XA'iiVK i:i)rr.\Ti().\ i x iiii'. TkANSKh:!. 463 



no 1100(1 to travorso L^roiiiul alroad)' mado familiar olsowhoro. 

 It is sufficient to draw attontion to the need for a well-devised 

 syllabtis based on the exi)erience of the last 50 years, adapted to 

 tile special capacities of the native mind, the environment from 

 which he conies, and the part he is destined to i)lay in the 

 South African State. 



2. INDUSTRIAL. 



The industrial side of Native Education is, relatively, small. 

 It seems that sonic (hfficulty has been experienced in devising 

 suitable courses which could be applied to the native schools, 

 but so far nothing has been done, exce])t in the large Training 

 Institutions, where we find struggling Industrial Departments. 

 The provision of tools for use in the native schools would be 

 an expensive item, teachers who could combine literary with 

 industrial work* are easy to secure ; but in any case it is 

 an open question whether it would be wise to introduce such a 

 course into all the schools of the Territories. It is very popular 

 to assert that all natives must have an industrial training; but, 

 then, even fallacies are sometimes popular ! 



Nevertheless, greater facilities for industrial training should 

 be provided by the Ciovernment, and the time is come when this 

 branch of education should be placed on a sound footing, so 

 that those who want it may get it, and those who have little, if 

 any, idea as to what industrial training really is, will see it and 

 ])OSsibly desire it. All that the native knovv'S (I speak of the 

 heathen native in red blankets) of education is the village 

 school, and if he does not see industrial training going on there 

 how can he be expected to know abotit it, and to send his chil- 

 dren to be trained? 



If the Government were to make reasonable grants available 

 no doubt many missions would tprovide facilities in this direc- 

 tion, but as things are, the industrial departments of our institu- 

 tions are usually run at a loss to the mission, and the economic 

 factor is too strong. That, in plain words, is why industrial 

 education is a negligible quantity in native schools to-day. 



Ph 



14 — 



Totals 4 4 125 I 14 12 16 — — 



* Certificated male teachers usually possess 3rd year Woodwork Certificate. 



