schools, or kuttabs, in the Moslem north. These taught little more than the memorization of the Koran, and even these were disrupted by the disorders before 120 B.C. There were no educational facilities at all in the South. The policy of the condominium was to gradually Sudanize the administration in the Sudan, replacing the Lebanese and Egyptians who had previously held official posts. Lord Cromer in 1903 defined the policy clearly, and also insisted that education policy should concentrate on a basic elementary education for the masses. With this in mind, in 1900 the colonial authorities started to create a school system, geared to provide Sudanese officials for the lower grades of the administration, and decided to appoint as many Sudanese as possible to posts not requiring education. They made efforts to reopen as many kuttabs as possible, by giving subsidies to teachers. Instructional workshops were set up at Kassala, Omdurman, and at the Gordon College. But higher class Sudanese refused to send their children to these workshops. So four government primary schools were created. By 1914 the policy was working, and the students from these schools were filling the lower ranks of the administration, including the sons of the three Kalifahs and various Mahdist Amirs. For higher education, the Gordon Memorial College was founded by the British in Khartoum in 1920 and the Islamic Omdurman Scientific Institute was founded in 1912. However, this all concerned education for boys. It was in 1907 that education for girls began on the initiative of Sheikh Babikr Bedri at Rufa`a in the Blue Nile province. Eventually this, too, received a government subsidy. In the 1930s and 1940s there was an expansion in secondary schools in the northern Sudan. In 1938 the decision was taken to provide post-secondary schooling, leading towards the establishment of a university. In 1944 these schools were amalgamated to form a university, offering degrees equivalent to a United Kingdom degree. Between 1898 and 1930, the condominium government policy in the South was simply to maintain a basic military control of the area, which otherwise remained undeveloped. The Christian missionary societies were allowed to establish schools in the south, but not in the north. Up to 1922, the development of schools in the south was entirely in the hands of the missionaries. Although the government made clear a wish that the schools should focus on social and educational work rather than