DUES IT l'A\ TO liOL'CATK THE NATIVK .'' 341 



There are many causes for the change in the outlook of the 

 Europeans towards our work. It is only to one of them that I 

 wisii to refer in attempting to answer the question which forms the 

 title of my paper. 



Does it V.w to Rducate the Native/ — Is he willing 

 to use his education for the uplift of his people? Is he a 

 better citizen than the uneducated man ? Does he make a 

 better servant? Does he stay in his job longer? What does his 

 employer think of him and of the services he is able to render? 

 These and many more minor questions are involved in the main 

 question. This is not the first time I have attempted to answer 

 this question. In 1906 I had the privilege of reading a paper 

 before the General Missionary Conference in Johannesburg on 

 the sul)ject of the educated native, treating the question as 

 related to industry and crime. That paper embodied investiga- 

 tions that were made from school records, from personal know- 

 ledge of individuals, and from testimonies of employers of 

 natives concerned. This seemed to be the kind of information 

 that was desired by students of the native question, judging of 

 the use made of the facts given, by Lord Selborne, by Sir Matthew- 

 Nathan, and lately by Dr. Loram. in his book on the education of 

 the South African native. This is my excuse for following a 

 somewhat similar line of investigation in the present paper, and is 

 offered simply as a contribution to the detailed study that must 

 be made of the various phases of the native question before a 

 satisfactory foundation can be reached upon which to build con- 

 structively. Theories and individual opinions we have in abun- 

 dance, but with the awakened interest in the native question that 

 is so noticeable, there is a demand for something more substantial 

 than opinions of individuals, or judgments based on isolated 

 experiences. 



The method of investigation was as follows : — 



At Amanzimtoti Institute, the school with which I have been 

 connected for the past 16 years, we have three departments: (a) a 

 so-called secondary school for boys in Standards V, VI, and VII ; 

 (^) a teacher training department for boys and girls who have 

 passed Standard VI; and (c) an Industrial Department. First, I 

 have looked up the records of the 353 students who left the 

 institution during the five years from 1912 to 1916. Five years 

 seemed a sufficiently long period to make the results of value ; 

 while at the same time this limit enabled me to make the inquiry 

 fairly complete. Since our school only receives boys who have 

 passed Standard IV, the term " educated," for the purpose of this 

 paper, means " passed in Standard V or higher." Then I paid 

 personal visits to the employers of male ex-students of the 

 institution in Durban, Maritzburg, Johannesburg, Pretoria, and 

 other centres, to get their opinions of the boys. These I took 

 down verbatim, making no attempt to influence the employer's 

 opinion or to gloss over unfavourable remarks. This investiga- 

 tion covered students who had ever been to school, no matter 

 when or how long, and who were working for Europeans. I am 



