Achimota And Its Impact On The Creative Arts
Since its founding, Achimota College and School as it was named at the time of its inception, has had a disproportionate influence on the creative arts in Ghana. In every area of creativity, music, painting, sculpture, literature and theatre, Achimota’s influence has been deep and consistent. This paper seeks to explore the reasons for this phenomenon and to identify some of the main reasons that made these achievements possible. We shall also examine the contemporary nature of this impact.
Colonialism begun in Africa in the final decades of the 19th century when Europeans scrambled for terrritories and took political and military possession of its lands. In India, British rule lasted over two centuries. In Africa colonialism was expected to last at least as long until Africans absorbed the lessons of pax britanica and learnt to govern themselves. The 1920s was a time of unbridled and unapologetic racism. Accra, the ramshackle capital of the colonized Gold Coast was recently segregated along racial lines. The goal was political but the official reason was medical. The policy was justified as a necessary measure to save European lives from African diseases by keeping the two races apart, especially at night. It was generally believed by European medical specialists that Africans were immune to the effects of malaria but that their blood was full of the parasites. The evening was when mosquitoes fed on human blood and transported their contaminated cargo across racial lines to infect Europeans.
On January 28, 1927, the Prince of Wales College and School, Achimota was formally opened. The campus upon which the school stood was segregated. No Africans could stay there overnight without official sanction. It took the personal intervention of the Governor to obtain permission for Dr. James Kwegyir Aggrey, nominated for assistant headmaster, to spend a night under the same roof as Rev. Alexander G. Fraser, the headmaster.
African culture was regarded by many Europeans as backward and retrogressive and the African middle class bought into this perception. In 1918, Kobina Sekyi a Cape Coast author and social critic wrote a play called the Blinkards. It was a devastating satire on the nascent African middle class of the 19th century. Their social ambition was to strip away all identification with their cultural roots and to present themselves as English gentry. It was a cartoonish portrait of delusion and deliberate self-deception. The play warned of the consequences when a society loses its moral compass.
Against the background of these perceptions, the three principal founders had every reason to be proud of their achievement. For one thing, in the tight colonial world they inhabited, they had been accorded the rare honour of a royal visit. The heir to the throne, Edward, the Prince of Wales was himself present to bestow his name on the institution. The three men, Sir Frederick Gordon Guggisberg, a brigadier in the British Army and Governor of the Gold Coast (1919-1927), Dr. James Kwegyir Aggrey, a native of the Gold Coast, born in Anomabu and educated as a cleric in America, and the Reverend Alexander G. Fraser, a Scotsman and professional educationist were loyal to the crown. They belonged to the liberal and progressive wings of European politics and fervently believed that the key to African emancipation was education. The institution they created was designed to justify their hopes and ambitions. They saw the visit as the ultimate endorsement of their enlightened beliefs. They gave birth to a school, and let loose ideas that would lead in three short decades to the end of British rule in the Gold Coast.
The school was created to challenge the existing racial conventions and to instill pride in the nations’s putative leaders. Its motto, designed by Dr. Aggrey and displayed boldly on a heraldic shield, was composed of black and white piano keys. Its message declared that all races are equal and as necessary for civilized harmony as the black and white keys on the piano. At a time when aristocratic and middle-class women in Britain were barred from parliament and other bastions of authority and privilege, the school admitted children of both sexes and educated them together and equally. In 1924, when African culture was regarded by many Europeans as backward and retrogressive, a Department of Anthropology was established on the campus.
It was headed by R.S. Rattray, a noted anthropologist. He was given the responsibility and the means to research Asante culture and to make his conclusions available to the government for policy guidance. Rattray employed his students as research assistants and undertook field research in the towns and villages around Achimota and beyond. These communities contained demobilized former soldiers from all over the country. The results were published and used to teach local history. The exercise demonstrated the lie that Africans lacked a history.
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