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.

It is a well-known saying that Africa begins at the Pyrenees. What is also obvious is that due to historical, cultural, and geographical reasons, Spain constitutes a unique bridge between Africa and Europe. Within Spain itself, as it advances toward the south, one can appreciate how the north of Africa gradually penetrates into Europe. Hence the African root in Spain is a logical consequence of the geographical reality and the evolution of social historic facts, which throughout the centuries have strongly related Spain and Africa, particularly its northwestern regions; so that when Africa is mentioned in Spain the Maghreb often comes to mind. For the same reason Arabic and Islamic studies occupy a privileged position in Spanish Africanism.

Historically speaking, since the end of the nineteenth century, coinciding with the last impulse in exploration and delimitation of areas under European influence in the sub-Saharan continent, an Africanist movement in research and study has always been manifest in Spanish cultural life. Four definite phases can be traced in its development.

1. The first phase, dating from the end of the last century and the beginning of the present one, is characterized by deep social and political instability (the Spanish-American War, the civil wars, etc.). The ever increasing gap between West Europe and Spain, and the consequent feeling of isolation, created a favorable “Africanist atmosphere” in intellectual milieux. In that time, institutions such as the Real Sociedad Geográfica or the Liga Africanista Española, to mention the most important, did away with the first major obstacle: the emphasis on scientific dedication to Hispanic-American and Arab studies. The above mentioned institutions promoted with success a systematic work in widespread African investigation.

The overexploitation of wildlife for bushmeat consumption poses a significant threat to biodiversity in sub-Saharan Africa, particularly in Angola, where the problem remains largely unexplored. This study provides the first overview of the regional bushmeat trade in Uíge Province and an analysis of consumption patterns in this socio-economic context. We provide data on the range of species hunted and their respective conservation status, and highlight the sources and structures underlying this regional trade. We conducted qualitative expert interviews with nine bushmeat traders from four communities and a quantitative consumer survey of 204 citizens of Uíge. More than 60% of the respondents consumed bushmeat at least once per week and 23% hunted regularly, indicating that this practice is deeply rooted in society. Of the 16 species sold in the central market in Uíge, five are categorized as threatened or Near Threatened on the IUCN Red List, highlighting the need for control measures. Large parts of the population consider bushmeat consumption to be an integral part of their culture but our results indicate that younger and better educated Angolans are moving away from these traditions and are less likely to practice traditional hunting. These findings suggest that access to comprehensive education and environmentally sustainable livelihoods is key to reducing the unsustainable use of wildlife resources.

In July-August, 1964 at Lagos, 28 countries participated in a UNESCO -United Nations Economic Commission for Africa-sponsored “International Conference on the Organization of Research and Training in Africa in Relation to the Study, Conservation, and Utilization of Natural Resources.” The following is from a resolution of that conference:

Conscious of the importance of natural resources to the national heritage of each country … Considering that development and social progress depend upon the wise exploitation of these resources … Proclaims … that extension of scientific and technical research on natural resources constitutes a factor essential to such development … Recommends that governments should devote continued and very large-scale efforts to the promotion of science and technical research….

This recognition by governments of the need to increase scientific research programs, of their responsibility for the organization of scientific research, and of the need to establish a balance between fundamental and applied research implies a previous or existing situation with a different approach which should be examined and also indicates a necessity for changes in outlook, the results of which can be followed for years to come.

One of the major, largely untapped sources for historical and social science research in Africa is the firsthand knowledge of Africans who were closely associated with the formation and life history of early political movements. At a conference held in February 1965 at Northwestern University, the Program of African Studies, with the assistance of the Carnegie Corporation, a number of scholars in the African field agreed in the course of a three-day meeting that it is particularly urgent to undertake a systematic canvass of these sources of information on the earliest nationalist movements in African countries. The conference stressed the importance of moving rapidly to make use of such firsthand data in helping to fill a major gap in our information about African responses to European intrusion. Not only is the material all that is available on the movements but it is rapidly disappearing (a fact underlined by the death of Dr. Danquah during the time the conference was meeting). In addition, the conference carefully examined the problems involved in such oral history retrieval.

When Lovanium University was founded in October, 1954, only 10 students registered for the Department of Education. Within twelve years, 43 students graduated either in Psychology or in Education, and 54 others obtained a Diploma in Education. During the academic year 1966-1967, there were about 200 students in the Department. These are tangible results. Young people have been prepared to serve their countries in the field of education and teaching, a field which is very important in a developing country.

From the beginning the main objective of the Department has been to adapt a specifically African programme and training. The increasing success known by this Department, especially since 1963-1964, shows that it really meets the needs of a young Republic which is constantly searching for qualified African professors for secondary schools and training colleges as well as school inspectors and competent counsellors in education. The psychologists also face a very big task. Centres for school orientation and selection, as well as for vocational selection and orientation, are in bad need of qualified staff to create new centres or to extend the ones already existing.