\.\ri\'i-: KDrcATioN in iiii". tua.nskki. 4S3 



24 of 1S74 was called " 1 he lli^hcr luluoation Act of the 

 (.1 loiiv of the C"a])e of C"ai)e Hi)i)e," and preparation for niatri- 

 cnlation came within its purview. At present, for the native, 

 " hii^her education " means proceeding' to one or otlier of the 

 Training- Institutions for Teachers, or else to the Native College. 

 We ha\e alreadx' _<,Mven some indication of the course for 

 teachers. The first year is in the main a revision of the \vor]< 

 of Standard \'. and the second year is a revision of the work 

 of Standard \'l, and the third year is largely Standard \'ll 

 work, together with some theory, a little nature stttdw toiiic- 

 solfa, woodwork for male students, and needlework for female 

 students. It will thus he gathered that the re(|uiremcnts are 

 not excessive. 



2. TlIK X.\TI\I-: COLLECi:. 



The opening of the Native College hy the Right Hon. 

 (ieneraJ Louis Botha (Prime ^Minister and Minister of Native 

 Affairs) t(^ok place on the yth Fehruary of this year. Provision 

 has therefore l)een made for higher education along other lines. 

 and already the natives are availing themselves of the o])]>or- 

 tunities afforded by the College. But as the corner and cap- 

 stone of Native lulucation, the College should be more detiniteh- 

 related to the other institutions. We have recently realised the 

 danger of allowing Colleges t(^ spring up in different parts of 

 the covintry, and acquiring in the nature oi things vested 

 interests., with the result that when one had reached that stage 

 at which it could aspire to University rank, all manner of ])rac- 

 tical difficulties made their i^resence felt. 



It is to be hoped that a similar sitttation in connection wi^h 

 our Native InstituticMis may be avoided. 



3. OTIIKK INSTITUTIONS. 



There are now a number of strong institutions in different 

 parts of the country, and perhaps in some quarters there i> a 

 feeling that these places are overshadowed by a brilliant younger 

 brother. It is true that the work in these institutions is along 

 other lines, and so does not compete with the College; l)Ut why 

 not definitely relate these institutions to the College so that the 

 one may strengthen and help the other? 



If a course is to be arranged leading uj) to the College 

 Dil>l(.ma. some arrangement might well be arrived at whereby 

 one or two years of tlie work could be done at a recognised 

 institution, and the remaining minimum of years comi)leted at 

 the College. .Such an arrangement would give the insti- 

 tutions a living interest in the College, and the co-operation 

 would ]yt beneficial to all concerned. In time to come most of 

 the existing institutions will take rank as Colleges, if Native 

 Education continues to ])rogress as it has done within the last 

 20 years, and preparation should be made against that day, in 

 order that the develoi)ment may take place normally, so that 

 when the time comes the transition may not disturb other insti- 

 tutions. 



