45^' NATIVK KDL'CATION IX TIIK TKAXSKET. 



similar lines. I'he .\n<,dicans and ^Moravians also have Training 

 Colleges, and altogether there are now thirteen of these centres. 

 Since many students from the Transkei find their way to Love- 

 dale, Healdtown, and other Ciskeian places, all are included in 

 the accompanying (Table 11). which gives us an idea at once 

 of the relative sizes of the centres, the total output, and the 

 numerical development which is now proceedinu. 



(rf) Qitahty of Teachers. — How much remains to be accom- 

 plished will be realised, when it is said that only 34.12 per cent, 

 of the teachers in the aborigines' schools are qualified. 



The demand is far greater than the supply, and consequently 

 many students break their courses and take up teaching ap- 

 l)ointments. There seems also to be an idea abroad that a 

 Standard VI pass is sufficient (lualification for assistant teachers, 

 who are to take charge of the sub-standard classes. Indeed, one 

 superintendent told me that it was his duty to economise on be- 

 half of the Government by appointing Standard VI teachers, as 

 in this way the (iovernment would be spared the expense of 

 higher grants. 



Fortunately, the Department realises that Standard \'I is no 

 c|ualification at all. and economy of this kind is neither expected 

 nor desired. The best (|ualified teachers should be provided for 

 the sub-standards in order that the foundation may be well and 

 truly laid. 



Two-thirds, then, of the teachers possess only the second 

 year pupil teacher's certificate, or the first year, or Standard VI, 

 and it is in the main from this uncertificated class that most of 

 our troubles arise. Having little to k)se they are often careless 

 and incompetent, and sometimes the general laxity is not uncon- 

 nected with immorality. To give such men charge of a school 

 in which there may well be growing girls is sometimes a real 

 danger, and even constant vigilance does not always prevent 

 the fulfilment of one's fears. 



On the other hand, it is a real privilege to help the better 

 type of uncertificated teacher, who is earnestly striving to im- 

 prove his. or her, (jualitications, and in many cases one is amply 

 re])aid by any eff'ort made. Enough has been said to indicate 

 that a certain pro])ortion of the teachers do not give satisfac- 

 tion. l)ut it nnisl not be thought that this ])roportion is unduly 

 large. It is very easy to run away with an exaggerated view of 

 the actual situation. l^robably if the b^ducation Department 

 were to publish a return of all teachers dismissed for immoralit}' 

 it would be found that only a very small percentage was con- 

 cerned — tmder 4 per cent. Tliat figure does not give us any 

 true indication of the extent to which immoralitv i>revails. Too 

 m:ich of it remains undi.scovered. in the very nature of things. 



((') Social Position. — It must al.so l)e remembered that the 

 social i)osition of the teacher is a peculiar one. In all the loca- 

 tion he probably is the best educated man, and he stands alone. 

 If he is fortunate he has one or two companions who have had 

 some schoobng, btit if the\' lia\e e\en achieved Standard VI 



