604 SOME PLACE-NAM KS OE ISOI.o. 



these would be general in character— such, for instance, as a 

 group of aloes on a ridge, which would be called amakala, i.e., the 

 aloes, or Ngquhusini, meaning " at the waterfall." Names 

 such as these are worthy of mention, without drawing too much 

 attention to them, for later we may hnd that they give us a clue 

 to such general principles as may be applied in naming places. 



It seems, also, that while a name may have a general meaning, 

 yet usually there is some i)articular application which is the real 

 origin of the name, and this information is only obtainable from 

 the old people who live in the neighbourhood. As this old genera- 

 tion is lapidly passing, much of this information is in danger of 

 being lost, and the sooner it is collected the better. 



Further, a good many names apply to old tribal wars and 

 raids, and, if left much longer, it will be difficult to find out with 

 exactness the incidents which gave rise to these names. 



Another [)oint showing the value of this study, and the need 

 for extending it, remains to be mentioned. In tracing out the 

 origins and derivati(jns of the names in I'solo District, quite a 

 number of words not in our latest and best dictionary* have come 

 to light, and these. I ho])e, will find their way into the next edition. 

 Doubtless we shall find more new words in the coiu'se of investi- 

 gating the derivation of those names which as yet remain unex- 

 plained. 



In conclusion 1 would suggest that the study of place-names 

 might well be introduced into the native schools. Perhaps the 

 suggestion on the surface appears revolutionary ; but it is not 

 really so, and it would serve as an introduction to geography and 

 history, the geogra])hy of the locality and district in which the 

 school is situated, and the history of their own forefathers. The 

 present school curriculum recjuires children in .Standard 1 1 " to 

 know the chief natin-al featm^es of the country in the \icinitv of 

 the school; to know the cardinal i)oints ; to draw a i)lan of the 

 schoolroom; to be familiar with a plan of the immecliate neigh- 

 bourhood of the school." I suggest that the study of place-names 

 would lend interest and promote a healthy .spirit of enquirv 

 among the children. 



I). — SUGGESTIOD ClASSIEUATIoN. 



.\s a first stej) I would suggest that the following classifica- 

 tion affords a good working basis for our i)resent study. Later it 

 may be necessary to modify and enlarge it, as the study extends 

 over a wider area : — 



I. Names with iiistorical Associations. 



11. Names according to Shape or Spei'ial ("haracteristics. 

 III. Names after Trees or Plants. 

 I\'. Names after Animals. 



v. Names after Parts of the Uuiiian !!(k1\. 

 VT. European names — 



A 111.. si valn.il.k' piece of work, edited by Rev. R. Godfrex ^f.A. 



