^{Page 55 note 1} Cf. Court, David, ‘An Inventory of Research on Education in Kenya’, Discussion Paper No. 108, Institute for Development Studies, University of Nairobi, 05 1971.Google Scholar

^{Page 56 note 1} See Evans, Emmit B. Jr, ‘Kenya Secondary School Students: a view toward the future’, Ph.D. dissertation, University of California, Berkeley, 1973, especially ch.5.Google Scholar

^{Page 56 note 2} Harbison, Frederick H., ‘The Generation of Employment in Newly Developing Countries’, in Sheffield, James R. (ed.), Education, Employment and Rural Development (Nairobi, 1967), pp. 180–1.Google Scholar

^{Page 56 note 3} ‘Schools grew like mushrooms. Often a school was nothing more than a shed hurriedly thatched with grass. And there they stood, symbols of people's thirst for the white man's secret magic and power.’ This excerpt is from Ngugi, James's novel, The River Between (Nairobi, 1965), p. 70,Google Scholar and refers to life in Kenya during the colonial era. See also Marris, Peter and Somerset, Anthony, African Businessmen: a study of entrepreneurship and development in Kenya (London, 1971), ch. 2,Google Scholar ‘An Historical Perspective’, for a description of the manner in which the drive for education became a consuming passion among the Kikuyu of Mahiga Location before independence.

^{Page 57 note 1} Sources: Republic of Kenya, Development Plan, 1970–1974 (Nairobi, 1969), p. 451;Google Scholar and Ministry of Education. Annual Report, 1970 (Nairobi, 1971), pp. 28 and 53–5.Google Scholar

^{Page 57 note 2} Newsletter of the Kenya Institute of Education (Nairobi), 04 1969,Google Scholar quoted by Davies, J. W., ‘Kiamutugu Secondary School: some suggestions for the future of the school’, 05 1969, pp. 1–2.Google Scholar

^{Page 58 note 1} Kinyanjui, Peter K., ‘The Education, Training, and Employment of Kenya Secondary School Leavers’, Institute for Development Studies, University of Nairobi, n.d., pp. 10–11.Google Scholar

^{Page 58 note 2} Employment, Incomes and Equa1ity: a strategy for increasing productive employment in Kenya (Geneva, 1972), pp. 93–4.Google Scholar

^{Page 58 note 3} Source: ibid. p. 48.

^{Page 58 note 4} For a table summarising the limited availability of good agricultural land in each District, see ibid. p. 35.

^{Page 58 note 5} For example, in a random sample of 3,179 African secondary-school leavers wh completed Form 4 between 1965 and 1968 and were later traced to find out what activities they were engaged in, only one, a musician, was self-employed. Kinyanjui, op. cit. p. 16.

^{Page 59 note 1} Marris and Somerset, op. cit. passim.

^{Page 59 note 2} Rothchild, Donald, ‘Kenya's Africanization Program: priorities of development and equity’, in The American Political Science Review (Menasha), LXIV, 3, 09 1970, p. 750.Google Scholar

^{Page 59 note 3} The characteristics, and representativeness, of this sample are discussed at length in Evans, op. cit. pp. 145–66. I wish to thank Anthony Somerset of the University of Nairobi for his invaluable advice on the selection of schools.

^{Page 60 note 1} Thompson, Charles E., Manual for the Thematic Apperception Test, Thompson Modification (Cambridge, Mass., 1949), p. 7.Google Scholar

^{Page 61 note 1} Cantril, Hadley and Free, Lloyd A., ‘Hopes and Fears for Self and Country: the self. anchoring striving scale in cross-cultural research’, in The American Behavioral Scientist (Princeton), VI, 2, Supplement, 10 1962, p. 8.Google Scholar

^{Page 61 note 2} Kilpatrick, F. P. and Cantril, Hadley, ‘Self-Anchoring Scaling: a measure of individuals' unique reality worlds’, in Journal of Individual Psychology (Burlington, Vermont), XVI, 2, 11 1960, p. 158.Google Scholar

^{Page 61 note 3} Cantril and Free, loc. cit. p. 11.

^{Page 62 note 1} Merton, Robert K., Social Theory and Social Structure (London, 1964 edn.), pp. 121–94.Google Scholar

^{Page 62 note 2} The other modes of adaptation are conformity, ritualism, retreatism, and rebellion.

^{Page 63 note 1} The local press contains frequent references to the problem. The President mixes his pleas for the unemployed to return to the rural areas with the reminder that ‘robbers, thugs and hooligans … hinder progress because their activities cause retrogression in the development of the nation’, and editoriais call for ‘sterner measures’, including strict enforcement of the Vagrancy Act - under which the urban unemployed are repatriated to their rural homelands - to ‘contain the situation’. The Daily Nation (Nairobi), 29 06 1972.Google Scholar

^{Page 63 note 2} Thompson, op. cit. p. 11.

^{Page 63 note 3} Henry, William E., The Analysis of Fantasy: the thematic apperception technique in the study o personality (New York, 1956), p. 261.Google Scholar

^{Page 63 note 4} The coding scheme used to score the T.A.T. responses was developed by George A. Devos, Department of Anthropology, University of California, Berkeley.

^{Page 64 note 1} Merton, op. cit. p. 134.

^{Page 66 note 1} Odinga, Oginga, Not Yet Uhuru (Nairobi, 1967), pp. 314–15.Google Scholar

^{Page 66 note 2} Muliro, Masinde, in National Assembly Debates (Nairobi), Vol. XVI, Sixth Session, 3 09 1968,Google Scholar cob. 98–9, quoted in Rothchild, bc. cit. p. 752. My research findings also include information concerning the political perceptions and attitudes of secondary-school students. An examination of that data, and of the links between crime, other forms of adaptative response, and political unrest, will form the topic of a forthcoming article.