Thk Problem of Bantu EnufATioN in South Africa. 330 



tliose obtaining in European schools. For instance, in BasuU)lun(l, 

 where, of course. Government grants are paid <tut of the revenue 

 resulting from native taxation, the total amou)it contributed in the 

 .sliape of school fees is about £300. At Lovedale last year, again, o\er 

 .£5500 was received from students towards board and tuition, and 

 during the same twelve months the Transkeian Territories General 

 Council spent upwards of £25,000 towards the maintenance of its 

 .schools and instituticms. 



It is now proposed briefly to inquire into the character of the 

 education that has been given to these nati\e children in our sciiools. 

 For the sake of clearness we may confine ourselves to tin examination 

 of the system prevailing in Cape Colony. It is the system under 

 which two-thirds of the total number of South African natives attend- 

 ing school are being educated, and it has served as a model for at least 

 tw<j of the other States. It is the oldest established (though some 

 features of it are of recent growth), and has been long enough in 

 operation to admit of being tested, like all other experiments, by its 

 results. 



In several important respects native education receives different 

 treatment at the hands of the Govertnnent than that provided for 

 white children. In the first place, the school buildings are the pro- 

 perty of the mission or church responsible for their erection and main- 

 tenance. The local control, including the appointment and dismissal 

 of teachers, is also in the hanrls of the missionary; educated native 

 opinion, even in the Transkeian Territories, where the local contribution 

 towards the teachers' salaries is paid by the district council, having no 

 means of expressing itself. 



The missionary builds a school, appoints a teacher, fulfils certain 

 conditions as to attendance, <kc., and applies for a Government grant. 

 This is paid at the rate of £1 for every 10s. locally contributed either 

 from mission or <iistrict council funds, or from school fees. The 

 average rate of Government grant per pupil in native schools works 

 out at 16s. l^d. Besides the grants-in-aid of teachers' salaries, main- 

 tenance grants are made to pupil-teachers and also in suppoit of 

 industrial institutions where native apprentices are boarded and in- 

 structed, but these latter amount to an insignificant proportion of the 

 total Government expendituie.* 



School teaching is given as far as standard V, and under special 

 circumstances up to standard VI. 



* Thejirants t«j native iiulustrial sciiools dining each year since 1892 were : — 



£ s. (1. £ s. d. 



1S9-2 ... ... 7047 HHM) ... ... 4941 lU 10 



1893 ... ... 7U64 19111 ... ... ISOH 



1894 ... ... 0971 12 (i 1902 ... ... 1284 lo 



189.) ... ... mm 1903 ... ... 1420 14 



1890 ... ... 4090 o II 1904 .. ... 1800 9 



1897 ... ... 8549 8 1905 ... ... 3014 13 5 



1898 ... ... 4299 \90G ... ... 8044 5 5 



1899 ... ... 4201 1907 ... ... 2248 19 2 



