.

Although the program in economics and business is
the newest, its impact upon the students seems great
as indicated by the enrollment of twenty—one Liberians
and eleven foreign students. Having the urge and sanction
of both private business and government, it seems this
program will soon become a leading one at the college.
The increasing climb in business and the need for
high—level manpower in every phase of business point
in this direction.

Among the other liberal arts areas those of polit-
ical science and government, art and music, and African.
studies are quite weak although attractive to students.
There are no advanced courses in these areas, and there is
no course in Asian studies. If the cultural heritage is

to be preserved, and since Liberia must keep pace and

130

cope with Afro-Asian developments and affairs and continue
to play an effective role in them, the great need to
strengthen and expand this area Of the liberal arts exists.
Even though very little experimentation has been conducted,
it, in addition to research and extension, are vital to
academic standards Of an institution of higher learning
and are therefore encouraged and supported by the
administration as far as the college finances permit. As
one appraises the present program Of Cuttington College

he can hopefully anticipate extended activities in the

area of teaching, research, and service.

Summary

The Episcopal Church in the United States desired
to establish a mission in Liberia and after a few disap-
pointments succeeded in founding one in 1835. The mission
became a reality with the organization of churches and the
opening of schools, the apex Of which was Cuttington
Collegiate and Divinity School. During its 40 years
Of successful Operation Cuttington contributed a number
of educated men to both tate and Church.

After 20 years of being closed Cuttington was
reopened in 1949 at Suacoco and graduated its first
class of four in 1952. The growth and development was

not without problems and difficulties.

131

Although continuous evaluation has been made as a part
Of Cuttington College's program, it is important that a
real assessment be made Of its contribution in reference to
demands Of present society. Between 1952 and 1964 the
college graduated 192 students. Its contribution Of high—
level manpower tO national development have been chiefly
in:

1. Education

2. Science

3. Agriculture

A. Church Ministry

5. Economics and Business

The Education and Science programs are making steady
progress, but Agriculture is on the decline. The Economics
and Business program is becoming attractive to students and
is likely to become a major program. The future role Of
Cuttington irihelping to meet the national demand for man-
power is promising, but there is the need for some major

improvements and expansions.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
W

Liberia was founded on the west coast Of Africa
in 1822, as a result of the American Colonization Society's ef—
forts to solve the social problem caused by the Negro in the
United States. In 1847 the country became an independent
nation. In the course of its history the nation has en-
countered the same problems Of all emerging nations: main—
taining a stable government, in this instance to unite two
diverse cultures; developing agriculture, the basis Of the
economy; establishing a financial system to maintain
adequate communication, transportation, trade and commerce,
education, public health and other basic social services;
establishing national security; and developing sound inter-
national relationships. Throughout the history Of Liberia
the country has been influenced and assisted by religious
and philanthropic organizations in the United States.

In an underdeveloped country with two diverse cultures
with a high per cent of illiteracy, Obviously there has been
a continuous major need for trained manpower. In particular,
areas Of greatest needs were agriculture, engineering,
economics and business, education, medicine and public health,

and public administration.

132

133

Cuttington College was established at Cape Palmas,
Liberia, in 1889 by the Episcopal Church Of the United
States. It began as a high school called Hoffman Insti-
tute. In 1897 a Divinity School was added and the name
changed to Cuttington Collegiate and Divinity School.
The College existed until 1929 when it was closed until
1949 when it was reopened at Suacoco, as a liberal arts
college called Cuttington College and Divinity School.

In the period of Cuttington's first existence from
1839—1929 the early needs Of the new country still ex—
isted. The great depression in the 1930's caused these
same needs to become more acute. During World War II,
with the assistance of the United States Government,
improvement was made in transportation, communication,
and trade. These improvements demonstrated the need
for even more trained Liberians in all areas Of nat-
ional development. However, over the last twenty years
through a vigorous local and foreign scholarship program
the number of trained Liberians needed has been re~
duced (see Appendix F), but there is still a great
need in all of the above mentioned areas. In response
to growing national needs Cuttington expanded its pro—
gram tO include the departments Of Science, Agriculture,
Education,and Economics and Business. Bachelor Of Arts

and Bachelor of Science degrees are awarded.

13A

The role Of Cuttington College graduates in the
development of Liberia from the end Of the nineteenth
century until the present has been recognized by
national and other leaders. Evidence Of Cuttington's
importance and contribution to nation building was
emphasized by the late Bishop Leopold Kroll of Liberia
in 1936 when he stated:

As I came down the Coast from Monrovia to Cape
Palmas, I met your Vice President, Legislators,
Cabinet Ministers, Superintendents of Counties,
other high Officials of the Liberian Government
and men in every walk of Liberian life who said
to me, ‘Bishop, I received my education from
Cuttington; when will you reopen Cuttington?'l79

In the first commencement address at Cuttington College
in 1952, President William V.S. Tubman said:

This commencement represents the birth of a
new era and a new epoch for this Institution.

It is the first Commencement of Cuttington
College after its reorganization and reinstitution;
and what is more, it is the result of hard and diff-
icult forging ahead of Bishop Harris and his corps
or workers to construct, organize and develop here
on these grounds an Institution that bears the name
of one that existed in the past and that gave to the
Nation and to the Church many of the men that
have been responsible for the conduct Of the agfairs
Of Church and State for the past sixty years.1 0

Some Of the men Of fame referred to by the President
include L. Benjamin Andrews who received an honorary

master's degree for his outstanding literary production

 

l79wiiiiam v.s. Tubman, wares WILL YOU STAND; Commen—
cement address at Cuttington College 1952 (Monrovia, Li-
beria, Executive Mansion), p.2.

 

lBOIbid, p.l.

135

and is now in the foreign service, Theodore M. Gardiner,
Mr. Andrew‘s classmate, who was Suffragan Bishop of the
.Episcopal Church in Liberia from 1921 to 1941. In
addition, there were 24 active ministers in 1913, and
until Cuttington was reopened these men shouldered the
major responsibility of the church and were the only
native educated and trained members among the clergy of
the Episcopal Church.

Other alumni were the late Rev. J. Fulton Dunbar,
last Liberian principal of Cuttington, theologian and
educator. He preached the first baccalaureate sermon
at the commencement Of the New Cuttington in 1952. Some
Of his classmates were Garretson Wilmot Gibson, who be-
came Secretary of Public Instruction in 1932; Nathaniel
B. Cassell who became President of Liberia College in
1918. Other Older alumni are in various government
services such as the customs, revenues, and law. Two
late Chief Justices, Their Honors, E. Hemie Shannon and
J.F.K. Russell, were products Of Cuttington. The present
Chief Justice, His Honor, A. Dash Wilson, and the Attorney-
General Of Liberia, James A.A. Pierre, are alumni of
Cuttington. Although these men did not study law nor
economics at Cuttington, their allegiance is tO Cutting—
ton because Of the basic and sound education which enabled

them to move into other areas with ease and confidence.

136

Still another area of contribution was scientific ag—
riculture which was well developed. Large amounts Of food—
stuffs such as eddoes, cassava, sweet pototoes, vegetables,
and cash crops Of coffee and palm nuts were grown. The
Horticultural and Industrial show of 1906 demonstrated the
value of scientific farming. The administration considered
the success Of the agricultural program the key to the
solution of the food problem in Liberia. The names of
graduates from this department were not discovered, but
all literature pertinent to Cuttington elaborated on
this phase of the program and stated that the college
produced farmers. There was also a limited program in
the mechanical arts, but finance prevented further ex-
pansion.

The New Cuttington College graduated 190 students
between 1952 and 1964. Most Of them went directly into
employment in the areas Of their specialization, but a
fewothers changed into other professional fields as
their situations demanded. A large number worked and
then went to graduate or professional schools, while
still others went directly on to graduate schools. An
important fact to note is that no student recommended
by the college has done unsatisfactory work in graduate

schools which have included Yale, Harvard, Chicago,

137

Northwestern, George Washington, and Michigan State in the
United States. European Universities attended include
Hamburg, Bologna, and others in Switzerland, France, and
Germany. Most alumni in Europe are in medical and
technical schools. The breakdown of graduates from 1952

to 1964 appears below:

 

 

Number Number Total
Degree Eg;Women O£_Men Graduates
Bachelor of

Arts B.A. 19 43 62
Science B.S. 15 38 53
Science in

Education B.S.(Ed.) 15 28 43
Science in

Agriculture B.S.(Ag.) - 19 19
Arts in

Theology B.A.T. - 3 3
Divinity B.D. — 7 7
Special

Advance

Diploma - 1 1
Special

Certificate

in Theology - l 1
Degree work

completed,

but degree

withheld - . - l 1

A9 141 190

Alumni Holding Advanced Degrees:

Degree Men Women Total

 

 

Master of Arts 15 2 17

Master Of Science 5 -

Doctorate-Ph.D. _l;_ _1__ 2
3 24

138

Areas Of Alumni Employment/Graduate School: 1953-1965

I. Education

A. Elementary school teachers 33
B. Secondary school teachers 19
C. Administrators 18
D. Teachers at Teacher Training Institutes 7
E. Supervisors 3
F. College Instructors 2

11. Government Services

A. State Department (Foreign Service) 6

B. Public Works 1

C. USAID Liberia 1

D. Agricultural Extension agents 1O
Directors of sub-stations projects 2

E. Miscellaneous 8

111. Students in Graduate Schools 24
IV. Medical Students 11
V. Concession Employees 4
VI. Health Services 6
VII. Ministers and Priests 11
VIII. Banking and Business 8

Medical and graduate students compose a great
potential group which can expert an important influ-
ence upon the development Of the country within the
-next few years.

Even though the impact Of Cuttington's alumni
upon society in their daily relations was not invest-
igated, an annonymous article said:

Cuttington fosters Christian ideals (and) is
playing a distinctive role in higher education

139

Of Liberian youth. In a number Of ways it is

quite unique. It has a Liberal Arts College

with a Christian emphasis....Cuttington attempts

to provide a basically Christian education,

stressing at the same time the highest standards

of scholarship. Cuttington students are trained

to carry Christian spirit into their vocations

and their relationship with others.
This Christian oriented education is a part Of Cutt-
ington’s commitment which alumni are expected to exemplify.
After four years at the college it is hoped that graduates
can evaluate social and economic changes in terms of
values, honor and preserve the virtues Of social institu-
tions, think creatively, build ordered and stable lives

of their own, and help to enhance and immensely enrich

the lives of others.

Conclusions

 

From a review of selected books, reports, and other
materials relevant to the historical and cultural back-
ground Of Liberia and to the evolution and growth of
Cuttington College; from a personal interview with the
Bishop who reopened Cuttington College; and frmnthe writer’s
understanding, knowledge, and experience of the situation,
an apprasal of the evidence gathered indicates that the
following conclusions can be drawn:

1. Cuttington College prepared writers, church
leaders, educators, and farmers during its first forty
years of existence.

2. Though Cuttington did not Offer degrees in the

gorofessions as such, its basic program was adequate to

1A0

prepare its early students to continue study in politics,
law, and business and economics.

3. Since its reopening in 1949 Cuttington's greatest
manpower contribution has been in education.

A. Cuttington initiated the first college—level
agricultural program in Liberia and therefore supplied
the majority Of agricultural extension agents found
throughout the country.

5. As in the early days, Cuttington does not Offer
programs in the professions, but her science program
qualified a large per cent of her graduates to enter
graduate and professional schools directly, and they
therefore compose a future manpower supply that will
greatly contribute to national development.

6. Cuttington contributed to manpower needs by
hosting and by assisting to upgrade public school
teachers at Vacation Schools. In January 1964 two
college courses, History and English, were Offered to
30 Liberian teachers who had completed high school.

7. A very significant contribution to manpower
needs was made through Cuttington‘s extension program
in which farmers were given seeds, scions, and scien-
tific know-how; the library served the general public; and
scientific and educational and other facilities and

equipment were made available to local schools; the

lAl

college's facilities were made available for agricultural
and educational workshops and conferences, and a night—
school and medical clinic provided further education for
adults.

8. Cuttington‘s Christian outreach extended far
beyond its borders through an organized ministry, but in
particular, literary classes and Sunday School programs
helped members of the immediate neighborhood to become
literate and improve their level of literacy. The spiritual
needs of thousands of Liberians are being met through
the ministry of priests graduated from the college and its
Divinity School.

9. Other graduates of Cuttington served in several
governmental departments including State, Public Works,
Public Health, and Treasury, while still others worked in
banks and with foreign companies such as Firestone and LAMCO.

10. By her contribution of, 90 graduates to the great
manpower need Cuttington College has played a substantial

role in the development of Liberia.

Recommendations

 

This study indicates that specific actions are required
by Cuttington College as a means of further accomplishing
its special purpose of helping to supply a larger number of
high—level manpower for the national development of Liberia.
The following recommendations are therefore set forth for

consideration and study by the college.

142

1. Although periodic evaluations and partial studies
have made during the fifteen years since Cuttington's
reopening, the possibility Of a self—study should be
considered. Such a study would involve Board Members,
the administration, faculty and staff, alumni, students,
and other citizens Of Liberia. The study would furnish
Cuttington with useful information such as (1) more
accurate knowledge of the students and their needs; (2)
more accurate knowledge of the needs Of the country, of
the resources in plant, funds, and faculty at its dis“
posal; and (3) a realization of the social role that
the college should attempt to perform. Cuttington would
then not only be better able tO interpret its own achie—
vements, but would be stimulated to increase its contri-
butions as it endeavored to cope with national developments.
The organization and implementation Of the self—study,
as well as the study itself, could be done by a broadly
representative committee with the assistance Of an
experienced, professionally recognized general—chairman
from an American university. Subsequent planning would
profit from the help Of an education planning eXpert(s).
As a further result of this study Cuttington would be
better able to work upon mutually agreed Objectives and

establish short— and long—range goals and priorities.

143

2. The Agricultural Department should be studied,
and a final decision made as to whether it should be
continued. In view of its present condition and the devel-
Opment of a College Of Agriculture at the University of
Liberia, the writer recommends consideration of merging
this department with the science department and Offering
possible agricultural courses as electives rather than as
a major.

3. It is further recommended that the Science De-
partment be expanded to include advanced courses in the
biological and physical sciences so that a major may be
Obtained in eachlnxnnni. The possibility of a mathemat—
ics major should also be considered. In addition, basic
courses should be so planned as to make it possible for
students to continue study in recognized professional
schools. Particularly should this apply to schools Of
engineering, medicine, veterinary science, and forest
products. Liberian students should be encouraged to pre-
pare themselves to develop the natural resources Of
Liberia (discussed in Chapter III). Sufficient faculty
should be hired and adequate facilities and equipment
should be purchased for effective Operation.

4. Efforts should be made to Obtain the needed

faculty to Offer more advanced courses and majors in the

1AA

Liberal Arts Department. For some areas such as pol-
itical science, government, economics, and Afro-Asian
studies qualified Liberians should be invited as visiting
or guest lecturers or guests Of seminars tO relate and
integrate these areas more fully as they apply in Liberia.
Consideration should be given to adding Public Administra—
tion to the economics and business program.

5. The Department of Education which has contributed
more manpower to nation-building than any other area of the
college should consider the following:

a) Expanding Offerings for more majors in
special areas and for upgrading the teaching Of science,
mathematics, language arts, and social science.

b) Providing better facilities for practice
teaching and its supervision.

c) Establishing closer working relations between
the department and elementary (including the Campus School)
and secondary schools with the aim of improving the pro-
grams Of both the college and the schools.

d) Studying the long—range possibility of
establishing a Master of Arts in Teaching Program in
the crucial areas listed in a) and gradually expanding

into other areas as the needs demand and finances permit.

145

6. In order to improve the quality Of instruction
the writer recommends the establishment Of a material and
audio-visual center for use by the entire college.

7. A curriculum committee should be organized with
the responsibility for maintaining a balanced and integrated
curriculum; studying and revising the curriculum; processing
all academic orders for textbooks, equipment, supplies
and other logistics; and encouraging a greater interdisci-
plinary effort directed toward a better understanding Of
the function Of education as a dynamic agent for nation
building. This committee should also establish clearly
defined minors in the various departments.

8. The academic program should be studied with the
view of including courses in non-western cultures thereby
giving the student a balanced world view. Area studies
could include Africa, Asia, the Middle East, Latin America,
and advanced courses in international relations. It is
further suggested that students be encouraged to select
a particular geographic—cultural area in which he has a
special interest and acquire enough knowledge Of its
geography, language (if possible), and culture to under-
stand the area and role Of the school in its political,
social and economic development. He could also understand
how these institutions are influenced by the culture of
which they are representative. Provision for instructional
materials and constant evaluation and revision should be

made.

146

9. A study should be made Of how Cuttington can con-
tinue to maintain an African character helping to preserve
both the Liberian and African cultural heritage without
becoming provincial, without lowering its standards, and
without becoming isolated from the international community
Of scholarship. In the areas of applied science, studies
designed to adapt the program to Liberian needs for en-
riching both the individual and nation should also be
conducted. African studies might be made the core of the
humanistic studies. The integration Of African studies in
the content Of the curriculum should be increased with the
purpose Cd‘strengthenirg; or rediscovering the cultural
heritage, which must be preserved, restored, and enhanced.

In order to effect such a plan, Cuttington should
endeavor to establish, develop, and improve its library,
Africana, and archives. More national and African doc—
uments need to be acquired., By the use and_expansion of
its micro-photo equipment, Cuttington scould become a
center for national, African, and world documents which
would enrich college teaching.

10. It is important that Cuttington should implement
a vigorous plan Of recruiting the best Of its own graduates
and sending them to graduate school later to join Cutt-

ington‘s faculty.

147

It would be hoped such a plan would reduce the high rate of
faculty turnover and maintain a core of permanent faculty
who should be more dedicated to the cause of higher ed—
ucation in Liberia and Africa than the average expatriate
who signs a contract for two years.

11. Cuttington College should study its employment
procedures with the Objective of improving its means of
recruitment, terms of employment, conditions of service,
and classification of faculty. The college should also be
aware of what other African universities are doing in the
same area since it must eventually compete for college
personnel.

12. There is the need for a director Of research
who would coordinate all research. Efforts should there—
fore be made to secure a qualified and experienced person
for this post (perferrably a Liberian), and the necessary
facilities such as a research building with adequate
supplies and equipment should be provided. Only faculty
members who are interested in and are capable Of con-
ducting research should be encouraged tO do so. They
should be given a reduction in teaching load, relieved
Of other responsibilities, and be supported financially.
Possible areas for immediate research might include the
social sciences, languages, science, education, and African

history and culture.

1148

13. The Extension Program should be organized and
coordinated by adirector, and the long—range possibility
Of establishing an active continuing education program
should be investigated.

1A. Education as a service should be given greater
emphasis. Efforts should be made to cooperate more closely
with the University of Liberia to consider problems Of
mutual interest; and with the Government of Liberia by
Offering short intensive courses in urgently needed areas.
Both Cuttington and the University of Liberia could share
such leadership responsibility, operating through a joint
Action Committee followed by an Evaluation Committee.

15. A study should be made Of ways to develop closer
inter-university relations with other West African (and
other African) universities, of the possibiltiy of student
and faculty exchange or visits, and of conducting inter—
university conferences or seminars.

l6. Cuttington should investigate how its relations
with outside agencies such as foundations, the U.S.
Government, mission bodies, and professional organizations
can be improved and expanded.

17. It is vital that Cuttington College should
study how to reduce the shortage of highly trained man-
power in Liberia, how to attract a larger number of young
Liberians with abiltiy to do college level work, and how to

secure greater financial support from both private and

public sources than it now receives. All Of these should
be emphasized so that Cuttington can fashion itself into
a stronger center of intellectual activity.

18. Finally, a study should be made of how to win
greater community interest in the college from the public
in general and from the alumni in particular. The public
needs to know, understand, and appreciate the contribution
Of the college and be made more aware that their financial
and moral support is needed for Operation expense, plant
expansion, curriculum planning, research and library
facilities, and scholarship programs. They need to see
and understand that Cuttington College is no longer the
Episcopal provincial college it was. The public should
understand that a lack Of or limited financial contributions
affect not only the character Of the college, but also the
very substance of the nation's culture. Finally, the
Liberian public needs to realize that, as President
Kennedy said in 1961, "Education is, in the long run, the
chief means by which a young nation can develOp its
economy, its political and social institution, and indivi-

dual freedom and Opportunity."181

 

181The American Association of Colleges for Teacher
Education, Educational Needs Of Sub—Sahara Africa and
Latin America (Washington 6, D. C., 1961), p. 7.

 

150

These recommendations have been made with the hope
and confidence that in the future Cuttington College will
continue to play a decisive role in national development
by sending out graduates who, in the words of President

Tubman, will "act like men of thought as think like men

of action.H

B1 1311 0 GB AP H11”

151

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Cooperative Educational Programs in Liberia. Chicago,
Illinois: Associated Colleges Of the Midwest, 1963.

Cuttington College. Cuttington College Catalog 1964 and
1965. Monrovia, Liberia, 1964.

Staff Conference, Cuttington College, 1959
(Mimeographed).

 

Department of Agriculture and Commerce. Third Annual
Report. Agriculture, Forestry, Fisheries,rMonrovia,
Liberia: Liberian—United States Commission for
Economic Development, 1954 (Mimeographed).

Edwards, Seth C. First Annual Report to the Board Of
Trustees. Monrovia, Liberia: Cuttington College,
1949-1950 (Mimeographed).

. Annual Report to the Board of Trustees. Monrovia,
Liberia: Cuttington College, 1951 (Mimeographed).

Friends Of Cuttington. CUTTINGTON COLLEGE. New York:
Friends Of Cuttington, 1965.

Gay, John. Report on the Cuttington Colleg§_Vacation School
in Mathematics. Monrovia, Liberia: Cuttington
College, 1965 (Mimeographed).

 

Johnson, J. Ruduloph. Library Report. Monrovia, Liberia:
Cuttington College, 1962 (Mimeographed).

 

Langbehn, William A. A Pilot Survey Of High-Level Manpower
in Liberia. Monrovia, Liberia, 1961 (Mimeographed).

 

Liberian Legislature. An Act Revising an Act Entitled
"An Act Incorporating the Cuttington College,
Episcopal Mission, Liberia." Monrovia, Liberia: 1949
(Mimeographed).

 

 

Mitchell, John P. Annual Report. Monrovia, Liberia:
Department Of Education, 1962 (Mimeographed).

 

A Five—Year Plan for Education in Liberia.
Monrovia, Liberia: Department Of Education, 1963.

McFerren, Lew L. The Marine Fisheries Program in Liberia;
Annual Report to U.S.A. Operations Missions to
Liberia. Monrovia, Liberia: 1955 (Mimeographed).

Northwestern University. Economic Survey Of Liberia.
Evaston, Illinois: Northwestern University, 1963
(Mimeographed).

 

Rives, J. H. An Appraisal Of Liberian Education Needs inf
the Field Of Public Works and Utilities, With
Suggestions. Monrovia, Liberia, 1951 (Mimeographed).

 

The National Council. Cuttington College: A Dynamic
College in An Awakened Nation. New York: 1962.

 

 

Weeks, Milton J. Annual Report. Monrovia, Liberia:
Office Of National Planning, 1962 (Mimeographed).

 

. Annual Report. Monrovia, Liberia: Office Of
National Planning, 1964 (Mimeographed).

 

APPEI‘JDIC ES

AP P EN DI X A

LL“

To

England
Germany
Holland

Spain

France

United States
Other Countries

Totals

From

England
Germany
holland
Spain
France
UniLed States
Other 0 untries

(+
DJ

Commodities

Coffee

Ivory

Palm Kernels

Palm Oil
(Boechina)

Palm Oil
(weenina)

Piassava

Rubber

A P F El“ ID 1 X
LIBERIAE'
Cou

Exports by

son

A

MEBCE

ntries

 

N

 

192
$ 274,404,27
A993892051
195,957.02
999.52
2,037.3:
73905241u
$1,245,382.78

1929::s by Countries

 

 

 

1932
$ 647,515.76
429,915.37
55.54
29,9877 v 79
131,178.34
122,579.16
$1,501,515.52
Princifal E‘pOits
Quantity 1922
Lbs. 2,626,819
" 9.998
” 12,780,432
uals 327,802
” 1,86t
Lb f,654,044
H
159

1925

$ 393,885.99
855,219.74
292.013 93

5598
606,00
25’.388 98
1.’ .933 18

 

$1,911,053.10

1925

$ 728.372 28
704,881.97
192, soc do

8:310208

23,434,06

21‘,708.3O
24

 

H
(

From Eiteria-—Old and flew

(T
‘<

('

r -‘

Sibley, page 111,

Value of Imports and Exports by Firs Quarter (in U.S. dollars)

r1

Year Imports Exports

F—J
\O
0\
UL)
F4

8,803,366 15,480,648

H
M
3
La.
(U
U'l

988,106 LAC),7C)C>’,3MLl

‘0

H
\r‘

O\
\n
LU

3.438.239 117,360,766

fi-v'

From The New York Times, luly

m
U71
p——-

 

A P F EF‘J D I X E

i._.l
0‘.
',_J

APPENDIX B

1910 Educational Sta
Edwin Barclay's Annu
A. Total number of public
Emigrant children
Native <rilCien
B. Total public S<hOOl
C. Distribution by County:
Grand Bassa
Maryland
Montserrado
Sinoe
D. Distribution by Denomina

Total number of mi
Total enrollment

Denomination

Methodist Episcopa'
Baptist

Lutheran
Protestant Episco<

chool

tion

enrollment

:s 0
-port
s

btained From
(Starr, pp. 162-3)

467
148
9117

I", F ‘r\_
f." U

§_J

\o

O‘HU

LU

 

U)

\o

l\)

~\]

1

‘
../

\JflFU

(I) \fi \.)"1 Q

 

C)

AP PETJDI X C

1,..1
ij\
UK.)

Information Collected by

Africa: 1921

APPENDIX C

the Phelps-Stokes Commission to

 

Number of No. of No. of

Denomination Schools Pupils Teachers
Protestant Episcoval b2 211M 82
Methodist Episcopal 32 Ellb -*
Baptist Mission 13 848 -
African Methodist

Episcopal 8 388 10
Lutheran Church 7 MQE El
Catholic Mission 5 7&0 8

 

*lnformation nct recorded.

From Education in Africa by Thoma

 

}.——J

k 8“,

NH

#—

03

pp. 307-313.

3' Ii 'l. '1ll .' ‘

III Illll
it! allv I

AP P E‘T-IDI X D

APPENDIX D

PUBLIC SCHOOL BUDGET, 1926

 

1. Department of Public Instruction
Salary of Secretary of Public Instruction
Travel Allowances
Contigcnt fund, stationery and supplies
Chief Departmental Clark
1. clerk

l. messenger

2. Supervision
Four County Inspectors of Schools

3. Public School Appropriation
School Fund
Rent on School Euildings

A. Higher Education
Appropriation to Liberia College

Total Budget

$ 3,000.00
500.00
1,000.00
900.00
300.00
120.00

 

$ 5,820.00

$ 2,250.00

siu,850.00
150.00

 

$15,000.00

$10,000.00

 

$33,070.00

 

167

NUMBER OF SCHOOLS 1w OPEPAZTOM WITHIN
IaE REPUBLIC, 1925

 

 

 

 

Name Number Schools Number Teachers Enrollment
Government 56 63 3,77l*
M. E. Mission 16 36 1,391
Baptist Missions 1A BA 827
Episcopal Mission A5 98 1,725
A. M. E. Mission 7 14 355
Lutheran 5 21 445
Catholic 6 2A 669
Private 3 8 75
Totals 152 298 9,268

 

*Pigures include Liberia College.

The above figures taken from the last report of the
Secretary of Public Instruction are only approximate at best,
but they represent in a fair way present school enrollments.
There are no figures included in the above for the Pentecostal
Missions in the interior, and the nominal enrollments in
both the Methodist and the Episcopal parish schools.

The following statistics refer to the grades and salaries

 

of teachers in government schools -~l926.
Grade of Certificate Salary Number of Teachers
First Grade $400 8
Second Grade 300 16
Third Grade 200 28
Fourth Grade 100 A
Total 56

 

The distribution of government teachers by areas was as
follows:

Interior Stations
Montserrado County
Grand Bassa County
Sinoe County

Maryland County

Cape Mount County
Territory of Marshall

Hrew
R) 4: (DO [01: 00

From pp. 57-59 of Education and Missions in Liberia by
James L. Sibley, 1920.

 

APPENDIX E

APPENDIX E

 

 

 

 

SIAIISIICS ON HIGHER EDUCATION
Higher Instructions Instructors Students

University of Liberia 60

College of Liberal and Fine Arts —— 202

College of Teacher Trainin’ -— 71

Coll ge of Agriculture —— U6

College of Forestry -— 25

School of Law —- 31

1:0??11 60 375
Cuttington College

College of Liberal Arts 20 65

College of Teacher Training 3 35

College of Agriculture 2 20

School of Nursing 1 _A

School of Science 5 6A

Total 31 188
Our Lady of Fatima College

Te1Cher Training 13 35

Total--Higher Education 10A 598

 

 

 

 

SUMMARY
Higher Institutions Control Instructors Students
University of Liberia Government 60 375
Cuttington College Mission 31 188
Fatima College Mission 13 35
Total 10A 598

 

From 1964 Annual Report, Secretary

of Education, page 105,

 

\L)
ON
1‘:

COMPARATIVE SIAIISTICS, 1952-l

 

 

 

'Year Students Teachers Schools
1952 3A,893 1,228 mug
1953 39.976 1,390 55
1954 41,455 1,358 A27
19 5 45,324 1,532 490
1356 u9,772 1,662 564
1957 53,760 1,812 620
1958 54,010 1,758 687
1059 61,202 1,797 635
1060 62,C87 2,103 6A8
1961 79,973 2,232 791
l9‘62 80,321 not available 8A1
1963* 79,930 2,663 912
1969* 85,862 2,983 893

 

*Includes elementary, secondary, vocational, higher
education and Ieacner Iraining Institutes.

From 1964 Annual Report, Secretary of Education, p. 106.

 

APPENDI X F

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1714

\Q
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(I)

FFIMUiFALQ AED OZEER TEACHERS 1w
EPIPHAMY HALL

 

Vioe-Prino igals

 

Er. oohn F. Gibson
Prof.~ PC 00 Gray, LLOB
Rev. G. w, Gibson, Jr.

Mr, F” W. Ellegor

.717 r‘ , ‘ /'\ '
méa <‘ rw 1.8

._ "—._.._ _.________._

18Q6-1339 T J

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a ieufville
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1390—1335. S. G, Crow (f::flsr)
132C ~1331. Tu W, 3‘ FAhlenCEIg
1396—1331. Horatio Jomss
1391-13660 Jobo P, Gibson
1391-1393. Rev” F, 3, $6616?
3;:—1”937 E0 Wade N’Kr~c
1334—1u31 qu SamJel Y WjV1o:

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13}6—16~' Dr” I »o C
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1339-113g

18'33 o

/

1900—1900

1901-1906
1901_—f1902.

1 982-1 9:14..
19Cfl-19C9,
lgou-lgoé.
lQCfl-lQll,

lgogw
1906—1911.
199 30- 1911
1908-
1909—
1911-
1912—
1906-

Jo F0 Punb;‘3r,
F. W Elle gov

'3: Rev A0
son, Samuel

S‘Fe
vM

F. March, Fe
', Davies, EH JO H; Gibson.

.Eg Wee::51annorl

3. Momolu Gardiner

* Theo” Barrelle
dge

Samuel P, Ho
E A0 Dunbar
Ni Y1 Valentin

phrisfian E. Wese Baker
w; Ellegor

S, Wonfgomery

E. Jese Baker

, J. H, Gibson
ames D“ Hardy (preparatory Dept )

SIAFF 1913

/

erin+endenf
e principa'

v, J” M" Gardiner, Reva

A P P E“? D I X H

ENROLLMENT AI CUTIINGTON COLLEGE,

"U
'17

. ,.
'C‘

5—4
kx’J
r \
5..

.21—

1919-198

 

 

Total Nos

Total No.

Total NO,

 

Year No. Freshmen Men Women Students Men Women
1939 12 12 —- 12 12 --
1950 10 7 3 21 18 3
195 l7 l2 5 32 25 7
1952 13 13 0 32 28 8
1953 12 8 a 90 30 10
1954 10 5 5 40 27 13
1955 46 39 7 75 57 18
1958 31 27 u 88 87 19
1957 32 25 7 93 72 21
1958 3d 27 7 108 90 18
1959 87 A7 20 1A1 109 32
1980 A8 37 11 12a 91 33
1981 59 A3 18 1A2 103 39
1982 87 50 17 13a 93 41
1983 58 39 19 1&8 108 M2
198a 88 83 23 190 139 51
1985 88 50 18 192 191 51

 

Extracted from a report by the Registrar dated January

1963.

Updated from the 1969 Annual Report of the President and

from the first issue of the Egroes from Cutfington, 19o51

11

 

31,

kg.)

STEflAEY OF SICEEEIS EE3131EE ED
CUTIINGTON COLLEGE AND DIVINITY SCHOOL

\

 

 

 

 

 

/
Semester 1, 1935
7—7. 7" ‘ f f '7‘ ‘ *- ‘ ~ .- 0 (:V ’ __V o ,- r\_ \ a ' ",
rresLmeu sogrmores 2u110TS gothIS Speeial ro121

 

 

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S;ienre ts Nursing Edueafion Agri. Total

1 r. WO‘TS -l 3~ a J 2 E?
3121o13 7 1* d 13 9 3‘
0110 s 13 7 O 6 2 9?
ecial 1 1 O 2 O a
18:21 80 82H 7 311 10* 193

 

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9 —~ ~\ K A f' ., 1 w A 2 fly 7
1' e'crom1ws——T‘~r*, one L1L6r1t'; 11 1318151,

 

 

 

Fresnmer Socnmo es Juniors Seniors Special Total

 

Co

:3

(‘1‘ (I)

H d

O

O

'3

g» (71) 1—1
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Q; 'r-‘ 1—4

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*Note: All the foreigo studenfs were men except one
fresnman from Seneg l and one junior from Kenya.

From the Office of fine Registrar, lie?

AP P ENDI X I

APPENDIX I

1950-—THE FIRST BOARD

OF TRUSTEES

The Rt. Rev. Bravid W. Harris, D. D., President
The Pew Seth C. Edwards, Vice President
The Hon. H. Lafayette Harmon, Secretary*
The Hon. C. L. Simpson, Vice President of Liberia
The Rt. Rev. Willis J. King, Bishop, M. E. Church, Liberia
The Hon. J. W. Pearsor, D. D.. Seerera dry of Public Instruction,
R. L.“
Senator J. A, H. Jones
Mr. J. E. Cess Pelham
The Rev. 8. E. Yudu Sie*
ADMINISTRATIVE OFFICERS
The Rt. Rev. Bravid W. Harris, D. D., Bishop
The Rev. Seih C. Edwards, E. S., B. D., Principal
The Rev. Paul M, Washington, A E., Business Manager
1960
THE TR STEES
The Rt. Eev. Bravid W arris, D D., President
Ihe Rev. Seth C. Eu”“rrs \fiee- I esideht and Sec“efiair
The EOE” C. I). E. King
The Hon. J. N. Anderson
Senator J. A. H. Jones
The Rev. J D. K Paker
Prince A. Tavlor, Bishop, Methodist Church, Liberia

AENINISTEA

Rt Rev. Bravid W. Harris. D.

TIVE OFFICERS

1"“.

Th . ., :isnop

The Rev. Seth C. Edwards, B. S., B. 1., President.

The Rev. James F, HQpewell, E D., Ph D., VlTE-EPESluénT
Mr. John H. day, s D., M. A., Ph. D., Dean of Lnsfructien
Mr. Melvin J. Mason, A. D., A. H., Registrar

Wis s Ejnike Corbin B, S., Dean of Women

hr, 1. Walter Cason, B S., E. D., A. A.. resis*“ah

Mr, S. Salvatore Piore, Musi ness Manager

*Deceased a,
ldl

196A BOARD or TRUSTEES

The Rt. Rev. Bravid W. Harris, D. D. . . . President Emeritus
The Rt. Rev. Dillard E. Brown, D. D. . . . President

Dr. Christain E. Baker . . . Vice President and Executive
Officer
The Very Rev. Seth C. Edwards, D. Science D. . . .
Secretary

The Hon. Charles D. Sherman, Secretary of the Treasury, R. L.
The Rev. J. D. K. Baker, Rector, St. Thomas Church,

Monrovia
The Hon. J. N. Anderson, President Pro—tempore Senate, R, L.
Prince A. Taylor, Bishop, Methodist Church in Liberia
The Rev. William V. Gray, Rector, St. Mark's Church,

Cape Palmas
The Hon. Emmett Harmon, Executive Secretary, Joint United
States—Liberian Commission for Economic Development
General J. A. H. Jones, District Chancellor

ADMINISTRATIVE OFFICERS

The Rt. Rev. Dillard B. Brown, D. D. Bishop
Dr. Christain E. Baker, B. S. A., B. S., D. V. M. .President
Melvin J. Mason, B. A., M. A. (on leave) Dean of Instruction
Osborne A. Payne, B. S., M. S. Acting Dean of Instruction
J. Bruce Nichols, B. S., M. Ed. Registrar
Mrs. Ida R. Stevens, B. S. Dean of Women
Alfonse K. Miksis, B. S., M. A. Dean of Men
The Rev. Oliver T. Chapin, A. B., B. D. Chaplain

Claude H. Nader Business Manager

APP END I X J

1885.

APPENDIX J
CHRONOLOGICAL EVENTS AT CUTTINGTON

Hoffman Institute and High School located at Cavalla

Gift of Mr. R. Fulton Cutting for the purchase of
a manual labor farm, $5,000.00.

Board of Managers considers the proposition of Bishop
Ferguson's to remove the Hoffman Institute and
Training School from Cavalla to Mount Vaughan, the
point where under Bishop Payne, the High School was
first inaugurated-—a locality easily accessible from
the Bishop‘s residence and to both Liberian and
native students.

Bishop purchases 100 acres of land at Tubmantown,
four miles from Cape Palmas, and gives it the name
of Cuttington, after the name of the doner.

Bishop Ferguson removed the schools from Cavalla to
Harper. Sends out an earnest appeal for funds to
build a proper home for the schools.

The Board appropriates $9,5OO for necessary buildings
in Liberia, including the buildings at Cuttington.

November land cleared and work on foundations begun,

[\J
[U

February
Epiphany

t—la
Cl)

’ nd bishop laid the corner—stone of
I ll.
School—room of the new building used for the first
time on June 22nd, though unfinished.

Much work still to be done on the Hall-garret floors;
partitions of rooms; stairs; etc.

Principal Valentine ill, and goes to Germany for
treatment.
Returns in four months restored.

On July llth Mr. Valentine shot down in battle.
Bishop receives $80O toward completing Epiphany Ball.
The sum of $2,265 raised for Phillips Brooks Memorial
Church.

1814

{U

\U

\L i)
\. W
\U

}_.J
CD
\

Three of Epiphany students ordained deacons.

Small-pox in the school. Suspended operations in
classes.

Prof. ray appointed principal.

Rev. Joseph F. Dunbar succeeds Prof. Gray as
principal.

Mr. John Kuhns closes Cuttington shortly after be-
coming principal.

Rev. B. W. Harris consecrated Missionary Bishop to
Liberia.

Bishop Elwood Baines attends Liberian Centennary and
studies the Cuttington problem through an extensive
survey.

Ground—breaking for the reopening and location of
Cuttington.

January lB—-Cutting*on College incorporated by
national Legislature.

February lS--Cuttington reopens; three students
enrolled.

May 22-—Classes move from Freshmen dormitory to main
classroom building.

May 29--Laying of corner stone by Masonic Order;
President Tubman gives main address.

November l6-—First Baccalaureate; sermon preached by
Rev. J. Fulton Dunbar, last Liberian Principal of
old Cuttington.

November 18-—Commencement exercises; President Tubman
commencement speaker; four men raduate—-Bachelor of
.

Arts.

July—-Cuttington students strike because administra—
tion refuses to ride them to a pionic to which they
have been invited, Bishop Harris and Commissioner
Charles Williams called by students to settle strike.

Majority of faculty oppose President Edwards;
petitions Bishop Harris for his removal.

i 1 .f
1 ”a
. \J _

lfit . President Edwards appointed Dean of Trinity Cathedral,
Monrovia, by Bishop Harris. Dr. Christian E. Baker
elected President Cuttington College in late
February. Dr. Baker assumes presidency on March 1.

1963. February—~Affiliation between Cuttington and Associa-
ted Colleges of the Midwest begins.

May--Friends of Cuttington organized under leadership
of Mrs. Gallatin Cobb, New York.

1964. January 6--Bishop Harris retires, and Bishop Dillard
H. Brown succeeds him.

1965. May 13--Cuttington suffers $AP,OOO Fire Damage.