■462 .\ATi\i-: i;i)rcATi{)N in thk transkei. 



rid^e until a crossing is possible, and then the journe\- down the 

 otlier ridge to the point desired. 



An idea of the work required of an Inspector may be 

 realised when we remember that in the school year there are 40 

 weeks, or 200 days. If a man has i8g schools to attend to how 

 is it possible for him to inspect each of them thoroughly, es- 

 pecially when we recall the length of time recjuired in getting to 

 the schools ; and is it any wonder that we have wholesale passings 

 sometimes, and at others wholesale failings? 



With excellent men in the Inspectorate the thing is almost 

 a physical impossibility, and should be remedied by the a])point- 

 ment of a larger staff. 



IV. The Education now in T'rocess. 

 Before we enter into questions of curriculum perhaps we 

 should define the position a little more clearly. The education 

 now in process may be defined as — 



1. Literary. 



2. Industrial. 



3. Agricultural. 



I. LITEKAR^ . 



The literary education provided is outlined in the ordinary 

 curriculum for European schools. In other words, the children 

 from heathen kraals attending our schools are expected to fulfil 

 the same requirements as the European children. At the Butter- 

 worth Conference (as between the Superintendent-General of 

 Education and the missionaries) in 19 10 it was gravely stated 

 that the policy of the Department was to provide for the natives 

 education " of the same kind and on the same lines " as Pluro- 

 l)ean children were receiving. 



.^iich a i)olicy ])resupposes that the European and native 

 children come from the same environment, that the mind of the 

 luiropean child works in the same way as the mind of the nati\e 

 child, and the presuppositions are utterly incorrect. Educa- 

 tionally, then, applying the European curriculum to the native 

 schools is unsound, and the fact that they have done so well even 

 in s])ite of this handicap is an indication of the earnest purjiose 

 in all their searcliings after knowledge. It must be imderstood 

 that slight nKidilications may be allowed in the curriculum from 

 time to time by a sympathetic Inspector, but, then, all Inspectors 

 do not hold the same idea as regards sympathy, and no educa- 

 tional system should be based on informal assm-ances, and 

 understandings. The lime is come for a thonnigh enquiry into 

 the environment, re(|uirements, mental cai)acities and processes 

 <jf the native mind, and all the other factors in the situation, in 

 order to the devising of a suitable curriculum. Let us first 

 knf>w and understand his manner of thinking so as to learn 

 how best to teach him. and then consider what subjects are to 

 be selected and taught so as to produce the best results — best in 

 the interests of the native himself, and best in the interests of the 

 State. 



'i"he greater i)art of tiiis i)a])er is devoted to Native Educa- 

 tion. esi)ecially in its literary aspect, and conse(|uently ther« i< 



