[Forwards] Kwame Gyekye's forward to F.L. Bartel's "The Persistence of Paradox"

Dr F.L. Bartels is undoubtedly one of the most distinguished headmasters Mfantsipim has had since its establishment in 1876. himself an Old Boy (1925-1928), his time as Acting Headmaster from 1943 to 1945 and Headmaster from 1949-1961 saw a phenomenal growth not only in infrastructural facilities but also in academic progress and achievements; for instance, the Sixth Form, the intermediate stage between secondary and tertiary education, was started during his time. 

Because of his achievements, the enormous influence he had on us in the formative years of our intellectual life, the respect he commanded both by the sheer force of his personality and management style, Dr Bartels is arguably the most loved of past headmasters of our school. This is evidenced by the enthusiasm with which Old Mfantsipimfo, and not only those people who were at the school during his time as headmaster, would want to see or meet him whenever the occasion presents itself.

 

It is for this reason that the Mfantsipim Class of 1958/60 decided to have his bust erected in the school compound as a permanent memorial to him. It was with some reluctance that Dr. Bartels accepted the idea of the bust.  Indeed, it took some insistence, on our part, to get his agreement to have it erected. The bust was unveiled on November 14, 1998, the 122^nd  Anniversary Speech Day. The inscription on its plinth, which we thought would be the most appropriate and convey our perception of the significance of his headmastership for our own lives, reads as follows:

 

He sought to make us greater than himself

 

The word ‘paradox’ in the title of his book occurs several times in the text. It is used to  refer to a situation that either involves apparently contradictory features or generates puzzles and perplexities, a situation that cannot be easily fathomed. The author seems to have encountered such situations or experiences so frequently that, in his opinion, they justify the place given to the phenomenon of paradox in the main title of the book.

 

The Persistence of Paradox begins with a vivid account of the author’s family pedigree and his childhood experiences, his desire to start school at a very tender age, his frustration in not getting immediate admission to the primary school of his choice, and his efforts at school that gained him admission to Mfantsipim in 1925. Having spent much of his life at that school as a pupil, teacher, housemaster and headmaster, he gives a detailed account of his experience there, including his quick promotions. Throughout the book  he makes reference to his experience at Mfantsipim or to some specific Old Boys and Old Girls of the school; and, in no way does he conceal his joy and pride at the achievements of Old Mfantsipimfo, successes that justifiably give him a sense of personal satisfaction at the realisation of his hopes and prayers.

 

This book tells the story of a man who dedicated his life to education, who was deeply convinced that education – the cultivation of the mind and character – constitutes the foundation for the development of the individual as well as society. It was his dedication and contribution to education in Ghana that earned him the award not only of the Most Excellent order of the British Empire conferred on him by Her Majesty, Queen Elizabeth II, in 1956, but also of the honorary degree of Doctor of Laws from the University of Ghana in 1989.

 

Dr. Bartels gives a meticulous account of his experience also at UNESCO, which he joined immediately after leaving Mfantsipim in April 1961, becoming Head of that Organization’s Africa Division in the Education Sector in January 1964, Advisor on Education in Africa to the Assistant Director General for Education in 1967 and ending his years in the service of UNESCO as Senior Lecturer in the faculty of Education, University of Nairobi. He provides insights into the workings of this international organisation. He has praise for deserving colleagues without overlooking causes of friction or hiding his frustration in working under one or two over-confident and powerful bosses, who were more desirous of stamping their own personality on the organisation they worked in that of serving humanity through it. Even so, he seems to have enjoyed his work at UNESCO tremendously.

 

But the book is also about the times in which the author lived. He does not merely recount personal experience but makes elaborate, profound and scholarly reflections and analysis of events of the times, ranging from nationalist movements in the Gold Coast (Ghana) in the 1920s and 1930s to student demonstrations in Paris in May 1968. His reflections on colonial administration and African politics, political systems and ideologies include critical comments on the policies and actions of the first general of post-colonial African political leaders. His criticisms, however, are fair. For instance, while he criticizes Kwame Nkrumah’s authoritarian rule, he praises him for ‘rising above tribalism’ (ethnic consciousness) and for his deep concern for purposeful education.

 

The authors interest in language and culture manifests itself in his publication of books on the Grammar of the Fante language and books written (jointly with J.A. Annobil) in that language and his desire to produce a unified orthography and spelling forms for different dialects of the Akan language. It is reflected also in these memories where he resorts to Ghanaian proverbs, whenever appropriate, to clinch certain points or arguments.

 

Though not an active politician, the author could not, like other responsible citizens of his generation, have remained unconcerned about contemporary political events of Ghana and the style of its political leadership. He not only wrote articles critical of Kwame Nkrumah’s politics, but joined others in Cape Coast  to form the Cape Coast Progress Club, which was definitely a political organisation.

 

As an educator, it would have been impossible for him not to have provided some prescriptions for appropriate systems of educational curricula for Africa in his memories. The wide-ranging comments and references clearly show him as a man of great erudition. Dr. Bartels has a penchant for detailed diary-like accounts, whether he is recounting his experiences at Mfantsipim of his undergraduate and postgraduate student days in Britain or as a member of UNESCO staff or as Ghana’s Ambassador to Germany.

 

The Persistence of Paradox should be of interest not only to education but also students of history, politics, sociology and philosophy of education and, of course, Old Boys and Old Girls of Mfantsipim.

 

(Signed) Kwame Gyekye

University of Ghana 

Source: Kwame Gyekye