184BOOK REVIEWSthan already depressed export prices. This was ensured by an elaborate 'rake offsystem whereby traders, miners, ranchers and farmers purchasing maize fromAfricans were obliged to pay levies to the Board which thereby derived the incomefor subsidizing the export losses of the large European maize growers (ibid,,18-20).In effect, what the Co-op participated in was an elaborate exercise designed toensure the survival of the European farming sector at the expense of the African.It is to the Co-op's credit that its members 'vigorously opposed' the two-poolquota system operated by the Maize Control Board, albeit for the wrong reasons.For not only was the system 'the very antithesis of co-operation'. It was, in the finalanalysis, also a piece of blatant exploitation.Ministry of Education and CultureSalisburyC. F. KEYTERSable: The Story of Tie Salisbury Club By C, Black.1981, xiv, 254 pp., no price indicated.Salisbury, privately.This story of Zimbabwe's senior club is basically a collection of lively biographiesof chairmen and members over the years. As such it is interesting reading andalmost constitutes a non-political Who's Who of Southern Rhodesia. It is a pity,however, that someone with Black's knowledge and skill did not attempt a moreanalytical history of an institution that, one may guess, played not a small part indefining Establishment consensus in White Rhodesia. Civil servants of a certainrank were expected to join; Ministers were extended membership if not alreadymembers. Thus when Special Juries were created there was considerable Whiteopposition to being judged as well as ruled by the Salisbury Club.R.S.R.Education for Employment By R. Riddell. Gwelo, Mambo Press in associ-ation with the Catholic Institute for International Relations and the Justiceand Peace Commission, From Rhodesia to Zimbabwe 9, 1980, 72pp.,Z$0.95.The inertia of a complex system is great. Although in a revolutionary era men'sminds easily leap ahead, rapid change 'on the ground' in an educational system isvirtually impossible. Thus, although published in 1980, this book is still of interestand importance, and must have provided a useful contribution to the ferment ofideas that has surrounded education in Zimbabwe since Independence.In the first two thirds of the book the author provides an excellent survey ofhow matters stood in education in this country on the eve of Independence, and howwe had reached that situation along a road paved with racialism. But with greatperception he remarks;The removal of racial discrimination, in practice as well as theory, andpolicies of positive discrimination will not solve the country's educationand development problems on their own. Indeed, in future years, it mayBOOK REVIEWS185well be that racialism will be viewed as a relatively minor problem. Amajor thesis of this booklet is that an expansion of the present schoolingsystem will not solve the country's fundamental social, economic oreducational problems.The last third of the book is devoted to a discussion of the practical implications ofhis view that one central purpose of expanding education is to increase production,so that education is for employment; and he outlines a number of concrete policyproposals under the headings of 'universal basic education', 'adult functionalliteracy', and 'further training'. He points out that these three sets of proposals allrequire substantial financial resources, and that as funds will be limited, at least inthe short term, difficult choices will have to be made.As it is now almost two years since the book was published, the reader needsonly to look out of his window to see what choices have in fact been made. He willnotice, for example, that large numbers of rural secondary schools have beenestablished and issued with (among other things) bunsen burners; but that, ingeneral, primary schools have not been issued with pickaxes and spades. This isevidence of a choice having been made; the reader is left to put a cross or a tickagainst the following selection, adapted from the proposals:Universal Basic Education* The establishment of Basic Education schools throughout the country, offering acomplete (possibly nine-year) course, with agriculture as an integral element inrural areas, is recommended.* The course would provide basic head and hand skills, and also teach skillsneeded for productive employment in society.* The school year would be closely related to the agricultural year, flexibility beinggiven to schools in different areas to adapt to the variability of the rains and theharvest time, to enable the critical interrelationship between production andlearning to be developed.* Selection for education beyond the basic course would be based on anassessment profile compiled for all students both during and on completion oftheir basic education. This would be based partly on examinations, partly onclassroom performance and partly on the impact that students have made upontheir peer group and the local community.Universal Adult Literacy* A massive campaign for adult literacy in all parts of the country would providethe opportunity to learn basic literacy skills as a means of improving theoccupational knowledge and skills already possessed by learners.Further Training* A comprehensive manpower-planning study would pinpoint the skills needed inthe short, medium and long term, enabling further training to be closely related torequirements, so preventing shortages and surfeits.* Integration of further training and employment was recommended so that those186BOOK REVIEWbenefiting could use their new skills in the service of the wider community, andhand on their skills to others.* In general, all work places should be linked directly to centres for furthertraining, there being a range of such centres around the country. Places of workwould thus share the national task of providing skills for the economy.* A substantial amount of further training directed specifically at rural develop-ment requirements should take place in the rural areas.* Existing secondary and further-education schools and technical colleges shouldbe retained and expanded, but linked directly with the needs of the economy, lessemphasis being placed on what is traditionally known as 'academic' secondaryschooling.* Further Training Centres should be established, planned to operate in close co-operation with the needs of the other Ministries, notably Commerce, Agri-culture, and Industry, Each F.T.C. should develop close links with a particularsector or sub-sector of the economy.The main message of Riddell's valuable little book is that, apart from theestablishment of basic literacy and numeracy, 'education for development' is notsomething which happens in a school; it is something which happens at work.Hence to expand education we must provide not more schools but more work-places.University of ZimbabweM. J. ROBSONGold Mines of Mashonaland, 1890-1980 By DJ. Bowen. Salisbury, ThomsonPublications, 1979, 95 pp., illus., ZS7.5O.Gold Mines of Rhodesia, 1890-1980 By DJ. Bowen.Newspapers, 1980, 106 pp., illus., ZS12.50.Salisbury, ThomsonThese two books comprise reprints of articles originally published in The Chamberof Mines Journal or Mining and Engineering. All the chapters (apart from ones onpre-colonial production, and the early role of the British South Africa Company,which are printed in both books, and West Australian gold, printed only in thelatter) are detailed summaries of the history, geology and production of individualmines.The first book covers twenty-one mines in Mashonaland and the second bookrepeats eight of these in addition to covering twelve other mines, mainly in theMidlands and Matabeleland. Written by a geologist for a mining readership ratherthan for historians, these brief surveys are nevertheless useful sources of reference.R.S.R.