Scientific research of African societies and cultures in Czechoslovakia has developed only in the last two decades. Nevertheless, to precede the research there was a relatively extensive background shaped by the tradition of travelers whose interest was centered especially on geography, biology, and descriptive and collective ethnography. The most important of these travelers were Dr. Emil Holub (1847-1902), who crossed South Africa as far as the Zambezi River and published several books, most of which are now available in English, about his experiences; Remedius Prutký, a missionary who visited Ethiopia in 1751-1753 and not only described his travels but even compiled a vocabulary of the Amharic language; and Dr. Stecker and Čeněk Paclt, who traveled in the nineteenth century through Ethiopia and South Africa, respectively. In the twentieth century there was a considerable number of Czechoslovak travelers who acquainted their compatriots with the “Dark Continent.”

Before World War II, three professor of Semitology at Charles University, Prague -- R. Dvořák, R. Ru̇žička, and A. Musil -- started to study Ethiopian languages and history. The well-known Austrian scholar of Czech origin, Dr. Pavel Šebesta (Schebesta) became one of the best specialists in the anthropology and ethnography of the Pygmies.

The United States Joint Publications Research Service, an organization established to service the foreign language needs of the various federal government agencies, has translated a number of items on African affairs. The following list of JPRS translations on Africa south of the Sahara was compiled in the Government Publication Section, Serial Division, Library of Congress. It includes translations of material originally published in various foreign language journals, primarily those of the Soviet Union and Communist China. A large percentage of the articles is devoted to politics and propaganda, setting forth the current policies of the two major Communist nations toward Africa. But there is also a considerable body of material — much of it translated from French publications — on anthropology, ethnology, economic development, labor movements and mining activity.

The Wenner-Gren Foundation for Anthropological Research supported a research conference on Bantu Origins in Sub-Saharan Africa, which was held from March 25 through 30, 1968, at the Center for Continuing Education, University of Chicago. The participants in the meeting were J. Desmond Clark, University of California at Berkeley; David Dalby, School of Oriental and African Studies, London; J. M. J. de Wet, University of Illinois, Urbana; Christopher Ehret, Van Nuys, California; Brian M. Fagan, University of California at Santa Barbara; Geoffrey Gaherty, University of Toronto; Jack Harland, University of Illinois, Urbana; Thomas N. Huffman, University of Illinois; Charles M. Keller, University of Illinois, Urbana; Roland Oliver, School of Oriental and African Studies, London; Irvine Richardson, Michigan State University, East Lansing; Albert C. Spaulding, University of California at Santa Barbara; Jan Vansina, University of Wisconsin, Madison; Frank Willett, Northwestern University; and C. C. Wrigley, University of Sussex. They were selected from a broad range of disciplines and spent five days in free-ranging discussions on Bantu origins and its related research problems. No formal papers were presented, thereby leaving maximum time for discussion, nor is any publication resulting from the conference planned. This brief report summarizes some of the general conclusions of the meeting and sets out certain recommendations made by participants at the conference; a draft was circulated to all the delegates for examination prior to publication.

Teaching about Africa south of the Sahara in American secondary schools is often severely limited or ignored altogether because most teachers believe there is an inadequate number of instructional materials available for use in the classroom. Fortunately, this belief is erroneous.

Project Africa, a U.S.O.E. -funded social studies curriculum development center at The Ohio State University, has recently completed an examination of commercially prepared materials currently available for instructional use at the secondary level. In so doing, the Project has located and identified a number of up-to-date, well-structured and generally accurate materials which have the potential for easy adaptation to virtually any type of study about this region as well as to any teaching style.