484 NATIVK EDUATION IN Tl!]-. TKANSKEI. 



4. THE FUTURE OI" NATIVE IIIGMEK EDUCATION'. 



The future of higher education so far as the natives are 

 concerned is hard to foresee, but it must not be thought that they 

 cannot attain to university standard, and it must be remembered 

 that there is in the Union a native ])o])ulati()n of more than 

 5,000.000. Very much will depend upon the character of the 

 higher education we place within their reach. 



XI. The Future of Edi-catiox. 



I. AS TO ADMINLSTRATION. 



(a )Missioiiary Superintendent's Position. — In \iew of 

 what has already been shown, it will be interesting to observe 

 the future of the Missionary Superintendent. It is not too 

 much to say that he is the keystone of the arch, and consequently 

 the utmost consideration would .be shewn him in bringing about 

 any changes. Not so long ago there was a movement to provide 

 native local Advisory Committees to act with Missionary Super- 

 intendents, but as the superintendents act honorarily they could 

 not well be burdened with an unwieldy Advisory Committee, 

 who probably would only add to their labours. A proclamation 

 was issued, but it was stillborn. Probal)ly when a change Is 

 made it will be either at the suggestion, (^r at least with the con- 

 currence, of superintendents. 



{b) Provincial or Union Control. — .\ mure important (|ues- 

 tion which is likely to arise immediately is whether Native 

 Education is to remain under the F'rovincial Council, or to pass 

 under the control oi the Union Government. Clause cS5, section 

 iii of the South Africa .\ct (Union), dealing with the powers of 

 Pn vincial Councils, reads as follows: 



The Pro%incial Council may make ordinances in relation to Education 

 other than liif,'lier Education, for a period of five years, and tliereafter until 

 Parliament otherwise provides. 



That i)criod of ti\e \cars is now at an ^'Wi], and steps are 

 already being taken for Parliament to exercise its powers. 

 Hitherto these powers ha\e been I'estricted to legislation con- 

 nected with higher education. biU now it ma\- legislate for educa- 

 tion other than higher education — a term which, as we have 

 already mentioned, is not yet defined. The i)ractical (|uestion 

 before us to-day. in connection with the administration of 

 Native I'.ducation. is wlietber it will continue to be administered 

 through the Department of I'.ducation, or b\- the L'nion Depart- 

 ment of Native Afifairs. Tlie Right lion. J. X. Merriman i.s 

 reported to have said in the House that Native lulucation nutst 

 be regarded as a nati\e affair, and therefore should come under 

 that Department. P)Ut the divorce of Native lulucation from 

 the De])artment of b'ducation is not likely ti) find manv sup- 

 porters in circles most interested. \t present the Provincial 

 .\dministration Commission is making en(|uir\ on this very 

 point. In \ iew of tlie great adxance in tlie Cajjc Province 



