
EGYPT AND THE ANGLO-EGYPTIAN SUDAN
moting more ' civilised' and intelligible modes of socio-political
behaviour among Southern Sudanese. By the later 1920s, how-
ever,
all
Arab
and
Islamic influences were officially seen
as
corrosive solvents of the 'tribal discipline' that the administrators
were striving to create; and, after 1924, as potential vehicles of the
politically dangerous 'Northern Sudanese outlook'. These views
were increasingly shared by senior officials in Khartoum.
In 1927 Maffey discovered that the south could not give birth
even to 'traditional' native states without some educational and
economic development. He was dissatisfied with the progress of
southern education, which had been left entirely
to
missionary
enterprise and which government had only just begun, very
scantily, to subsidise. But the Political Service convinced Maffey
that a government system with northern Sudanese teachers would
be politically dangerous. Grants-in-aid to missions were therefore
considerably increased, and school enrolments rose from under
800 in 1926 to over 2,600 in 1930. In 1930, the entire Nuer people
were,
at
Maffey's insistence,
at
last brought under settled
administration after their final resistance had been crushed by
a
major military campaign. In the same year, government formally
resolved to isolate the south completely from all Arab and Islamic
influences; and, behind this barrier,
to
'build up self-contained
tribal units with structure and organisation based on indigenous
customs, traditions and beliefs'.
33
This policy implied the early
replacement
of
northern Sudanese officials and employees
by
non-Muslim, English-speaking southerners. The production
of
these officials would require the rapid development, as
a
'vital
feature of general policy',
34
of southern education.
Educational expansion duly took place until 1932.
It
then
ceased abruptly until the early 1940s. This was no mere side-effect
of the economic crisis. There was in fact little decline in the funds
allotted to southern education, and by 1935 the shortfall had been
more than restored; but whereas until 1931 the missions had been
encouraged
to
attempt comparatively 'advanced' instruction,
from 1932 they were in effect told to teach as little as possible and
to concentrate on 'character-training' by hard agricultural work.
Between 1932 and 1938 there was an actual decline in the number
33
CRO CivSec i.C.i., MacMichael, Circular
to
southern governors, 25 January 1930.
Printed
in
Muddathir 'Abd al-Rahim, Imperialism and nationalism, 244-9.
34
CRO CivSec i.C. 1., MacMichael
lit
supra, part
I,
sub-para A(b).
778
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