^8j native educatiox i.\ Tin-: transki-.i. 



made to teach the suh-standards and all the standards u\) to the 

 fourth. Other main station schools are similarly flooded ont 

 wivli a larg-e stih-standard attendan.ce, and a few scholars in 

 each of the other standards, and we hnd the principal teacher 

 arranging to teach, say, 12 children in Standards III and IV, 

 while two assistants struggle with 70 children in the lower 

 classes. To obviate this wastage perhaps sonu> wise grading- 

 might be arranged whereby the outstation schools would do 

 most of the sub-standard and lower standard work, the children 

 passing on from there to the main station school, which might 

 well teach up to Standard \T. 



2. MAJX station schools. 



At ])resent fairly stirt re(|uirements must be ful- 

 filled before Standard \'] may be taught in a school, 

 with the result that the sub-standards are flooded with 

 infants in order to secure the necessary attendance of 125. I"*ro- 

 liablv the Department would secure better results by allowing 

 main station schools to teach the higher standards apart from 

 the attendance rec|uirement of 125, so that they may be freed 

 from the encumbrance of sub-standard tuition, and then children 

 would pass naturally from the one school to the other ; and in 

 any case there would be no extra expense to the Department. 



The whole scheme is sim|)ly a matter of arrangement. 



3. HIGH SCHOOLS. 



We have already shewn elsewhere that there are several 

 higli schools for natives, and the opening of the South African 

 Native College is making the establishment of other high schools 

 a necessity. If the grading of schools were seriously taken in 

 hand, a further development would be the establishment of 

 high schools at strategic ])laces so as to serve the needs of 

 groups of districts, and these would serve as step])inii- stones to 

 the Training Institutions and the Native College. The impor- 

 tance of a well-graded .system is too obvious to re(|uire further 

 emijhasis. and the suggestion here made might well ])rove to be 

 the solution. Let the main station, and perhaps large outstation 

 .schools, teach the higher standards, and confine the small out- 

 station schools to lower stan<lard tuition, drafting the children 

 c»n in i\uv cdur^c tn tlie main station school. 



X. 1 1 Kill i:k 1"T)1'catiox. 



I. l)i:i'IMT10\ OF THE TERM. 



In dealing with the " higher education " of the natives we 

 are faced with the initial difticulty of the definition of the term. 

 'J'he South .\frican Native College has been adversely criticised, 

 and some have even gone so far as to say that it is no college, 

 becau.se it is pre])aring students for matriculation. These same 

 critics would be interested to know tliat the South .African Col 

 lege i)repared students for the matriculation examination for 

 many years after the passing of the Act (->f 1874. In fact. .Vet 



