NATIVE KDll ATIO.N IN THE TKANSKEl. 493 



l)Cople that ignoraiKx- may j^mvc place lo knowlrdi,^'. dark .su])crsli- 

 tion to truth, and tlic filth of heathen customs to purity. No great 

 State can aUord to neglect these considerations on the grounds of 

 expense. 



\11. CoNCLLSION. 

 I. THE NATIONAL I.Ml'dkTANtE OF EDUCA TI Nc; III K N \T1\E. 



Let US now sum up the main conclusions of this paper. First, 

 a wealth of material is available, proving the national imjjortance 

 of educating the native. The plain fact of the matter is that the 

 natives are determined to have education, and will resort to 

 ]jrivate schools if they canot get encouragement from the autho- 

 rities. The hands of the clock cannot now be stopped or put back. 

 Morally, and intellectually, and econoniically, to take the stan- 

 dards of humanity at its best, the national im])ortance of Native 

 Education can hardly be overestimated. \\'e confine ourselves 

 of set purpose to these three realms with which all men are fami- 

 liar — the moral, the intellectual, and the economic. The necessity 

 for, and importance of. Native Education in these directions is 

 undisputed. Sixty years and more of native education has pro- 

 duced a rich harvest and vindicated for ever the faith of those 

 pioneers who faced all the unj^leasantness of esjKjiising an un- 

 popular cause. 



2. THE TI-ME ARRIVED FOR A WISE AND STRONC, POLICY. 



Second, the time is ripe for the adoption of a wise and strong- 

 policy of Native Education. The question is not whether we 

 should encourage the education of the native ( it has long ceased to 

 be that), the question is rather what kind of educaticjii should be 

 given. A new situation has arisen in South Africa since the con- 

 summation of Union. The responsibilities of the white man are, 

 ])erhaps, all the greater Ijecause of the millions of heathen black- 

 men who now are subject to one central government ; so are the 

 dangers. The great war undoubtedly has jjrofoundly stirred the 

 native mind. These two considerations alone, in addition to 

 the fact that hitherto in the Free State, and Transvaal, and Natal, 

 very little has been done to educate and uplift the native, are 

 sufficient to show that a wise and strong policy of Native Educa- 

 tion is an imperative necessity. 



3. f:ducation the foundation of all progres.s. 



Education is the foundation of all progress along the lines 

 of agriculture, industry, and commerce. 



Owing to the defective system, education in the Transkei is 

 almost wholly of a literary character, though agricultural educa- 

 tion is receiving attention apart from the schools. 



Agricultural Education must be developed without delay in 

 the schools. Much can be done in this direction if the Depart- 



