1964 Awake! - Theocratic Collector.com
1964 Awake! - Theocratic Collector.com
1964 Awake! - Theocratic Collector.com
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ing a Western pattern of behavior often<br />
result in a weakening of family ties.<br />
There is also the danger that with ties<br />
to her family loosened or broken, she may<br />
be<strong>com</strong>e involved in promiscuity. In many<br />
towns there is a scarcity of women, and<br />
those that are available are considered by<br />
many to be sexually loose. Women outside<br />
the protection of family restrictions can<br />
easily be sucked into the cesspool of urban<br />
immorality. So Christian families that<br />
choose to live in the city need to be on<br />
guard.<br />
Education Affords Opportunities<br />
The lack of a school education has long<br />
restricted the activities of African women.<br />
But now that is beginning to change. In<br />
Ghana, for example, of the 203,790 women<br />
who are fifty-five years of age and over,<br />
only three percent are educated, or at<br />
least have received some schooling during<br />
their life; whereas, in 1960, of all the girls<br />
in the age-group of six to fourteen, 29.8<br />
percent were attending school regularly.<br />
Compulsory education was introduced in<br />
Ghana in 1961, and the majority of yOW1g<br />
girls are now attending school. According<br />
to the latest avaiJable figures, throughout<br />
Africa girls account for about 30 percent<br />
of the primary school enrollment and 22<br />
percent of the enrollment in secondary<br />
schools.<br />
Many African women are now beginning<br />
to avail themselves of the opportunities<br />
that are opened in the changing African<br />
society to those having an education.<br />
They are filling the positions of teachers,<br />
nurses, secretaries, and so forth. Some go<br />
on to W1iversities and colleges abroad.<br />
Even the illiterate adult can be<strong>com</strong>e an<br />
educated woman today. Literacy campaigns<br />
have been organized in many countries<br />
to give thousands of men and women<br />
who have had no schooling an opportW1ity<br />
to learn to read and write. In addition,<br />
there are vocational or practical-type education<br />
programs that are provided in some<br />
places by government and private agencies.<br />
Here illiterate women can learn such<br />
things as dressmaking, hairdressing or<br />
domestic service.<br />
Not to be overlooked in these efforts to<br />
assist African women are the hundreds of<br />
literacy classes conducted throughout Africa<br />
by Jehovah's witnesses. During the past<br />
decade literally thousand" uf African women<br />
have been taught to read, thus affording<br />
them the marvelous opportunity to read<br />
God's Word the Bible and speak its <strong>com</strong>fotting<br />
message to others. Not long ago a<br />
government officer gave a speech at the<br />
"graduation" of one of these classes in<br />
Ghana, in which he said: "If yOUl' spirit<br />
was manifested in other organizations, this<br />
country would soon have less illiterates.<br />
I will mention your fine example to others<br />
to emulate."<br />
Yes, Africa is indeed a fast-changing society.<br />
Many changes have been effectcd in<br />
the past decade, and many more are sure<br />
to be experienced in the future. Judging<br />
from the ('vents of recent years, we can<br />
be SUl'e that those changes \vill continue<br />
to have a deep influence on the lives of the<br />
women of Africa.<br />
MARVEL OF REGENERATION<br />
• The starfish('s, which are not really fishes, often invade oyster beds and cause<br />
(:onsitlerable destruction. Some decades ago a group of oysh'rmen employpd a<br />
man to wreak vengeanee on their enemy by having him ehop in two th .. starfish<br />
attacking their oysters. In a short time, however, the area had twice as many 5tal-fish.<br />
It remained for scientists to discover that chopping up a starfish is no way to<br />
reduce their numbers, since a starfish can regenerate all its missing parts.<br />
JUNE 8, <strong>1964</strong> 19