99The Invention of Tribalism in Zimbabwe By T.O. Ranger, Gweru, MamboPress, Mambo Occasional Papers, Socio-Economic Series 19, 1985, 20pp.,ZSI.15.This is a useful pamphlet which gives the lie to assumptions about long-standing'tribal' or ethnic consciousness in Zimbabwe. Professor Ranger points out thatnone of the major ethnic groups currently recognized in Zimbabwe existed assuch in pre-colonial times; even the Ndebele comprised a multi-ethnic state ratherthan a single ethnic group. Contemporary ethnic divisions arose from acombination of factors, including administrative pressure, the emergence ofdialects in written Shona under the influence of different missionary bodies, themanipulation by workers of ethnic stereotypes to secure better jobs and pay, andother factors. Because such ethnic identities are new, Professor Ranger argues thatwe should not too readily use them to explain political allegiance and politicalaction.True, and worth pointing out. But even new ethnic identities can be deep-seated and real. In competition for scarce resources, people readily classify othersas 'insiders', from whom co-operation is expected and to whom it should beoffered, and 'outsiders'. Ethnic identity, however new, is a convenient and easysystem of such classification, and consequently becomes a significant factor inpolitical behaviour. Sad and wrong, perhaps, but not easily avoidable.University of ZimbabweM.F.C. BOURDILLONStudying in Zimbabwe: A Practical Guide for Zimbabwean Students i?/ JoanAddison. Gweru, Mambo Press, 1984, 118 pp., Z$2.50.This book is intended to help 'mature, adult learner[s]...understand some of themany factors' which influence them as they study. It covers the usual topics foundin this type of manual: organizing study time; reading skills; note-makingtechniques; using resources; writing assignments and examinations, etc.It is a matter of debate whether this type of book has any real value for studentswho need to 'learn how to learn'. It has been suggested that 'any student with thediligence to plough through the exercises [in such books] has both the aptitudeand motivation to become a good student even without them* (A. Irving, Studyand Information Skills across the Curriculum (London, Heinemann Educational,1985), 15-16). .In the case of this particular book, one wonders if the student who has(presumably) successfully completed his secondary education will gain muchfrom it. Will the mature student really make himself a study timetable on whichhe will plan, at 10.00 p.m. on weekdays, to *talk to wife' (p. 13)? Can he reallyimprove his reading skills from the advice given in the six pages here Š which donot even mention the vital skill of scanning?The section on using the library is actually misleading. Addison has confusedthe National Free Library's inter-library loan service with its postal loans serviceto individuals; one would not look up 'Geography' to locate an atlas; libraries donot index the subject content of novels in their subject indexes.The index of the book itself verges on the ridiculous: will readers really be likelyto look up the terms 'date' and 'afternoon' for example? If so, I wonder what sortof information they would be expecting to find.