INTERVIEW OF HEADMASTER, MR. R.T. SACKEY BY
ERNEST AFRIFA-ADDAE, SENIOR PREFECT; AND ALBERT K. ESSIAM, ASST. SENIOR PREFECT I, IN DECEMBER 1985.
SP: Mr. Headmaster, we understand
you've played an important role of resuscitating some schools whose reputation
were quickly fading. Among these are Tarkwa Secondary School and Ghana
Secondary School. because of your good work you were brought to Prempeh
College to revive it. What was your reaction to this offer?
HEAD: It was mith mixed feelings
that I accepted this offer. In the first place, I felt I had to come and
save my alma mater. In the second place, I quickly recollected what my
former Headmaster Rev. A.D. Lewis had told me and Ollenu in 1960 when we
were appointed to teach here after having passed our Higher School Certification.
"One of you may become the Headmaster of this school one day."
I enjoyed my short stay at Koforidua where I had excellent and responsible
staff and absolute trust by parents. this made me rather nervous leaving
them midstream. Finally, it would have been rude and unprofessional on
my part to have refused the Ghana Educational Service offer. Indeed it
was a great trust the Ghana Education Service reposed in me.
SP: Sir, how do you find the Prempeh
community as compared to your former school?
HEAD: The continuing ethos which
characterized the Prempeh family before I left in 1971 to take up the Headmastership
at Tarkwa Secondary School had vanished. There was no such individualism.
Remedial classes had brought a whole spectrum of students to the school.
I found it very difficult to distinguish between regular and remedial students.
Class attendance and prep were perfunctorily done, the compound and buildings
were dirty. Indeed, I found that the beauty of Prempeh had gone. Well,
I had developed Tarkwa Secondary on the virtues I learned at Prempeh. Abundant
fellow-feeling, cognate dignity and altruistic personality characterizing
the attitude of staff and students. This I did not find here. It looked
like "everyone for himself God for us all." For students could
go to town, discos etc. in the full view of masters. Some masters I realised
were even afraid to correct or report students who break the law. I felt
this amounted to a humiliating abandonment of our responsibility as teachers
whose relationship as teachers whose relationship with students should
be one of "in loco parentis."
SP: I am sure you have done a general
survey to see the extent to which things have been damaged concerning both
social and general infrastructure of the school including the library.
what are the main areas you see as having decayed which need much attention?
HEAD: As I had said earlier on,
the beauty of Prempeh, I felt had gone. Positively I feel the buildings
need renovation. We painted the Assembly Hall and other buildings will
follow as grants are released. The science labs also need improvement.
Now that the school is taking a two-stream sixth form science the standards
of the junior labs should be raised. Other areas needing urgent attention
are leakages in the dormitories, classrooms and masters bungalows, beds
for students sleeping on the floor and adequate furniture for the assembly
Hall. The Library had not been started when I left for Tarkwa. However,
I feel too little has been done of late. Amanfoo in key positions should
try and use their good offices to help complete the library.
SP: Have you been finding the Prempeh
PTA an important tool to the solutions of the problems facing the school?
HEAD: Yes, I have found the PTA
an invaluable ally. As I said in my Speech Day Address, my experience in
the United States and London have convinced me that no government can sustain
its education without the help of the PTAsss. In the USA the PTAs combine
the efficient and dignified aspects of educational politics. They maintain
schools, raise up standardsssss, provide equipment, check student and teacher-abuse
and dig out letters from official files at Ministries for prompt action.
The Prempeh PTA has been getting to this standard. They have provided enough
furniture for our classrooms, provided food to avoid premature closure
last year (1984), helped to paint and renovate notice boards, cushioned
allowances and T & T of lecturers teaching our 6th Form Classes, provided
snacks for masters. Indeed, our PTA has built a strong parent/teacher/pupil
rapport. After all learning doesn't just happen. Good education takes three
partners: the people, the teacher and the home.
SP: What was the aim of your being
sent to America? What are some of the things you acquired from the tour?
HEAD: I went to the USA on OPERATION
CROSSROADS award. 50 articipants were selected after very competitive interviews
to select one Educational Leader from every African and carribean country.
The aim of OCA is to foster international co-operation through cross-fertilization
of ideas. I was in the Humanities Group--we attended lectures at various
Universities--Howard, New York, Arizona, Washington--lectured in many secondary
schools, shaped their syllabus on Africa and visited places of interest.
We saw ACCESS at work in the United States, the importance of micro-teaching
and educational technology. I am now convinced that the aUSA thrives on
discipline and hardwork.
SP: As the Head of this great institution,
I know you've been drawing encouragement and inspiration from some men
who have once passed through such stage and have come ou with success.
Which such people do you have as your heroes?
HEAD: What you should bear in mind
is that sometimes we imitate our great leaders. My former Headmaster Like
E.A.W. Engmann, E.J. Kluffio (PRESEC), S.H. Amissah (WESCO), Rev. A.D.
Lewis (PREMPEH) aand T.A. Osae (PREMPEH) have influenced me a lot. I have
also drawn inspiration from justice Blay, Mr. Mensah Kane (GHANA NATIONAL),
Mr. Peter Owiredu (APAM SEC). From Headquarters I had drawn inspiration
from J.W.L Mills, Chief Education Officer (1958-74), Mr. D.V Owiredu, Director-General,
Mr. Tenkorang, Kofi Vigbedor, S.A. Amu Djoleto, Mr. Boye-Doe and D.S Kwarko.
SP: Since you came to this school,
what has been the improvement in student-master relationship? has it been
very cordial?
HEAD: As I said in my "SIXTH
MONTHS IN OFFICE" to the Board of Governors, I came to find a great
change in this school. There was no warmth in staff-student rapport. The
remedial & Vacation Classes had brought a whole spectrum of students
both responsible and irresponsible. the staf had cultivated love for classes.
This I felt eroded that Prempeh total obedience to end implicit faith in
masters. Trhe students aware of the glory that was Prempeh and anxious
to break academic records demanded effective teaching. Unfortunately the
Nigerian and Transkei Bonanza had denied the school of her experienced
staff and so there was little academic tradition to be transmitted especially
when economic hardships were hitting the new masters hard. I'm happy to
say that by the grace of God student-master rapport has inproved considerably--the
Remedial Vacation Classes, the cancer that ate deep into the vitals of
Mother prempeh have been abolished, total obedience to staff has been established,
effective teaching has been restored, academic success at the GCE advanced
levels including WAEC International Award has raised the morale of both
staff and students, the usual pep talks by housemasters have been revived
making their relationship with students one of real "in loco parentis."
There is now discussion rather than confrontation.
SP: How did you find the Speech
Day?
HEAD: I found it very exciting,
indeed far glorious than I had expected--the massive staff support during
preparations, unexampled patriotism displayed by students--buying paints
to paint their houses. A determination by Amanfoo to see the Seech Day
through the readiness with which the PTA financed the Speech Day gave me
a spirit of hope. On the day itself I felt touched by the glory of God.
The dignified presence of Otumfuo Opoku ware II and Ms. Joyce Aryee, the
Secretary for Education added colour to the ceremony. The high level of
performance ny our Cadet Corps made it difficult for some people to believe
that they were not regular soldiers. It was the joy that arises from giving
and sacrificing proudly and receing nobly. Indeed I saw the importance
of team work.
SP: It appears there has been a
tremendous improvement in the field of sports. What do you attribute this
to?
HEAD: Sucess in sports--I attribute
this to Prempeh revivalism. You see there is a great correlation between
behaviour and success. You know obey and respect your masters and so they
have also developed the love to give the best. You have now developed coccentration
and as paying attention is an important key to learning what else can we
not do? The revival of our PREMPEH AHOBREASEE (humility) has also made
us "born anew." This is the essence of Christian training. So
long as we are capable of self-renewal, our school will grow from strength
to strength. We are now going to stand for Prempeh values--excellence!
We shall speak well of ourselves, inwardly and alive in the hope that with
God we can even perform miracles. It is our implicit faith in God which
made us win the Ashanti Regional Cup Finals. And so we have now established
the expectation of success which can be what educators call "a self-fulfilling
prophesy." Our motto now should be hard work, intensive training,
total obedience to our masters and success all the was.
SP: What advice do you have for
the masters and students of Prempeh College concerning the role they should
play in building up the image of the school?
HEAD: My advice to both staff and
students is that: "eadem nolle atque eadem velle firma amicitia est,"
i.e. the same likes and dislikes is a firm friendship. Students must do
what they are told for your masters know better. Masters: love your students.
At times we are inclined to to take the line of least resistance when we
should discipline students. At times we are inclined to take the line of
least resistance when we should discipline students. We think of the hard
times, our problems and the ingratitude of students. Remember that authority
and discipline are silently loved by both adults and adolescents. Children
learn best from some one they respect and, I say, it is the teacher. And
so my colleagues, show the interest, teach concentration, teach values
for moral education and academic training must be seen as a continuum.
StudentS: "Think of what you have rather than what you lack,"
said by Marcus Aurelius long ago. Let us build on the principle of the
founders of this school: patience and industry, alone with God, discussion
not confrontation. My dear students: What is the Precious Present? It is
simple: The present. Not the past; and not the future, but the precious
present. Let us work hard now, now, now; raise our hands triumphantly into
the cool fresh air and build Prempeh in the name of Jesus. It is the altruistic
personality we want.
SP: It is our prayer that God will
guide you successfully as the captain of the ship of mother Prempeh, to
direct it safely to the shores of peace and prosperity.
