In 1825, António Candido Pedroso Gamitto, a cadet aged nineteen in one of the Lisbon regiments, was sent to Africa as an ensign. He himself was well aware of how this course of events interfered with his education:
At a period of life when a youth who is his own master and not lacking in means dedicates himself to studies, that is what happened to me. As I grew older I realised that I had lost the best time and opportunity for study; and when I wanted to remedy this it was already too late for in Africa there are no teachers, nor even libraries, and it was difficult to have enough books sent from Europe.
Lamenting my lost time, I was obliged to content myself with what instruction I could obtain through reading, and this was done at an advanced age in a life which seventeen years in the African climate had ruined.
In saying these things I am speaking on my own behalf and I do so with the sole object of procuring the indulgence of my readers (vol. i, p. 22).
Statements such as this reveal immediately that Gamitto, even if he lacked formal education, had an ingenuous insight into his own limitations, and it may have been this quality that made him a successful ethnographer.