During the 1930s there was a significant shift in the debate about African colonial education. Above all, somewhat discreetly hidden behind the formal language of the educational documents, is the question of the challenge presented to the traditional literary/religious missionary curriculum, or even to the "adaptationist" debate about African education, by the emergence of public polemic relating to the relevance of secular science education which explored issues of economic development, social welfare and social hygiene. This took place in the context of new understandings of issues like population growth, human heredity, evolution, health, eugenics and the challenges presented by the race doctrines of the fascist powers in Europe. Such issues were often hidden behind the rhetoric of "relevance" to family and community health and welfare, ecological best practices, and economic prosperity. This paper seeks to explore the first major initiative by the British Colonial Office relating to the reshaping of the African colonial school curriculum between 1929 and 1933. This attempted to extend developments relating to the extension of science education in general, and "a biological approach to education" in particular, to an educational context that had been dominated by Christian missionary education. It examines the processes by which such policy came to be initiated. It also raises obliquely broader questions relating to the linkages between social reform, eugenics, ideology and colonialism and in doing so attempts to add to the existing historiography on colonial education by referring to aspects of educational reform which seem to have been previously neglected.