After Rattray had studied the different aspects of the culture of the Asante of Ghana and satisfied himself with the values and potency of the culture of the Asante people, he regretted that indigenous people like these should be made to discard their past. In his anxiety he postulated as follows:
Guard the national soul of your race and never be tempted to despise your past. Therein lies the sure hope that your sons and daughters will one day make their own original contributions to knowledge and progress. Thoughtful Englishmen can never wish that free peoples such as you, members of a diverse and widely scattered commonwealth, should try to become wholly Europeanized. In your separate individualities and diversities lies your ultimate value to the Empire and the world. (Rattray, 1927)
The above quotation from Rattray is relevant in an attempt towards designing a system of education in Ghana that warns against despising our past. An attempt towards a construction of indigenous philosophy of education should also endeavor to counteract the aspects of colonial system of education that performed the function of producing loyal British subjects. My reference to the colonial education system in Ghana finds expression in the fact that it provides the background for the current educational system. Among other characteristics, the education system in Ghana, like other African countries, fashion on the evidence that mastery of the Anglo-culture, particularly mastery of the English language, has become one of the most important criterion of upward social mobility through education (Miller, 1989). In effect therefore, the cultural scene of Ghana today evinces a gross and undue affectation by Western culture and there arises the necessity more than ever before for a stronger defense of our culture in this stupendous rush of change in our modern times (Bedu-Addo, 1981).