494 XATiM-: ]:i)U( ATioN in the tkaxskei. 



11 lent would address iheniselves seriously to the task. In the 

 adoption of the- wise and strong j^olicy already advocated, agri- 

 cultural education must be given a large place. 



Industrial Education is almost at a standstill, owing to the 

 expense of supi)lying sets of tools to all the schools, and the 

 ])rovision of suitable accommodation. If the grading of schools 

 ( an exceedingly difficult and intricate, btit not insurmountable 

 task) suggested in this paper were adopted — perhaps also adaj^ted 

 — the difificulty of giving industrial instruction would be largely 

 removed, for only headstation and large outstation schools would 

 teach woodwork. 



The present state of Industrial Education in the Transkei is 

 a scandal. A reference to the figures published (piarterlv by the 

 Education Department will confirm this judgment. 



Commercial Education, as far as I know, is possible only at 

 JjAcdale. Perhai)S in time this branch of learning will be deve- 

 loped in other institutions. For the i)resent 1 am content to 

 make the point that the development of commerce is dependent 

 upon education. Wants are greatly increased, consequently the 

 trader buys a larger and more varied stock to meet the growing 

 needs of his ctistomers. Also the extension of our credit system 

 is dependent upon it. The growth of banking in the Transkei 

 would form an interesting study on this account ; all the more so 

 Avhen we remember the weakness of the native in the direction of 

 getting credit. 



Rearing in mind the emphasis that has 1)eeii laid upon the 

 <ilmost excktsively literary character of tlie education now given, 

 it is necessary to make the position clear. The point is. not that 

 ■\ve should have one whit less of literary. l)ut rather much more 

 of agricultural and indtistrial education. 



4. AN .APPEAL l'X)R C()NS11)I:R.\TI()N. 



The object of this paper will be gained if in any measure it 

 has made plain the main trials and trium])iis of those who labour 

 to educate primitive ])eoples. The experience of tlie Transkei 

 slKmld serve as an imi)ortant and invahtable exam})le and illustra- 

 tion to our Union Government, and lead, let us hope, in the near 

 futtire, to the a])plication of an enlightened policy in those areas 

 where hitherto the education of the native, by some strange mis- 

 concejjtion, has not been welcomed. The whole ])osition has been 

 worked out and revealed, in almost too great detail, with a view 

 to the securing of an earnest consideration of the whole situation 

 by those in authority, and the introdtiction of a liberal and far- 

 seeing policy of Native Education throughout the length and 

 breadth of the Union of South .\frica. So onb- shall the future 

 be made secure. 



