408 SECTIONAL TRANSACTIONS.— L. 



on industrial and agricultural education. Nowadays, wdth increasing demand for 

 segregation and at the same time, illogically enough, for black unskilled labour, and 

 the colour bar in industry, Native education must aim at (i) vernacular instruction ; 

 (ii) agricultural activities ; (ui) elementary standards. As far as the Native has been 

 able to express his aim it has been towards a literary education closely resembUng 

 that given to Europeans. 



2. History of Native education shows these influences very clearly. Landmarks : 

 (i) the early mission schools in some cases with European and Native children on the 

 same school bench ; (ii) the separate department of Native education in Natal as 

 distinct from the joint department in the Cape ; (ui) the slow development of Native 

 education in Transvaal and Orange Free State ; (iv) the publication of Loram's 

 ' Education of South African Native ' and the emphasis on adjustment ; (v) the Cape 

 Native Education Commission of 1918 and appointment of a Chief Inspector of Native 

 Education ; (vi) the policy of imposing upon separate Native taxation the financial 

 responsibility for Native education and the increasing influence of the Native Afiairs 

 Commission and Department. 



3. There is need to-day for reorganisation. Present system defective inasmuch as 

 (i) there is dual control between Union Government as the body providing the funds 

 and directing the policy, and the Provincial administrations who administer the 

 systems ; (ii) there is to-day school provision for only 25 per cent, of the Native 

 children of school age ; (iii) there is lack of co-operation between the Native schools 

 and the bodies responsible for Native administration and development ; (iv) the whole 

 progress of South Africa is impeded by the low productivity achievement of the 

 Native people. 



4. Administrative reforms needed are (i) the transfer of Native education to the 

 Union Government and the creation under the Native Afiairs Department of a sub- 

 department of Native Education working in close co-operation with the (to be created) 

 departments of Native Health and Native Agriculture ; (ii) the division of the country 

 into five administrative units each in charge of a Chief Inspector of Native Education, 

 viz. the Xosa-speaking group (i.e. S.E. Cape and Transkeian Territories), the Zulu- 

 speaking group {i.e. Natal and Zululand), the Sechuana-speaking group {i.e. British 

 Bechuanaland and the Western Transvaal), the Sesuto-speaking (Orange Free State 

 and Eastern Transvaal), Johannesburg and Reef groups (to be administered from the 

 head ofiice in Pretoria). The inspection and supervision of schools to be carried out 

 by inspectors and Native supervisors (one inspector and three supervisors to take 

 charge of 200 schools). 



5. Financial reforms needed (i) the whole of the Native Direct Tax of approximately 

 £1,250,000 to be made available for Native education, using that term to cover agricul- 

 tural, industrial, health training as well as ordinary school work ; (ii) provision to 

 be made whereby local communities desirous of higher and better education may tax 

 themselves therefor ; (iii) Missions while allowed and encouraged to conduct schools 

 to be relieved of all financial responsibility for Native education ; (iv) all officials and 

 teachers to be placed on approved salary scales to be paid by Government with pension 

 rights on a contributory basis. 



6. Organisation : (i) steady replacement of mission schools by Government 

 schools, on committees of which missions are represented ; (ii) vigorous development 

 of principle of local responsibility through school committees ; (iii) consistent policy 

 of school consolidation to prevent overlapping ; (iv) employment of Natives wherever 

 possible ; (v) rapid extension of smaller ' bush,' ' rural,' or tribal schools ; (vi) use 

 of schools as community centres for all types of Native development ; (vii) extensive 

 use of home demonstrators working with schools as centres. 



7. Curriculum : (i) Reform of curricula in light of Native changing needs ; (ii) the 

 essentials of Native education, moral training, health, the use of the environment, 

 including the three R's, agricultiire and industry, development of home life, recreation ; 

 (iii) uniform system of school and teachers' examinations. 



Discussion : Mr. Eheinallt Jones. 



(c) Mr. P. A. W. CooK^.— Tribal Education. 



This paper is based chiefly on observations made by the writer himself during a 

 year of field work amongst the Bomvana of the Transkei. This work was undertaken 

 in 1927 with a grant made by the Department of Social Anthropology, University of 



