This research project is part of a larger study that will culminate in a book entitled "Culture and Education: The Social Consequences of Westernization in Contemporary Swaziland." While the major focus of that book is concerned with present day Swaziland, this historical research was needed in order to place the present day study of children, schools, and their families in a historical context. Today's society in Swaziland is a complex blend of traditional Swazi culture and Western (primarily British) tradition. The educational system in Swaziland has played a large role in the creation and continuance of this unique blend of cultures. Research was conducted at the Public Record Office in Kew, England, to discover documents, not available in the National Archives of Swaziland, pertaining to the development of Western education in Swaziland. The research concentrates on the years from World War II to independence in 1968, although it touches on the entire colonial period. Findings reveal that in many ways the unique historical beginnings of Western education in Swaziland are more complex and complicated than simply a racial analysis of the white colonizer conquering and socializing the African through education. Conflicts arose among competing forces to gain power in the territory, and in many cases, the rationale behind a person's enmity may have had little to do with race, but rather more to do with power and control over land and people. Three themes have emerged related to these conflicts: a struggle for religious power; a struggle for political power; and a gender-defined dominance. (Contains 41 notes.) (BT)