„Train the head to think, create, and philosophize“ (Prof. emeritus H. N.-A. Wellington)
Following my enlightening trip to Ghana, I reflected on a poignant quote from Professor Wellington, a renowned architect and academic deeply rooted in the Presbyterian tradition. Educated at Presbyterian schools in Osu, Accra, his distinguished career began at Kwame Nkrumah University of Science and Technology, Kumasi, Ghana, before advancing to universities in Germany, where he earned a Doctorate in Architecture and Development Planning. Currently engaged with the University of Ghana, Legon, in Archaeology and Heritage Studies,[1] Professor Wellington’s words resonated with me during our visit to Osu Salem School, emphasising the pivotal role of education in the Basel Mission (BM). Reflecting on my experience, I am eager to explore the intricate and captivating relationship between education, the BM, and the Presbyterian Church, from its historical roots to its contemporary implications. To gain a more nuanced understanding of this connection, I had the privilege of conducting an oral interview with Reverend Erasmus Mensah Laryea, the minister of the Presbyterian Church in the Osu District.
Before delving deeper into Rev. Laryea’s narrative, it is imperative to recognise the constraints of this account. The information provided is based solely on an oral interview with Rev. Laryea and only represents a singular perspective. While his perspectives are valuable, it is essential to acknowledge that they may not fully encompass the intricacies of the educational legacy of the BM or historical accuracy.
Reverend Erasmus Mensah Laryea’s narrative highlights the transformative nature of the BM educational philosophy. According to Rev. Laryea, the mission’s approach to education went beyond academics, encompassing empowerment and positive societal transformation. He believes that the mission’s influence is still evident in the schools, hospitals, and other facilities that continue to embody these principles today.
Rev. Laryea emphasizes the critical role that education played in history. According to him, the BM acknowledged the necessity of supporting people academically and in terms of identity development and values. Education enabled individuals to comprehend and live by the Christian faith, underscoring the fundamental importance of education in spreading and integrating Christian values. The impact of the BM on Ghanaian education extended beyond physical facilities, he recounted, promoting educational practices that laid the groundwork for a robust and ever-evolving education system during its active period. This system impacted individuals and contributed to the collective growth of communities.
The transformative approach of the BM, he continued, shaped individuals into responsible global citizens who contributed to the common good by emphasising the importance of discipline, integrity, and moral values. Rev. Laryea believes that aspiring young people during the BM’s active years would have found joining the educational initiatives associated with the mission, such as schools and other educational programs, as ideal opportunities for personal and academic growth. The values instilled in that educational environment prepared academically accomplished individuals to contribute to society’s betterment.

The Presbyterian Senior High School Osu’s mission statement echoes the broader Mission of the BM, emphasising the importance of academic excellence and cultivating attributes that foster responsible and globally-minded citizenship—according to Rev. Laryea, the Mission’s educational legacy had a profound and lasting impact on generations to come, shaping individuals into members of society who contributed to the common good.
The educational philosophy of the BM, encapsulated by Professor Wellington’s phrase “Train the head to think, create, and philosophise”, emphasises academic excellence, personal identity development, community values, and a sense of responsibility. Reverend Erasmus Mensah Laryea’s insights are consistent with this dictum and provide a nuanced interpretation of the lasting influence of the mission on education in Ghana, which extends beyond traditional boundaries. It is important to note that these perspectives represent Reverend Laryea’s viewpoint as conveyed in the interview. Therefore, the legacy of the BM, as interpreted by Reverend Laryea, is intricately woven into this narrative. It is characterised by a transformative approach to education that empowers individuals to contribute to societal progress.
For me, it remains a captivating question to what extent the church continues to shape the school environment and how these influences mould the modern educational landscape. How does the dynamic balance between traditional Christian values and contemporary educational practices manifest in the schools of the Presbyterian Church of Ghana? These open questions beckon me to delve deeper into the connection between faith and education and grasp the ongoing relevance of this relationship for today’s generation. Prof. Wellington’s words, which advocate for educating minds to think, create, and philosophise, serve as a compass for viewing education as an ongoing journey. It remains to be explored how this principle is concretely implemented in the Church’s educational institutions and its impact on students. Thus, doors continue to open for deeper insights and reflections on the connection between faith and education in the context of the Presbyterian Church of Ghana.