98 PRESIDENTIAL ADDRESS — SECTION E. 



should have a working knowledge of the prin- 

 ciples of magic, together with a clear under- 

 standing of the relation of magic to religion. 



(b) Great care should be exercised in the presenta- 

 tation of any doctrine to ensure clear compre- 

 hension on the i)art of the hearers. 



(c) Festina lenfe sliould always be the motto of 

 those engaged in the work of converting the 

 heathen. 



Let us now consider 



The Lines on which Native Education should be 



Carried on. 



They may be considered under three heads, 77*^., Physical. 

 Mental and Moral. 



1. Phxtsical. — It is well to remember that the body is ever 

 foremost in the thought of the Native, as it is with the child, or 

 with the animal. His mind has not been cultivated, and his 

 desires generally seek expression in some ])hvsical wav. Before 

 the advent of the European, and the restraininji' influences of 

 civilization, he was able to let loose some of his exuberant si)irits 

 in other ways. He could hunt wild animals, he could raid his 

 neighbours and i)lunder their kraals, as long as he had the i)ower 

 to do so. But under present conditions his natural instincts, and 

 his desire for excitement and violent exercise, find inadequate 

 means of expression, and the result is bad for him. 



Greater stress, therefore, should be laid upon games for the 

 Natives than has been done hitherto. Every Britisher knows 

 the value of boxing and football as a means for working ofif 

 feelings of this kind. The man who thirsts for the blood of 

 another feels fully avenged after a good bout with the " gloves," 

 and football provides a valuable substitute for the game of w^ar. 

 Not only do games of this kind serve the purpose of healthy 

 recreation, but the laws by which they are governed educate 

 their devotees in the rules of justice and chivalry. 



2. Mental. — Men of Bantu race are. as a rule, deficient in 

 those qualities which are required for inductive reasoning, and 

 though their powers of deduction are sometimes wonderfully 

 acute, their conclusions are often sadly discounted by careless- 

 ness and inaccuracy. The power to reason inductively is pro- 

 bably what we call a " gift," but it may be subjectively depen- 

 dent on the development of. the faculties through the exercise 

 of deductive reasoning powers. The faculty of reasoning deduc- 

 tively, on the other hand, may be develo])ed by training and 

 practice, and is largely dependent on the habitual accuracy of 

 the indi\idual. 



If these premises are true, we are brought to the natural 

 conclusion that if we are to meet with any success in developing 

 the mental capacity of the South African Native, we must first 

 train them to be accurate in their reasoning, and, therefore, more 

 attention should be paid to the mathematical side of Bantu 



