otherwise… their real ambition was power". Generally though healthcare had impact on indigenous society it was seen as a reasonably neutral activity by the colonial authorities. Education on the other hand would prove to be a little more of a double edged sword for the colonial administration. Paradoxically, as the state sought to control education policy by taking out of the hands of the churches so the clamour for the demise of colonial rule, from a mission educated local population, rose. Schools were often found associated with the mission stations. The prime focus of education was on rural areas and the schools themselves retained the flavour of the particular denomination that had established them. Though the PAG report notes, "the exception was to be found on the Copperbelt where the formation of the United Missions in the Copperbelt in the 1930s ushered in inter-denominational schools." The schools usually offered a rudimentary education in basic reading, Bible study and practical subjects beyond this it was felt the local population would have little use for higher education as it could lead to isolation from their communities. Once more the Bible provided a precedent for missionaries to involve themselves in education, "train a child in the way he should go, and when he is old he will not turn from it," Proverbs 22:6. For the missionaries the practical outworking of this exhortation in Zambia was threefold: As a means to evangelism. The Evangelical churches in particular saw the personal study of the Bible as a vital part of the discipleship of converts to Christianity. Therefore, the ability to read was vital to this concept (It also meant that the Church was at the forefront of recording African aural languages so as to produce translated scriptures). All denominations though perceived that giving the children a Biblical education would draw them away from the traditional instruction in the village. Education was also seen as a method by which European values and culture could be instilled into the population. Formal education would also provide skilled workers for the mission station. Church workers, construction workers, teachers etc. Later they would also provide skilled labour for commerce, government and the mines. The concept of providing only basic education, as was the case with many mission schools, was called into question following a revolt in Malawi in 1918 in which mission trained teachers and former students played a part.