Kano Northern Nigeria 1965

I somehow managed to cram myself into the narrow space at the back of an African 5th Grade classroom. Scientists, educators and administrators had traveled from America, England and other parts of Africa. We had come to Kano to attend a remarkable conference on African Science Education organized by Jerrold Zacharias.

Zacharias had arranged for us to come to this school to witness a local African teacher, who after only 2 weeks of training, was going to teach science not by TELLING students about it but by putting the simple materials of science, in this case flashlight bulbs & batteries, into their hands. Letting the children manipulate them and make their own experiments. Boxes of scraps containing bits of wire, paper, string, wood, paper clips and rubber bands. The teacher simply asking, “Can you light the bulb?’

Self-consciousness and uncertainty evaporated quickly. One by one, flashlight bulbs lit up. First in one part of the room and then another. Illuminating briefly each time the intense absorption and delight in the children’s faces. Each of us watching had felt that same sense of wondering delight as young children in rare and lucky moments of discovery. We were thrilled to recognize it again now. The teacher moved quietly among the groups of students. Offering encouragement here. Asking provocative questions there. “Can you make the bulb give a brighter light? Can you light 2 bulbs? Will string work in place of the wire?”

60 of us had gathered in Kano. Many of us professional physicists, chemists, biologists and physicians. We had little prior experience with children’s science or with Africa. Yet here we were. Filled with a contagious enthusiasm. Ready to learn. Ready to go forward. I did not understand by what magic Zacharias had persuaded hard-headed scientists that we might be useful in such an adventure. But he did and we were willing.

The Cold War influenced Zacharias strongly. Reinforcing his unembarrassed love for Democracy, Decency and Fair Play. He felt a scientist’s abhorrence of dogmatism. Especially the forms of it that he encountered. McCarthism, Communism, Know-Nothingism and Radicalism of any sort. He came to believe that Education was the most effective way to address the ills of the world. “In order to save Democracy, we’ve got to educate the people who vote. There’s no question in my mind about that.”

A Different Sort of Time/The Life of Jerrold R. Zacharias/Scientist, Engineer, Educator. By Jack S. Goldstein/MIT 1992