448 NATIVE EDUCATION IN THE TKANSKEt. 



X. Higher Education. 



1. What is "Higher Education"? 



2. The Native College. 



3. Institutions. 



4. The future of Xative Higher Education. 



XI. The Future of Xative Education. 



1. As to Administration. 



(a) Missionary' Superintendent's position. 



(b) Provincial Council or Union Government control? 



2. As to possibilities in attendance. 



(a) In Cape Province. 



(i) By compulsion. 



(ii) By growth of population. 



(b) In the Union. 



3. The Expansion of Expense. 



(o) Due to higher grants for teachers. 



(b) Due to larger attendance; hence more teachers. 



(c) Due to grants for more buildings and equipment. 



XII. Conclusion. 



1. The national importance of educating the Native — morally, 



economically, intellectually. 



2. The time ripe ( not least on account of war ) for adoption of 



a wise and strong policy. 



3. Education is the foundation of all progress — agricultural, indus- 



trial, commercial. 



4. An appeal for earnest consideration. 



1. The Field Covered. 



The Education of the Native is a much-discu.ssed subject, 

 and one upon which a variety of opinions has found expression 

 from time to time. Unforttmately, these opinions ?re not always 

 soundly based, and often tend to produce misconceptions in the 

 pubHc mind, and an atmosphere not conducive to the wise and 

 just handling' of the matter, whereas a well-informed view, 

 while keeping certain real difficulties in right perspective, would 

 go a long way in the direction of removing misconceptions, and 

 correcting many hasty generalisations with which we are all too 

 ^familiar. Coming, as I did a few years ago, from my home in 

 the Western Province, to work in the Transkei, I was conscious 

 of a certain emanciijation of view, and adjustment of outlook, 

 as I became familiarised with the situation in the Native Terri- 

 tories, and acquainted with what was actually in process there, 

 and in this paper I ]:)ro]X)se to make a statement, I might say a 

 survey and review, oi the position of Native Edtication. hoping- 

 that it may have a jjlace and a value as a contribution towards 

 the solution of a ([uestion which is tindoubtedly of supreme 

 concern to our SotUh African nation. 



That the time is (>])portune for an earnest consideration 

 of the whole question of Native lulucation will be conceded by 

 all. In the first place, the statutory five years havini^- elapsed 

 since Union took place, certain imi)()rtant changes in the adminis- 

 tration of education are now pending. I*'lscwhere we shall deal 

 more fully with this point. In tlie second ])lace, the passage 



