XATIVK I'.DIC ATIOX IN Till". TKA NS K Kl . 47.^ 



power, lias hcoii an advantatjo t<> the i<>nitminit\ . — § .U'!^. South African 

 Native Affairs Cotninission. 1903-05. 



Testimony has heen given as to tlie value of education as a conconii- 

 lant of religious atul moral instruction, and as to its economic eflfect in 

 raising the standard of material comfort, and tlins creating wants, .\part 

 from the consideration that there is a moral obligation upon the State 

 to provide for the intellectual development of all classes of its subjects, 

 there api)ear to he very s<nmd reasons of policy for the adoption of a 

 liberal and sympathetic attitude towards the subject of Xative Education. 

 The native, in common with the rest oi mankind, docs not live by bread 

 alone, and i)Ossesses cert:iin mental impulses and aspirations which 

 demand satisfactinn. Ikfore the advent of Iv.iropcan ci\ ilisation. the 

 struggle for existence, the chase, war, tribal jiolitics, all furnished a tield 

 for the exercise of faculties which new conditions have condemned to 

 inactivity. Xo policy can be complete or sound which is limited to political 

 or economical considerations only, and which takes no account of the 

 irrepressible forces within each individual. And it is evident that there 

 is among the people themselves a growing desire for education, which 

 cannot and need not be suppressed. Xative witnesses have been strong 

 on this point, and the Xative Churches which have seceded from European 

 control have established schools for which they have attempted, in most 

 cases unsuccessfully, to secure Government recognition and financial aid. — 

 § .3J9. South African Xative .Affairs Commission, IQ03-5. 



The Council assumes without cpiestion that the education of the 

 native is to proceed, and proposes t<^ confine itself to llie prcjblem of 

 linding the right course. It does not seem to be necessary to enter upon any 

 elaborate justification of this assumption. It seems to the Council to be 

 axiomatic that the native ha- a right to an opportunitx to proceed to 

 such a stage of development, whether moral, intellectual, social, or 

 industrial, as he is capable of ; and it seems equally axiomatic that it 

 is a primary duty of those responsible for the government of the country 

 to see that such ;m opportunity is given to him. Both the right and the 

 duty seem to be beyond controversy. 



It is the opinion of the Council, moreover, that on econonn'c grounds 

 merely the case for his proper education can be urged. If education can 

 make his maintenance and development more enduring and stal)le where 

 he is an occupier of the land, the country will reap indirect advantages- 

 from his increased productive power; and it is also equally true that, 

 where he comes in contact with the European as a labourer under super- 

 vision, we want the best work possible from him. and. therefore, his 

 education as a condition of advanced efficiency should be proceeded with. 

 -Again, the claim he has for educational facilities, as some return for his 

 direct and indirect contributions to revenue cannot be overlooked. The 

 Council therefore takes the case for Xative F.ducation to he proved. — pp. i 

 and 2. Third Report of Coimcil of l-'ducation, Transvaal. 



( )riginally the cnstonis and the manner of hfe of the South 

 .\frican nati\e.s were adapted to the environment; and much 

 may be said in commendation of some oi these customs. But the 

 entrance of the white man, and the mere fact of his hving^ in con- 

 tact with the natives, has changed the whole environment. The 

 question now is : to what extent must we encourage the alteration 

 of the manner of life and customs of the native peoples, so as to 

 adapt these to the new and still changing environment? What 

 kind of education is best for the native peoples anrl 'for the 

 State? llow shoitld we adapt our educational methods to the 

 special needs, and circumstances, and environment? 



There is an advance and a general im])rn\eniem in the con- 

 dition and otitlook of the i)eo])le wlu'cli can ne\cr be expressed 



