3 1 - 1 .

Bechuanaland Protectorate

ANNUAL REPORT

of the

EDUCATION DEPARTMENT

For the

Year Ended 31st December, 1950

Bechuanaland Protectorate

ANNUAL REPORT

of the

EDUCATION DEPARTMENT

For the

Year Ended 31st December, 1950

CONTENTS.

Diagram to show Protectorate System of African Education in Relation to Extra-Territorial Institutions ..................................................................................

Map of Protectorate ............................................................... ....................................

PART IIntroductory .............................................................................................................................

PART IIEducational System and Policy:

(a) African .....................................................................................................................(b) European .....................................................................................................................(c) Coloured .....................................................................................................................

PART IIICHAPTER I

Legislation and Administration .........................................................................

CHAPTER IIFinance .............................................................................................................................

CHAPTER III Primary Education:

(a) African .....................................................................................................................(b) European ............................................................................................................(c) Coloured ..................... .........................................................................

CHAPTER IV Secondary Education:

(a) African .....................................................................................................................(b) European ............................................................................................................

CHAPTER VTechnical Training ...................................................................................................

CHAPTER VIUniversity and Other Post Secondary Education ......................................

CHAPTER VIITraining of Teachers ...................................................................................................

CHAPTER VIIIPhysical Conditions in Schools .........................................................................

CHAPTER IXSocial and Moral W elfare ..........................................................................................

CHAPTER XAdult Education and Mass Education ................................................................Concluding Note ............................................................................................................

ANNEXURE IAfrican Post Primary Bursaries ..................................................................................

ANNEXURE IIDistribution of Bechuanaland Protectorate Students in Extra-Territorial

Institutions, 1950 ............................................................................................................

STATISTICAL TABLESAfrican .....................European ............Coloured ............General ............

Page

3

4

61112

12

12

141617

1819

19

21

21

22

23

2424

25

26

27333945

Graduate and Post Graduate Courses

atFort Hare and Witwatersrand

University.

Post Junior SecondaryPost-Primary Vocational CoursesVocational including TeacherCourses. Training.

Junior Secondary Day Schools

(3 years).

Bamangwato College and St. Joseph's

College (Secondary) (5 years).

Government Training College

(3 years)

__ Village __ Schools _— (4 years). —

Primary Schools

(8 years).

Post-Secondary Vocational Courses

Including Teacher

________ Training._____

Secondary Courses Junior and Senior

Extra-TerritorialInstitutions.

ProtectorateSchools.

_ Homecrafts _Training Centre

(3 years)

_ J '

Higher Primary __Schools (2 years)

Lower Primary —Schools —

(6 years). —

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Bechuanaland Protectorate

E D U C A T I O N D E P A R T M E N T A N N U A L R E P O R T

For the Year ended 31st December, 1950PART I.

INTRODUCTORY.

To assess the educational system in the Bechuanaland Protectorate it is necessary to state certain controlling geographical factors.

The territory is bounded on the east, south and south-west by the Union of South Africa; on the west and north by South-W est Africa and on the north-east by Southern Rhodesia. At one place our northern border touches the Colony of Northern Rhodesia.

The country is large, approximately 275,000 square miles, and about two- thirds of its area belong to the Kalahari Desert.

Because of this the main centres of population are concentrated near the eastern border, for there, on the whole, w ater supplies are better than in the rest of the country— with the exception of a large portion of Ngamiland, in the North, where are the swamps of the Okovango.

In the Desert, which occupies the bulk of the central and western parts of the territory, there are groups of little villages centred around isolated water-holes, but in Ngamiland the tendency is for the people to live in numerous small settle­ments situated on islets in the swamps and along the main waterways.

The Bechuana proper are divided into eight main tribes each with its own Native Authority, treasury, and tribal boundaries. There are also groups such as the Damara, M akalaka, Hottentots, Mampukushu, etc., who are either included within the tribal boundaries and subject to tribal authority or live in areas specially allocated for their use. These groups differ from the Bechuana and from one another in languages and customs: am ong them special mention must be made of the M asarw a— a type of Bushman nomad.

In the reserves there is a number of very large villages at considerable distances apart, two of which, Kanye and Serow e have an estim ated maximum population of over 20,000 people. Apart from these "tow ns" there are many other villages, sometimes of considerable size and often widely separated.

These settlements serve as b ases from which there is a seasonal exodus to the agricultural lands, which may be anything from three to thirty miles aw ay; out in the "Bush" there are "cattle posts", pasturages with w ater available, where many young people live and tend their parents' herds.

The results of the 1946 Census gave the African population as 290,103 (M asarw a approximately 9,500) and the Europeans as 2,325.

Apart from the Government officials, missionaries and traders living at the larger villages, the European population is composed mainly of farmers, railw ay employees and people engaged in working at the gold mines situated near the Southern Rhodesia border. The farming and ranching areas of the European settlers are close to the eastern border of the Protectorate and in the Ghanzi district near the eastern border of South-W est Africa.

There is a small population of mixed race which for the most part is absorbed into the African tribal systems or is resident in non-tribal areas.

With the exception of the Rhodesia Railw ay running near the eastern border of the territory and a main road ad jacent to it, from which there are branches leading to a few of the b iggest villages, such communications as exist are poor.

From this picture will be seen the difficulties of administering education in a country of such vast distances, primitive communications and a fluctuating school population.

The position is further com plicated by the situation of the administrative head­quarters and the differing educational system s of neighbouring territories in which higher and technical education is at present obtained.

Two other important factors have influenced the development of the Protector­ate educational system. Firstly, the major portion of the country is served by one mission only, the London Mission. Secondly, the policy of Indirect Rule, with the development of tribal responsibility, has led to a transfer of the immediate control of schools, in areas where there is an adequate social organisation, from mission or government agencies to the tribes.

In short, in tribal and certain other areas, district school committees, which do their work under statutory authority and which are representative of Tribal, Mission and Government interests, are directly responsible for the running of their schools, subject to the control of the Education Department in matters of a pro­fessional nature.

An understanding of these facts, to some of which later reference will be made, is essential to a proper appreciation of the administration of African educa­tion in the Bechuanaland Protectorate.

For the earlier history of education in the Protectorate, reference should be made to the Annual Report of the Director of Education for the period 1st January, 1938, to 31st March, 1939.

PART n.

EDUCATIONAL SYSTEM AND POLICY.

(a) African:—

The accom panying diagram illustrates the Protectorate system of African education, in relation to the extra-territorial institutions upon which it depends for the more advanced facilities which are not yet availab le in the Protectorate.

2. The dotted line in the diagram divides Protectorate schools from extra­territorial institutions. Below the line 16,439 African pupils were enrolled in 1950, and above the line possibly 200, the latter number being no reflection of the importance to the Territory of the service it represents.

3. With the exception of four central tribal schools, previously known as middle schools, but now termed higher primary schools (for they consist of only standards V and VI) all other schools within -the primary range offer a four year course, a six year course and the full eight year course. These are termed respectively village schools, lower primary schools and primary schools, and appear at the b ase of the diagram. The order given is an indication of their respective numbers and enrolments, since the full primary schools numbered only 18 in the year under review, in addition to which the two higher standards were taught at the four higher primary schools and in preliminary classes at the two secondary schools.

4. The two secondary schools concerned were the Baw angw ato College and St. Joseph's College, to both of which later reference will be made. The latter offered the full three year junior secondary course and the former two years of that course. Both plan ultimately to begin upon the senior secondary course leading to matriculation.

5. From the primary schools pupils who have obtained a satisfactory pass m ay proceed not only to either of the above Protectorate secondary schools, but also to a three year course of residential professional training at the Government Teacher Training College, Kanye or to the Homecrafts Centre at Mochudi. The latter institution as a temporary measure will accept adolescents also who have completed six years of the primary course.

For parents who cannot afford the relatively high boarding fees charged at the secondary schools within the Territory, or the still higher ones imposed in similar schools in the Union, junior secondary day schools have been opened at Kanye and Mochudi, these to be the precursors of others at strategic centres. Since the Junior Certificate is still the qualification required for admission to various forms of vocational training, including that for the Primary Higher Teachers' Certificate of the Union, and that for nurses registrable in South Africa, it follows that this will be a leaving point for many of our students. Hence many who complete the course at the junior secondary day schools will not wish to proceed to a boarding school for the senior academ ic two-year course.

6. One of the arrows in the diagram shows progression from our primary schools to extra-territorial secondary schools. Ideally this should be unnecessary and efforts are being made to arrange a greater measure of co-operation among the three High Commission Territories, in order that each may develop certain types of vocational education and offer such facilities to students from the other two Territories, thus elim inating the need for pupils to enter Union schools.

7. Extra-territorial vocational training at three different levels is shown, all being followed by students from the Protectorate who generally obtain bursary assistance for the purpose. For admission the entrance qualifications are respec­tively a satisfactory pass in the Primary Schools Leaving Examination, the posses­sion of the Junior Certificate and the holding of the matriculation certificate or its equivalent.

8. Included among the vocational courses from which Protectorate students have benefited are those in agriculture, building, carpentry, commerce, domestic science, dressmaking, forestry, leatherwork, nursing, motor m echanics and teacher- training.

9. In addition Fort Hare, to which the Department pays a small annual grant, prepares a few Protectorate students for degrees and post-graduate diplomas in education and agriculture: and the W itwatersrand University gives a full m edical training and full residential and academ ic facilities for students who wish to specialise in African languages.

10. Plans for the development of African education within the Protectorate must be limited in scope by the financial and economic resources of the Territory and by the sm allness of population. Among the more immediate aims are:—

(a) Under a suitably qualified staff the establishm ent of differentiated second­ary courses at the Bam angw ato College and at St. Joseph's;

(b) In co-operation with Basutoland and Swaziland, to extend the scope of existing institutions and to open new institutions to provide higher and specialist teacher training and vocational courses in agriculture, animal husbandry, office work, nursing, dispensing and trades;

(c) Introduction of school m edical inspections and investigation into diet of pupils with a view to supplementary feeding;

(d) The further development of vernacular work in association with the Orthography and Literature Committee;

(e) The appointment of a text-book committee to advise on English and vernacular books related to our curricula;

(f) The development of Junior Red Cross Links at strategic schools;

(g) The promotion of youth organisations, wholesome recreation and general physical w ell-being;

(h) The inauguration of a library system for young and old;

(i) The bringing of primary education within the reach of a much larger proportion of children of school age and an extension of secondary facilities;

(j) The concurrent development of adult education if financial assistance becom es available;

(k) The furtherance of welfare work among all communities by the employ­ment under the W elfare Officer of trained African officers, and the devel­opment of guided community work linking school and community;

(1) The improvement of the buildings and equipment, the raising of standards and the am elioration of the teachers' conditions of service; and

(m) The promulgation of am ending legislation and regulations thereunder.

11. The Department anticipates that steadily a number of village schools will qualify to becom e lower primary; that of these an increasing number will become full primary, and that in appropriate centres junior secondary day schools will be established. A logical outcome of this would be the building of another full secondary school in the Southern Protectorate in due course.

12. European staff on the professional establishm ent of the Education Depart­ment comprise a Director, one Education Officer, one Agricultural Education Officer, a Homecrafts Education Officer and a W elfare Officer. African itinerant members of the staff on establishm ent are one graduate Assistant Education Officer and six supervisors of Schools. Stationed at Headquarters is also an African Translator.

13. The duties of itinerant and professional members of the staff are briefly a s follows:

(a) Director of Education: control of policy and administration; tours of inspec­tion when possible.

(b) Education Officer: inspections of schools in Southern Protectorates; assist­ing Director whenever possible.

(c) Agricultural Education Officer: encouragem ent and inspection of school gardens and agriculture throughout the. Protectorate; general inspection of schools in Northern Protectorate.

(d) Homecrafts Education Officer: encouragem ent and supervision of home­crafts instruction throughout the Protectorate, and general inspections of schools in the Bakgatla, Batlokwa and Bam alete Reserves.

(e) W elfare Officer: youth movements; audio-visual education; bursaries; school equipment and buildings; w elfare work.

(f) Assistant Education Officer: supervision and inspection work in the Bam angw ato Reserve.

(g) Supervisors of Schools: Inspections of schools, demonstrations, etc., in their own areas.

14. During 1950 the Director and W elfare Officer were absent for six months on overseas leave: the Assistant Education Officer w as lecturing on secondment at the Government Teacher Training College; one Supervisor w as absent on study leave; a replacem ent could not be found for another who had died; consequently the onus of day-to-day routine work fell very heavily on the rem aining staff and the possibility of new developments w as correspondingly limited.

15. At the end of 1950 Mr. H. Jowitt, C.M.G., Director of Education, retired from the service of the Protectorate after a most distinguished career as an educationist in Bechuanaland and elsewhere.

16. Mr. Levi Moumakwa, sometime official translator to the Education Depart­ment, w as aw arded a well-deserved M.B.E. in the 1950 Birthday Honours List in recognition of a life-time spent in the service of the Botswana.

17. Four lady clerks comprised the clerical staff at Headquarters. An African clerk is attached to the Teacher Training College and another to the Agricultural Education Officer.

18. Chapter 59 of the Laws (the Education Proclamation of 1938) and the rules promulgated thereunder empower the Resident Commissioner to frame rules dealing with “the appointment, constitution, powers and duties of school com­m ittees."

Nine central committees are established in tribal areas and one in a non- tribal polyglot area, the District Commissioner being chairm an in each case, a m issionary acting as honorary secretary in six cases, and in one the Agricultural Education Officer. In the majority of committees, the chief is a member, and half of the other members are his nominees.

Proposed am ending legislation affecting membership of school committees if approved, will dem ocratise the committees; will ensure the inclusion of some with better educational claims, and will provide for the education officer concerned becom ing a member of each committee in his area.

In the meantime the committees have been fortunate in the initiative, guidance and encouragem ent given by sym pathetic administrative officers, under whose tutelage progress has been made, and in the altruistic support given by those missionaries who have devoted so much time to education.

Professional direction and advice have recently b een made availab le when business w as discussed by the attendance at meetings of the Education Officer, Southern Protectorate, of the Homecrafts Education Officer and of the Agricultural Education Officer, now Secretary of the Tati Committee.

The minutes of all meetings pass through the Director of Education to the Government Secretary, so that action taken or proposed is noted and commented upon, similar procedure being adopted when tribal estim ates in relation to education are framed.

19. Other co-operating bodies are the African Advisory Council, the Advisory Board for African Education, the Conference of Directors of Education of the High Commission Territories, the Bechuanaland Protectorate African Teachers' A ssocia­tion, the Tsw ana Orthography Committee, and the recently established Languages Board.

20. Under the presidency of His Honour the Resident Commissioner, the chiefs and their elected councillors meet annually in an African Advisory Council, a few representatives of the Francistown, K galagadi and Chobe non-tribal areas having recently been added.

Heads of departments and administrative officers also attend to answer questions or criticisms, and to assist discussion when required, although most of the business is conducted in committee.

The terms of reference are widely interpreted, almost any issue concerning the African population being considered relevant.

21. The 31st session of the Council w as held in Mafeking in June, 1950. A sub-committee of this body interviewed the Director of Education and discussed the following topics, inter alia :—

The implications of the Union's possible banning of extra-Territorial African students,

Admission to the Teacher Training College,Salaries of teachers,Opening of day secondary schools in selected villages.

The interest in education of the African Advisory Council is very real, and much closer understanding of educational problems is achieved through these discussions.

22. The new ly reconstituted Advisory Board for African Education to which reference was made in the 1949 Report, did not meet during the year, since, owing to the tribal im passe am ong the Bam angw ato it w as not possible to convene a fully representative meeting of its Standing Committee, in which certain responsi­bilities concerning the Draft Education Proclamation had been vested by the Board.

23. The annual conference of the Directors of Education of the High Com­mission Territories, met at Pretoria under the chairm anship of the Acting Director of Education, Bechuanaland, during the first w eek in May.

Among the subjects discussed w ere the following:—Admission of students to Union Schools,British Council Aid,Developments in European Education,Library Policy and Needs,Vernacular Instruction,Text Books,Development of inter-territorial institutions in the High Commission

Territories,Post Primary Teacher Training.

In addition each Director gave a resume of the year's work in his own Terri- tiry. This opportunity for exchange of views is as valuable as it is stimulating.

24. The Bechuanaland African Teachers' Association did not hold an annual m eeting in 1950 becau se of the cost of conveying representatives from all parts of the Protectorate to a central rendezvous. Local Committees have been very active, however, and representations have ben made to the Department on various questions of interest to education and to Protectorate teachers as a body. The importance of this body is growing, and with its importance an increasing sense of responsibility. Recognition of this fact is the offering of a place on the Advisory Committee for African Education to a representative of the Teachers' Association.

25. , The Bechuanaland Protectorate Orthography Committee met twice during the period under review. This body was appointed with Government approval and represents the views of educationists, of missionary bodies and of influential Africans on the subject of the orthography of the Tsw ana language. This ortho­graphy is in a chaotic state. Tsw ana is spoken throughout Bechuanaland (with certain variations), in parts of W estern Transvaal and in the Northern Cape Province. It is allied to Sotho, which has Northern and Southern variations. Various orthographies have developed since the early missionaries attempted to establish a written language, and different bodies are actively supporting different orthographies. The Bechuanaland Protectorate Orthography Committee, a most representative body, was therefore appointed with the following objects in view:—

(i) To act as a board of advice on all matters affecting Tsw ana orthography, literature and vernacular education.

(ii) To establish and m aintain contact with all interested persons and organ­isations, including Missionary bodies, Teachers' Associations, the vernacu­lar press, schools, teachers, etc.

(iii) To becom e as representative as possible of enlightened opinion in the Bechuanaland Protectorate, so that all interested persons and organisa­tions may come to regard this Committee as an authoritative body to which problems affecting Tsw ana orthography and literature m ay be referred for consideration and advice.

(iv) To establish and maintain liaison with other sim ilar Committees in the Transvaal, Basutoland, etc., and to represent the views of the Bechuana­land Protectorate by appointing delegates to orthography conferences and other such meetings as may be convened from time to time.

(v) To promote the production and development of Tsw ana literature of a high standard by assisting in achieving as far as possible a standard or norm for written Tsw ana; by instituting essay and other literary com­petitions; by encouraging and advising Tsw ana authors, and assisting them in making arrangem ents for publication of suitable works; and by review ing literature published from time to time and commenting on its suitability or otherwise for educational purposes.

(vi) To assist and advise in the preparation of gram m atical and other text books for use in vernacular education and in the development of Tsw ana a s a literary medium.

(vii) To advise the Department of Education regarding school syllabuses, selection of reading m aterial to be prescribed, and other matters affect­ing vernacular education.

26. Bechucinaland Protectorate Languages Board. This Board comprises the First Assistant Secretary; the official exam iner to the Bechuanaland Protectorate, Mr. D. Cole of the Bantu Studies Department of the University of the W itwaters- rand; the African Assistant Examiner and the Director of Education as Chairman.

The Board met twice in 1950 to consider the form and content of the language exam inations for officials and the level of vernacular language attainment desirable for holders of various posts in the Service. Recommendations were submitted for the consideration of His Excellency the High Commissioner.

27. The Department continued to be responsible for the conduct of the Tsw ana exam inations taken by Government officers in terms of Public Service Regulations, this opportunity being taken of paying a warm tribute to Mr. D. T. Cole, the examiner, for his keen interest, assiduous care and growing contribution towards the raising of standards and the promotion of vernacular studies.

28. An annual conference of District Officers is held in Mafeking, usually at the same time as the African Advisory Council is in the Committee stage of its session. At this conference Heads of Departments discuss general and specific problems with the representatives of the District Administration. Such discussion assists m aterially in dispersing uncertainties and in promoting esprit-de-corps, besides solving or leading to a better understanding of the problems in question.

(b) European:—29. Owing to the small and widely scattered European population, and the

corresponding impossibility of supplying differentiated secondary courses or adequate cultural stimuli, the educational system is entirely primary, 202 children being catered for in 1950 at Maun, Tsessebe, Francistown, Serowe, Palapye, M ahalapye, G aberones, Molepolole and Lobatsi, and approximately another 22 at a private school at Ghanzi in the far west of the Protectorate.

30. Of the first nine schools, the last was reconstituted as a Government School in 1940, the others being grant-aided and therefore subject to inspection and direction by the Department. They are under committee management, pro­cedure being controlled by Standing Instructions.

The committees appoint staff, erect and maintain buildings, control expendilure, and submit minutes of meetings, estim ates, financial statements, and correspond­ence to the Department. In addition they supplement income from fees and grants by local effort, and in spite of considerable difficulties due chiefly to limited resources, promote the educational interests of the children in a most creditable manner.

31. Pound for pound grants have been made by Government to assist in extension to school buildings at Maun, Palapye and G aberones while all commit­tee-run schools have been assisted by grants-in-aid to cover expenditure on teachers' salaries. Additional grants have also b een made to assist in the purchase of essential equipment.

The Lobatsi European school is a credit to the Protectorate in buildings, equipment and surroundings. It lacks only a suitably qualified male principal to attract whom the prescribed salary scale is inadequate.

32. Colonial Development and W elfare Schem e D. 1045 provides £4,000 to assist in the erection and equipment of a modest boarding school at Ghanzi which has been described as the "most isolated spot in Southern Africa". The area is one of scattered European owned farms, approximately 200 miles distant from the nearest Protectorate school at Maun, and much farther from the schools in the East.

The £4,000 allocated is inadequate for the purpose of erecting and equipping such an institution, and it is hoped that Government and community will betw een them provide the balance required. As each successive estimate of the likely number of pupils increases, and as building costs rise, the probability of Govern­ment's having to contribute more heavily becom es apparent.

At present 22 pupils attend a very poor private school at Ghanzi, boarding under conditions which can only be described as unhygienic and unsatisfactory.

33. In the meantime the European Advisory Council has held a watching brief for European education, as its records of proceedings over many years testify.

In O ctober, 1950, it h e ld its 47th session, the e le c t e d members from different constituencies coming together under the presidency of the Resident Commissioner, the procedure followed being very similar to that of the parallel African Advisory Council described earlier in this report.

Two items of vital interest discussed were the admission of Protectorate pupils to schools in Southern Rhodesia, and the possibility of providing bursaries to all children of school going age resident in districts where no school facilities are available. It was decided that the Southern Rhodesian Government be approached in the matter of admission of Protectorate pupils to Rhodesian schools and that the proposal affecting bursaries should be referred for a recommendation to the Advisory Committee on European Education.

34. This Advisory Committee met in May, 1950. Its membership comprises the Director of Education as Chairman, representatives of the European Advisory Council, representatives of grant-aided European schools and the Principal of the Lobatsi Government school. This committee considered the sections concerning European education in the new draft consolidated proclamation, and also made recommendations to Government on the subjects of extension of bursary facilities, free education, school m edical inspections and teachers' salaries.(c) Coloured and Indian:—

35. At the end of 1950 there were but three Coloured schools in the Protec­torate, at Francistown, Bokspits and M okgopeetsane, with an aggregate enrolment of 169 pupils.

Of these schools, the last is regarded to all intents and purposes as an African school, since it falls under the Bakw ena Committee and the community concerned are tax-paying members of the tribe and attend its kgotla meetings.

Even among the other two no uniformity of service conditions for the teachers obtains, since there are wide differences of qualifications, and there is little ethnic cohesion. Nevertheless, they have not identified themselves with the Africans, and aspire to a higher cultural and educational level. It will b e possible to respect this under the Draft Education Proclamation.

36. No schools exist for the small number of Indian children of school age, nor has the Department been approached concerning this, but for such a devel­opment the draft am ending legislation would provide.

37. There is nothing to add to the full treatment of this subject which appeared in Chapter II of the 1948 Report, and to the references made to it in Part II of the current Report, no amending legislation having been promulgated.

38. The following table com pares the actual expenditure by the eight Native Treasuries in the calendar year 1950:—

PART in.CHAPTER I.

LEGISLATION AND ADMINISTRATION.

CHAPTER II. FINANCE.

Recurrent£578

2,9745,220

8241,6263,996

41013,479

Capital£

Total£578

2,9745,667

8241,6474,043

410

BatlokwaBakgatlaBangw aketse ......... 447Bam aleteBataw anaBakw enaBarolong

2147

Bam angw ato .... *Tati ..................

5024

13,52924

Totals .... £29,107 £589 £29,696

* Salaries of teachers were paid from G eneral Revenue in 1950 and the sum relating to the period 1st April to 31st December, 1950, will be refunded by the Tati Federated Treasury.

39. Practically the whole of the recurrent expenditure is spent on payment of teachers' salaries, and the tribal authorities find difficulty in m eeting the annually increased burden resulting from the increm ental salary scales. These scales, however, are by no m eans generous and will have to be improved if the Protectorate wishes to attract a better quality of teacher.

40. The Bakw ena and Bangw aketsi tribal authorities are showing commend­able enterprise in devoting capitcri to the improvement of their school buildings. The former tribe has made additions to the Higher Primary School which is now a most attractive institution. The Bangw aketsi have built a new school at Moshupa and have plans for building three new schools in Kanye.

41. The expenditure from public moneys on the education of all races for the calendar year 1950 w as a s follows:—

Recurrent Capital Total£ £ £

Vote 8, Protectorate Revenues ............ 37,236 125 37,361Native Treasuries ........................................... 29,107 589 29,696Colonial Development and W elfare .... 5,649 2,863 8,512

£71,992 £3,577 £75,569

Of this total the sum of £63,362 w as devoted to African education, £11,214European education and £993 to Coloured education.

42. The allocation of the above analysed according to races was as follows:-Recurrent Capital Total

£ £ £European ................................................................... 8,267 2,947 11,214Coloured .................................................................... 993 993African ............................................. ......................... 62,732 630 63,362

£71,992 £3,577 £75,569

The above resolved according to the source of expenditure followed 1distribution:—

European Coloured African Total

£ £ £ £Education Department Vote:

Recurrent ....................................... 8,233 993 27,976 37,327Capital ............................................ 125

Colonial Development andWelfare Fund:

Recurrent ....................................... 5,649 5,649Capital ............................................ 2,822 41 2,863

Native Treasuries:Recurrent ....................................... 29,107 29,107Capital ............................................ 589 589

Public Works:R e c u rre n t....................................... 34 34

£11,214 £993 £63,362 £75,569

43. During the financial year under review no less than £5,406 w as expended on bursaries or educational grants to enable Protectorate children, African and European, to benefit from outside institutions; of this sum £2,270 w as devoted to African bursaries, and the sum of £3,136 divided approximately evenly betw een the children of officials and those of non-officials for courses in secondary education.

CHAPTER III.PRIMARY EDUCATION.

(a) African:—

44. The number of primary schools varied during the year betw een 151 and 139, the latter number being the end-of-year figure. In the Bam angw ato Reserve nine schools w ere closed during 1950, and in the Bataw ana Reserve two. Some of these schools which have subsequently been rebuilt w ere opened again a t the beginning of 1951. These schools were closed for a variety of reasons, such as shifting of population, lack of staff and in one ca se the absen ce of pupils for a long period participating in initiation-school rites. This illegal practice had been carried on for the third year in succession, despite warnings.

School enrolments dropped during the year to 16,439. This falling off in num­bers may be explained partly in terms of the closing of schools described above. An attempt is also being made to discourage irregular attendance by striking off the register the nam es of pupils who enrol and attend only occasionally. In the Tati a rea the attendance in some schools w as lower than 60%, children often attending school on alternate days, herding the cattle on the intervening days. Such irregularity in attendance renders progress impossible and is being actively discouraged, so that the enrolment figures, while lower, are more accurate in terms of attendance.

45. Of the number of children quoted, 10,402, or over 63% were girls, a con­tinuing disparity to which attention is annually directed.

46. Comparative enrolment in the various classes up to Standard VI during the last four years are as follows:—

Totals 17,334 16,346 17,614 16,293

47. A most significant drop in enrolment is that for Standard V. The Educa­tion Department is exercising a much stricter control over promotion at the Standard IV level so that pupils who pass that stage will be more likely to succeed in the public exam ination at the end of Standard VI.

48. Disregarding the Government Teacher Training College and the small Homecrafts Training Centre, 477 African teachers w ere employed during hte year as against 487 in 1949, the distribution being as follows:—

Qualified Unqualified TotalM F M F

1950 ......................................... 142 72 111 152 4771949 116 79 138 154 487

From the above it appears that almost 45% of teachers were qualified, from which it may be assumed that approxim ately three-fifths of Protectorate pupils are taught by unqualified teachers since, in general, they are put in charge of the lowest and largest classes. At the sam e time the increased number of qualified male teachers is most promising, and, as the Teacher Training College grows, so will the percentage of unqualified teachers decrease.

49. In addition to the above, only six European teachers, of whom five were qualified, were engaged in African schools, a number clearly incommensurate with the need for the interpretation of W estern culture to the African, and one which indicates a further handicap when comparisons with other systems are made.

Sub. A Sub. B Std. I Std. II Std. Ill Std. IV Std. V Std. VI5,381 3,377 3,100 2,052 1,485 945 539 4555,096 3,063 2,766 2,068 1,550 890 524 3896,545 2,918 2,492 2,082 1,604 1,074 503 3965,812 3,092 2,305 1,729 1,565 1,021 386 383

50. 358 candidates entered for the Primary Schools' Leaving Certificate, as against 399 the previous year. Only 157 were successful, or 41% as against 37% in 1949.

51. An analysis of the results of this exam ination showed general improve­ment on the part of the candidates, esp ecially in the b asic subjects of languages and arithmetic. The Mission schools retained their exam ination supremacy, as might be expected, and Southern Protectorate schools showed up better than did those in the north although the latter showed improvement. The chief inferences to be drawn from the results are that qualified European teaching staff is mosl efficient: and that the proficiency of pupils is largely determined by the incidence of qualified staff and of teaching aids, both of which depend ultimately on finan­cial resources. In effect the low general educational average of the Botsw ana pupils derives largely from poverty of educational facilities.

52. The following excerpts from the progress reports of Education Officers are worthy of mention:—

Education Officer, Southern Protectorate.

Ngwaketsi Area: All the schools in this Reserve were visited at least once, and reports submitted on their accomplishments and needs. The Bangw aketsi Reserve is fortunate in its progressive Chief and School Com­mittee, who are putting into effect recommendations for replanning of the Tribal school system. Already two new schools have been built and at Kanye, the tribal headquarters, a day secondary school has been opened. It is appropriate that the new Teachers' Training College should be built here, where enthusiasm for education is so marked.

Bakwena Reserve: Here, too, educational progress is evident. The higher primary school has been enlarged and the surroundings improved by the making of gardens and of a playing field. Work is in progress on the exten­sion to the National School, where classes up to the Standard IV level will be centralised.

The country schools, distant from tribal headquarters, are not of the sam e quality.

Lobatsi Block, Barolong Farms and Crown Lands: These schools, which fall under the Lobatsi School Committee, are in a poor state due to lack of finance. The Barolong Chief is resident in Mafeking and does not have the sam e contact with the people of the Protectorate as resident chiefs do. The London Mission Society has rebuilt the Lobatsi Location School with Govern­ment assistance. This is an a rea in which an extension of Mission interest would be welcomed.

Batlokwa and Bamalete Reserves: These small tribal areas are impover­ished. The percentage of school going children in both is the highest in the Protectorate. As neither tribe has adequate grazing and farming areas it is suggested that Government might make a grant-in-aid to education in both Reserves so that the ' children would be better equipped to earn a livelihood elsewhere.

Kgalagadi Area: Here again the children must b e educated to escape from surroundings which are barely ab le to support human life. In the K gala­gadi there is no tribal organisation or treasury so that funds for purposes of development, educational or otherwise, must derive from Government. (It should be explained that in Tribal areas a proportion of money raised in taxation is returned to the Treasury: of this generally, approximately 50% is spent on educational needs.) As a result the K galagadi is com paratively ill- provided with school buildings, a want which Government must face in the near future.

While dealing with this a rea tribute should be paid to the headm an at Hukuntsi who has there, in the central Kgalagadi, built an excellent school largely at his own expense. A feature of this school is the teaching of the indigenous craft of skin work. At this school animal skins are cured, tanned and manufactured into clothes, floor rugs and karosses with outstanding skill under the supervision of an instructor employed by the Education Department. Instructors in skin work are being appointed at all K galagadi schools.

Bakgatla Reserve: This tribe m aintains a high level of recurrent expendi­ture in employing the best qualified cadre of teachers in the Protectorate. It lacks, however, in buildings and equipment, esp ecially in schools distant from tribal headquarters.

Excerpts from reports of the Education Officer, Northern Protectorate (who is also Agricultural Education Officer).

Bataw ana Area: The apathy of parents and local headmen continues to be a drag on educational progress in this district. This is exemplified by the makeshift school buildings and the inadequate quarters provided for teachers. Two schools were, in fact, closed down towards the middle of the year until such time as adequate school buildings and teachers' quarters had been provided.

Supply of equipment, particularly seating accommodation, is another urgent need. The Committee is well aw are of the shortcomings and is doing all that it possibly can to improve conditions in spite of financial stringency and parental apathy.

Tati Area: The standard of education has improved in this district with the increased incidence of European supervisors. This is shown by the local results in the Standard VI exam inations, the percentage pass having jumped from 8% in 1949 to 58% in 1950. The Secretaryship of the School Committee, the distribution of school text books and the accounting for all school moneys has been taken over by me.

Attendance has been a cause of concern to all interested in education in this area. Most village schools show an attendance of about 60% of the enrolment. This is due m ainly to the children being required to herd their parents' cattle. A pernicious "ch an g e" system has b een found in some schools whereby, if there are two children in a family, they attend school on alternate days and herd cattle on the others. At present many children attend school for only half of the academ ic year. It is recommended that steps be taken to stop this practice.

Ghanzi District: The five schools in this remote desert area are staffed by eight teachers, two only having teaching qualifications. The District Commis­sioner is taking an active interest in these schools, and attempts to improve the quality of the buildings, which were bad, are already being made.

Enrolment is improving, but has been disturbed by initiation classes. Owing to the falling off in attendance becau se of these classes, the school at Ghanzi w as closed. The standard of education generally is low and the provision of qualified staff for these far-aw ay p laces is a major problem.

Bamangwato Area: New Standard VI schools have been opened at Totome and Shoshong, with feeder schools catering for the sub-standards in neigh­bouring villages.

Many of the village schools are remote, supervision is difficult and regular visiting is well-nigh impossible.

Bamangwato College: During the year the Agricultural Education Officer acted as secretary to the Board of Governors of the Bam angw ato College. Numerous meetings of the Standing Committee were held, necessitating visits to the College and affording useful contacts with the College and its staff.

Regrading of Schools: At the end of 1949 many schools in the Northern area were offering standards beyond the com petence of the teachers and the equipment available. All schools in the Tati and Chobe areas were regraded during the year and they now conform to the Departmental policy of schools finishing at Standards II, IV or VI. Proposals have been made for a similar regrading of Bam angw ato Schools and it is hoped that all schools in this area will open in 1951 in accordance with policy.

(b) European:—53. As in 1949 the number of primary schools m aintained or aided, for the

children of European residents w as ten, with an aggregate enrolment of 224 (of whom 117 were boys).

Fourteen teachers were employed, of whom three were unqualified. Of these teachers only two were m ales, the head teachers of the Molepolole and of the M ahalapye schools.

Owing to the small numbers enrolled in the average school, the pupil- teacher ratio was but 15,5, thus ensuring individual attention to com pensate for local disabilities

54. In 1948 the percentage of European pupils whose home language was English w as 37%, in 1949 it w as 38% and in 1950 this figure dropped to 35%. If we take into consideration the 22 pupils attending the private school at Ghanzi, all of whom were Afrikaans-speaking, it is possible to make the general statem ent that more than 70% of European pupils attending Protectorate schools are Afri- kaans-speaking.

55. Returns received in 1950 show that of 242 Bechuanaland pupils attending schools outside the Protectorate, 141 were bursars or received official education grants. These figures are probably incomplete.

56. Totalling the above figures it will be seen that records are availab le of 480 European pupils attending school inside or outside the Protectorate.

57. Generally the quality of European education in Bechuanaland continues gradually to improve. As has previously been stated, the Government owned school at Lobatsi is a model day-school which later should develop into a central boarding school of junior secondary standard. It is also hoped that the other schools in the Protectorate m ay be taken over by Government as opportunity arises, so that ultimately there may be a departmentally run system of European Education.

58. During 1950 the new school at Palapye w as completed and extensions were carried out to the school at Maun. Grants-in-aid to purchase equipment and books were made to most of the schools conducted by local committees.

59. A tribute should be paid to these local committees which devote a great deal of time and energy in organisation and fund-raising for their schools.

60. The improved standard of European education is shown by the 1950 school leaving certificate results. In this exam ination, set and marked by Union educa­tionists on a standard of difficulty similar to that prevailing in Union schools, nine candidates passed out of ten entrants. The exam iners commented on the im­provement shown.

61. The greatest difficulty experienced in European education is the recruiting of suitably qualified teachers and the retaining of their services in competition with the considerably higher salary sca les prevailing in neighbouring territories. Consequently the Protectorate depends largely on wives of officials, retired people and casual employees for teaching staff. This results in frequent changes of staff which militate against satisfactory schooling.

(c) Coloured:—

62. Schools for this community w ere conducted at Francistown, Bokspits, Olifants Kloof and M okgopeetsane until Septem ber, 1950, when the Olifants Kloof school w as closed becau se of the resignation of the teacher. The total enrolment dropped from 172 to 169, of whom 87 were boys.

Of the total enrolment about 50% were to the sub-standards and in Standard VI, the top class, only one.

English and Afrikaans w ere taught to all pupils.

63. At the end of the school year six teachers w ere employed, of whom three were qualified, the difficulty continuing of obtaining the services of suitably qualified Coloured teachers for these remote schools which serve small, poor, and largely indifferent groups of culturally isolated people. As reported in 1949, better terms of service, including the provision of reasonably good quarters might attract, but even then the isolation and character of these lonely schools would militate against recruitment.

CHAPTER IV.

Boys Girls Total

51 32 8326 11 37

9 3 12

86 46 132

SECONDARY EDUCATION.(a) African:—

64. In the post-primary classes in the Protectorate, disregarding those engaged in teacher-training, the number rose from 79 in 1949 to 132, with the following distribution:—

Standard VII .............................................Standard VIII ...........................................Standard IX ..............................................

Totals ................

65. In connection with the above it will be noted that although in the primary system the girls form 63% of the enrolment, in the post-primary they comprise but 35%, an illustration of an experience common throughout most of Africa, that at adolescence the bread-and-butter value of education is more seriously con­sidered for the boys, and m arriage for the girls.

66. Two schools offered facilities for junior secondary work, namely, St. Joseph's and the Bam angw ato College. S ince the latter w as opened in 1949 only, it w as not possible to provide the full course which will be established in 1951.

For the Junior Certificate Examination of the University of South Africa, St. Joseph's entered 11 students, 10 of whom were successful.

Without attaching undue importance to the qualification so earned, it is a source of real encouragem ent that this pioneer secondary school has received such convincing confirmation from an independent source of the high standard attributed to it for so long by the Department.

67. The Bam angw ato College w as visited by various members of the staff of the Education Department in 1950. Enrolment w as 148, comprising pupils in Standards V, VI, VII and VIII and a Trades group of 14 young men.

The College is incomplete, having no classrooms, so that tuition must be carried out in unoccupied dormitories. A trades building and a dairy have been erected by the pupils; it is hoped that the education block will be built in 1951 when tribal affairs have becom e less unsettled and when funds may be available from the collection and sale of cattle outstanding from the original levy.

In the meantime staff insecurity, high per cap ita costs, uncertainty as to ad equ acy of w ater supply in addition to the teething troubles normal to a new institution are all giving rise to a degree of concern with regard to this College.

68. A small day secondary school has been opened at Kanye and another will be opened a t Mochudi early in 1951. These will in course of time proceed to the stage of the final Junior Certificate, after which pupils may enter higher institutions for vocational or academ ic training. They have the advantage over boarding schools of economy, and will serve a very useful purpose in these and other centres of large population if and when the Union bans from its schools "foreign" Africans.

69. In appendices to this Report the distribution of Protectorate students in extra-territorial institutions is shown, together with related bursary provision.

Reference to the latter will show that 132 African students were enrolled in post-primary courses in such schools, of whom 84 w ere in receipt of bursaries.

It will also be seen that of the 84 bursaries aw arded, no fewer than 57 were in respect of secondary education: that 19 were for teacher-training; that 6 were for other vocational training, and that the rem aining 2 w ere to enable students to take university courses at Fort Hare or at the University of the W itwatersrand.

70. The vocational training within the Protectorate of nurses and orderlies, of artisans, of agricultural learners and of the police, rem ains largely as described in the 1945 Report, the training of teachers being dealt with in Chapter VII. There is no other form of local technical training which could be regarded as secondary.

(b) European:—

71. For the reasons briefly referred to earlier in this Report, the European system rem ains entirely primary, although bursaries and educational grants assist a number of promising students to proceed to secondary courses elsew here, the amount devoted to this service in 1950 being £1,496.

As affirmed in Part II, it is hoped that before long it may be possible to establish a junior secondary course at the Lobatsi Government School.

CHAPTER V.TECHNICAL TRAINING.

72. There is no accredited technical or trades training in the Protectorate, and none in agriculture or in anim al husbandry. The desirability of their estab ­lishment has long been recognised, but in view of competing claim s in relation to inadequate resources, has not yet been considered possible. Reference to Part II of this Report will show that the hope is expressed that in due course inter- Territorial institutions of this nature may be built for the three High Commission Territories.

In the meantime, from the bursary provision cited in the chapter dealing with Finance, a number of African students have been enabled to proceed to the Union of South Africa or to Southern Rhodesia for training as artisans, agriculturalists, foresters, clerks, mechanics, etc.

73. In paragraph 107 of the 1945 Report, the following p assage appeared:—

“At the Public Works Department Depot at G aberones, the M echanical Superintendent has made a beginning upon the training of a few African m echanics at the post-primary stage, and later hopes to extend this to the training of machinists, carpenters, builders and other artisans.

"W hether this will evolve into the trades school, the urgent need for which has been represented in post-war development programmes, or whether as seem s more probable, the instructional side will be given appropriate staff and other facilities in a sep arate self-contained, but possibly allied institution, rem ains to be seen ."

74. Although there has been much growth in plant, staff and activities, since that w as written, these have b een chiefly concerned with m aintenance and devel­opment programmes and it cannot be claim ed that this has yet had any effect on related training.

75. A small number of apprentices w as taken on, however, for training in the care and repair of pumps, those with most aptitude to be given facilities for fuller training a s mechanics.

In the absen ce of a suitable entrance qualification, instruction was corres­pondingly handicapped, and in any event the staff w as too fully occupied with other responsibilities to devote adequate time to actual training.

76. A trades section w as opened at the Bam angw ato College at the begin­ning of 1949, for which purpose a good building w as erected in 1950. Those enrolled, however, had not had the requisite educational background, being mostly labourers previously employed on the school buildings, and the staff was not competent to give instruction in the various branches it w as desired to offer. In p lace of graded training, therefore the tendency w as for the would-be artisans to form a cheap labour m aintenance gang.

The w eakness of this is clearly realised by the Principal and the governing body and satisfactory readjustments will be made as students of better calibre are admitted, and a more competent staff appointed.

77. There is little doubt that the future of technical or vocational education in the High Commission Territories lies in the establishm ent of inter-territorial institutions. At this level there is no question of teaching in the vernacular, so that vocational and technical schools of larger scope might well cater for all three Territories.

78. The Education Department employs specialists in Agricultural and Home­crafts Education. Although strictly speaking vocational courses proper in these activities have not b een organised, it m ay be fitting to quote at this point excerpts of interest from the reports of these two officers.

79. "The Agriculural Education Officer has been engaged very largely on ordinary school inspections during the year and has had little time for specialist duties. School gardens have, however, been inspected and approximately 1,100 packets of seeds issued to schools during the year. Many school gardens are inadequately fenced against cattle, and a serious attempt w as made during the year to bring about an improvement in this unsatisfactory position. Fencing m aterials w ere purchased and issued to many schools. The Annual Arbor Day essay competition arranged by the Arboricultural Society of South Africa w as held during the year. Interest w as keen and many entries were received and judged by the Society. The judges rem arked on the high standard attained by the prize winners.

"During the year the book 'How to look after Cattle' was published and dis­tributed to schools. This is the third of a series of four written by the Agricultural Education Officer. It is hoped that with these four books in their hands covering vegetable growing, farm crops, cattle and small stock, teachers will be able to improve the content of their teaching of agriculture."

80. The Homecrafts Education Officer states:—

"Equipment w as purchased both for issue from Headquarters and for the various Tribal Authorities. The amount of money ear-marked by the Tribes for Homecrafts Instruction is being increased and this will do much towards stimulat­ing interest in these subjects and activities . . . However, the amounts which are voted are not adequate for the demands of each area and for the comparatively large number of girls attending school. The work of the Mochudi Homecrafts Centre continues to advance and their exhibition of work at the end of the year did them real credit. Of particular interest is the w ay pottery is being developed.

"A hostel has been opened at this centre and numerous enquiries have already been received from prospective students.

"The exhibition of handwork at Serow e has now becom e an event and the work shown improves annually.

"The Mochudi schools held their first inter-schools competition in handwork and the variety of articles on exhibition w as extrem ely interesting.

"A handwork competition for European schools w as held over the year and it was surprising to see how much had been done. The exhibits were all most individual and displayed a com mendable standard of workmanship.

“The Junior Link work of the Red Cross has continued throughout the year and Francistown is to be congratulated on sending forward a most attractive set of exhibits to the Central Junior Link exhibition in Johannesburg.

"M iss B. Borley, organiser of the British Red Cross Society spent three months in the Protectorate. She w as accom panied on frequent occasions by the writer and w herever possible she visited Junior Links.

"The wide contact with the schools in this Territory m akes it very evident that the future of Homecrafts will depend upon the training of our own teaching staff. This question is becom ing more acute annually. A beginning, no matter how small, must therefore be made towards training our own homecraft teachers in order to meet the needs of the growing numbers of girls attending school."

CHAPTER VI.UNIVERSITY AND OTHER POST-SECONDARY EDUCATION.

81. From the diagram showing the educational system and its relationships to extra-territorial institutions, together -with the explanatory commentary, it will be seen that for all university and other post-secondary courses, Bechuanaland is dependent upon South Africa, and chiefly upon the University College of Fort Hare and the W itwatersrand University, so far as African students are concerned.

82. A number of such students, as w as described in Chapter II when dealing with finance, receive generous bursary assistance to enable them to receive the higher education for which the Protectorate is unequipped, the number who can profit by this arrangem ent naturally being limited by our resources. Such resources have been generously supplemented from Colonial funds over a defined period, and in view of the continuing need, educational, social and financial, for this invaluable service, it is trusted that in due course a new and continuing award may be made from the sam e source.

83. A few teachers in service most commendably follow correspondence courses, and, through the External Division of the University of South Africa, are assisted to read for external degrees of the University of South Africa.

84. The relevant appendix to this Report shows the number and distribution of the students in receipt of bursaries, who followed post-secondary courses in 1950.

85. At present the number of openings for African graduates in the territory is small, being limited to the itinerant staff of this Department, the staff of the Government Teacher Training College, the two secondary schools, the Medical Departments, the Post Office and the District Administration. As the country's potential grows, however, so correspondingly must arise an increasing number of openings for those who have graduated in different faculties, in conformity with the declared policy of His M ajesty's Government.

Consistent with this is the fact that the Education Department has granted leave on full pay to enable an African Supervisor who is a matriculant with a flair for languages, to graduate in African languages at the University of the W itwatersrand, in the hope that he may return after the completion of his degree course to an appointment as Translator, when he would be the better equipped to promote vernacular studies.

86. It rem ains anom alous that, although there is a similar need for post­secondary assistance for European students, it has not yet been considered possible in the Protectorate to follow the lead of other dependencies and to make suitable provision.

87. For neither race have overseas scholarships yet been awarded. In this connection, however, the sum of £6,500 has b een placed at the disposal of the High Commissioner for appropriate awards in the three High Commission Terri­tories.

CHAPTER VII.TRAINING OF TEACHERS.

88. In a previous chapter it was stated that only 214 African teachers in Bechuanaland are qualified as against 263 who are unqualified. The vast majority of Botsw ana pupils are in the lower classes where tuition must be pre­dominantly in the vernacular. In order to replace unqualified teachers and to meet normal w astage it is thus necessary to turn out approximately 40 Tsw ana- speaking teachers annually. This is best carried out in Bechuanaland where experience is gained in Bechuana schools under prevailing Bechuana conditions.

89. Colonial Development and W elfare Fund Schem e D. 1045 provides the sum of £18,384 for the building and equipment of a Teacher Training College. The erection of the building w as delayed initially as a result of uncertainty as to site and later by unsuccessful boring for w ater at sites selected. This delay has been most unfortunate as building costs have increased considerably since the grant was originally approved, and the money availab le is now inadequate for the purpose.

90. The training of teachers for the Primary Lower Certificate is being carried on under Departmental control at Kanye, the pupils being accommodated and taught in borrowed buildings. Duration of the course of training is three years after the primary school leaving certificate (Standard VI) stage.

91. The course of training is comprehensive, is suited to Protectorate condi­tions and em phasizes practice in teaching in the Kanye schools both with and without supervision. Enrolment in 1950 was 56, the maximum number which the present accommodation can take, distributed as follows:—

M ales Fem ales Total

1st year ......................... .................. 4 9 132nd year ........................ ................. 9 9 183rd year ......................... .................. 12 13 25

Total .... ................ 25 31 56

Unfortunately, owing to limited space, many prospective students had to be refused admission at the beginning of the year. The homes of students lie in all parts of the Protectorate and a few come from outside the Territory.

92. The staff of the institution is all African at the moment, but plans for development include the stationing of a European Education Officer at Kanye, part of whose duties will include general supervision of the Training College. During 1950 Mr. T. W. Moeti, who had given loyal and capable service to the Department in the capacity of Acting Headmaster died and was replaced by an arts graduate, Mr. D. Mokaila; also seconded to the staff w as Miss G. Chiepe, Assistant Education Officer, a science graduate.

93. Twenty-five candidates entered for the final exam ination of the course in November, 1950. The Director of Education, the Education Officer and Homecrafts Education Officer conducted the test and were impressed by the ability of the candidates which paid tribute to the thoroughness of the training, especially in practical teaching. Twenty-three candidates were successful and all were ap­pointed to Protectorate schools.

94. In course of time it is hoped that the new Government Teacher Training College may becom e the focal centre of the Protectorate education system. The College might accomm odate 120 students. Training in general primary teaching and in infant teaching, which require the medium of the vernacular, would be provided for Protectorate students, and Domestic Science for all three High Commission Territories. It is visualised that the training of specialist teachers and those for higher primary and secondary work would probably be carried out in Sw aziland and Basutoland.

CHAPTER VIII.

PHYSICAL CONDITIONS IN SCHOOLS.

95. For many years it has been the intention of the M edical Department to institute, in co-operation with the Education Department, regular and system atic school m edical inspections. That such routine inspections have not eventuated is explained by shortage of staff. The Protectorate stretches almost six hundred miles from North to South and a little less from East to West. Its communications aw ay from the railw ay line in the East are bad. Thus a large staff of doctors would be required to inspect all schools, staff which is not obtainable.

96. Individual health record cards for pupils have been printed, however, and m edical inspection of school children will begin in some of the largest centres of population in 1951. The Bam angw ato College is m edically inspected regularly.

97. School buildings are generally poor in quality. There are a few excep­tions of schools recently built, but in most cases the school building is an ill-lit shack erected without plan by the local community. Ventilation varies from practically none in some buildings to the other extreme of c lasses held in all w eathers under the trees. Very few Protectorate schools have any sanitary conveniences.

98. It is most rem arkable that under these conditions serious epidemics of d isease do not occur much more frequently. Schools are occasionally closed because of epidemics, for exam ple becau se of virus influenza in 1950, but such closings are exceptional. In some areas m alaria is endemic and school attend­ance suffers in consequence.

99. W here services are available school-going children receive m edical atten­tion qua members of the community. There is a free Government hospital service and out-patients’ fees are very low. Medical services, however, are available only at a few large centres.

100. In 1950 an instruction w as put into force to the effect that all teachers on first appointment should be m edically examined.

101. The vast majority of Protectorate school-going children are day pupils, and receive no supplementary feeding at school. Consequently physical condition varies from home to home, from a re a to area, from season to season and from year to year. Just as it is impossible to give a brief and accurate statem ent of medical facilities, so it is impossible to generalise about the state of diet. In the Teacher Training College and at the Bam angw ato College the dietary state of students is good.

102. Under the agricultural and pastoral systems of the Protectorate the lands and pasturages are distant from the village. A large number of children of certain a g e groups is left at the "cattle posts" in charge of the cattle. The physi­cal condition of these children is usually better than that of children left at school in the village as the former usually have unlimited milk and opportunity to supple­ment their diet from the veld, so that there may be some justification in the statem ent that school-going children of certain ag es are com paratively ill- nourished.

103. The sum of £7,923 w as provided in 1944 by the Colonial Development Corporation to finance a school feeding scheme at Kanye. The experiment con­tinued for two years and established definitely the fact that one supplementary school m eal composed of vegetable stew improved the nutritional status of the African school-going child; and that the incidence of school absenteeism declined with supplementary feeding.

The supplementary feeding of the Kanye children has been carried on by the Tribal Authority since the expiration of the experim ental period.

104. There are adequate playing fields throughout the country and numerous natural inducements to healthful exercise, individual and community. There is, however, no provision for physically defective or other handicapped children of any race.

CHAPTER IX.SOCIAL AND MORAL WELFARE.

105. During 1950 an attempt was m ade to investigate w ays and means of enriching the social life of the Protectorate African, but up to the present nothing worthy of report has eventuated. A little work is done unobtrusively by the few M issionary Societies active in the Protectorate. The W elfare Officer was absent from the Territory for half of the year under review. His brief report, which follows, may offer some relevant information.

Introduction:

The Bechuana mode of life is largely communal, and the sense of communal obligation is very real. Many social problems are, therefore, dealt with effectively according to tribal law and custom. It is the object of official welfare schem es to supplement, rather than supplant, those which operate within the Tribal social structure.

There is little destitution, though an annual provision of £500 is availab le for the relief of indigents if required.

The aged and infirm are cared for by the Tribes, whilst Government Hospitals are availab le for serious cases.

Rehabilitation of African ex-soldiers:A marked reduction in the number of applications for assistance indicates

that the process of rehabilitation is nearing completion.Youth Movements:

(a) African Boy Scouts. In February, the Division w as honoured and en­couraged by a visit from the Chief Scout, Lord Rowallan, who, during a tour which lasted three days, attended parades of Scouts and Guides at Mafeking, Ramoutsa and G aberones, and rallies at Molepolole and Mochudi. These events were attended by the respective Chiefs who each delivered an address of welcome. In a subsequent report, the Chief Scout expressed his appreciation of the good work which w as being done, and his opinion that Scouting was providing a valuable link betw een African and European civilisations.

The membership roll is approximately the sam e as in the previous year, standing at 1,426 members including all ranks.

Monthly bulletins are issued to all troops, and w eekly articles on scouting subjects appear in Naledi Ya Botsw ana, the national newspaper.

The W elfare Officer was re-elected a member of the Executive Committee of the Headquarters Council of the African Boy Scouts Association of the Union of South Africa for a further term of office.

(b) Girl Guides. The Guide membership roll shows 2,729 enrolled Guides, plus approximately two hundred new recruits. Monthly bulletins are sent to all companies.

(c) General. The year has b een one of consolidation during which progress has been maintained in spite of a considerable reorganisation of Scout and Guide Headquarters which w as necessitated by the transfer and retirement of several office bearers, and the ab sen ce of others on overseas leave.

Mobile Cinema.In the first quarter of the year the Mobile Cinem a completed two successful

tours before being recalled for major repairs. It w as then immobilised for six months whilst aw aiting spare parts ordered from England. The service has, however, now been re-started and is drawing record audiences.

Programmes contain a large proportion of educational films with a leavening of new sreels and comedies.

106. The part played by the Missions in the moral w elfare of the Territory is difficult to assess, as there is no unit of m easure of their achievements. Suffice it to say that these voluntary agencies, few in number and with limited finance are an exam ple and an inspiration to all in their courage and tenacity. We should be glad to see many more of them assisting both the adult and the juvenile communities in the Protectorate

CHAPTER X.ADULT EDUCATION AND MASS EDUCATION.

107. A little work in the form of adult education is carried out by the W elfafe Officer with his cinem a van, by the Homecrafts Education Officer with her exhibi­tions and courses for village women, by the Department of Agriculture with its experim ental staff, by the Medical and Veterinary Departments and by the M issionaries. It will be clear, however, from what has already b een said, that in a Territory as sparsely populated as Bechuanaland, elem entary education for children takes first priority and there can b e no question of any organised scheme of adult education or mass attacks on illiteracy for many years.

108. Concluding Note.This report would be incomplete without an expression of appreciation of

the assistance and co-operation accorded by colleagues in various Departments and in the District Administration: by the School Secretaries who give so gener­ously of their time and energies: and by the Mission Societies which struggle on so bravely with such limited m eans and personnel. With the help of all it is felt that progress, however limited, is being achieved.

J. GARDINER,Acting Director of Education.

26th June, 1951.

1950

Annexure I.

A F R I C A N

POST PRIMARY BURSARIES

TEACHER TRAINING

Native Primary Higher ..................................................................................

Native Primary Lower ..................................................................................

SECONDARY SCHOOL COURSES

Academ ic ............................................................................................................

Commercial ................... ....................................... .......................................

VOCATIONAL TRAINING

Agriculture .................. .................... .......... .......................... .....................

Carpentry ..................................... . ........................................................ ....

Masonry ..................................... ................. ..............................................................

Motor M echanics ...................................................................................................

UNIVERSITY COURSES

Medical (5th year Medicine) .........................................................................

TOTAL ............

16

3

55

2

1

2

2

1

1

1

84

In addition the Feitelberg Bursar took a Tannery Course.

Annexure II.

DISTRIBUTION OF BECHUANALAND PROTECTORATE STUDENTS IN EXTRA-TERRITORIAL INSTITUTIONS, 1950

SECONDARY COURSES .... Tshidi Borolong ............................... 3Adams College ............................... 4St. Peters ............................................ 2M ariazell ............................................. 2St. Francis ........................................ 3Orlando School ............................... 1Our Lady's College

Doornspruit .................................... 3Barkly Road ..................................... 3Indaleni ............................................... 1St. Mary's Inst., Roma ................ 2Roma College ................................. 1Healdtown ......................................... 1Tiger Kloof ..................................... .. 36O hlange .............................................. 7Kilnerton ........................................... 3 .. . 72

VOCATIONAL COURSES(a) Agriculture ........................ Tsolo ......................... ........... ....... . 1 .... 1(b) Building ............................... Moroka ................................................. 2

Tegwani ............................................ 1 .. 3

(c) Carpentry ........................... Tiger Kloof ....................................... 8 .. 8(d) Domestic Science .......... Indaleni .............................................. 1

Kilnerton ............................................. 1 .. 2

(e) Tailoring .............................. Pax ....................................................... 2 .. 2

(f) Tannery ............................... Tiger Kloof ....................................... 2 .. 2

(g) Bible Students ................. Tiger Kloof ....................................... 3 .. 3

(h) Teaching ............................ Stofberg Gedenkskool ................. 2M ariazell ............................. „ .......... 4Bethel ................................................... 1Pax ................................ . .................. 1Healdtown ..........................................Tiger Kloof ....................................... 23St. Thomas Training College . 1St. Francis ........................................ . 35

ADVANCED AGRICULTUR­AL DIPLOMA ........................ Fort Hare ..........................f .......... 1

BACHELOR OF ARTS .......... Fort Hare .........................................University of the

W itwatersrand .................... .. 2

MEDICAL COURSE ................ University of theW itwatersrand .......................... 1 .. 1

Classification of Institutions. PostSecondary

Secondary and Post Primary

Primary Total

M aintained from Colonial or local Government Funds. 1 133 134

Aided from Colonial or Local Gov­ernment Funds. 2 2 4

M aintained by Public Corporations, if any.

All other Institutions. 1 1

Total ..................................................... 3 136 139

Note.—Reference to Part II of the Report will make clear that in the Protectorate, the nomenclature implies by ’'primary'' the first eight years of the educa­tional course, by "secondary" the following five years, and by "post- secondary" any succeeding courses.

The diagram which appears as the frontispiece will show the post-primary or post-secondary relationships of technical and vocational education in the territory or in extra-territorial institutions.

Post Secondary Secondary Primary

Classification of General TeacherTraining

OtherProfes­sional

GeneralTeacherTrainingCentres

Technicaland

VocationalGeneral

TeacherTrainingCentres

OtherVocational

M F

Mix

ed M F

Mix

ed M F

Mix

ed M F

Mix

ed M F

Mix

ed M F

| M

ixed

Maintained from Colon­ial or Local Govern­ment Funds .................. 1 133 i

Aided from Colonial or Local Government Funds ................................ 2 2 i

Maintained by Public Corporations, if any

All other Institutions .... 1

Total ................. 2 1 136 2

NOTES.— (1) Institutions which provide courses of more than one Group are shown in each column. This explains any apparent discrepancy with Table I.(2) Teacher and vocational training shown under Secondary is training begun after completion of the Primary Course.(3) Teacher and vocational training shown under Primary is training begun at a stage before the full Primary course has been completed.(4) All teacher training will normally be at the post primary stage, but provision is made under the Primary section for any exception to this.

PostSecondary Secondary Primary Total

Total

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

j)asa>u.

Maintained from Colonial 30 5716 5746or Local GovernmentFunds ........................... .... 36 10004 10040 15786

Aided from Colonial or 81 164 245Local Government Funds 41 215 256 501

Maintained by PublicCorporations, if any ....

All other Institutions 71 152 71 152 223

Total ................. 111 77 5951 10371 6062 10448 16510

TABLE IV.

AFRICAN.

NUMBER OF PUPILS ANALYSED ACCORDING TO THE TYPE OF COURSE TAKEN.

as at 24th November, 1950.

Post Secondary Secondary Primary

Classification of Pupils by Sex

General TeacherTraining

OtherProfessional General

TeacherTrainingCentres

Technicaland

VocationalGeneral

TeacherTrainingCentres

OtherVocational

Male ............................. 86 25 5937 14

Fem ale 46 31 10356 15

Total ..................... 132 56 16293 29

Note 4 at the foot of Table II also applies to this table.

Y ear of School Course.

Ages 1 2 3 4 5 6 7 8 9 10 11 12 13 Total

M F M F M F K F M F M F M F M F M F M F M F M F M F M F

Below 6 ................ 3 6 3 6

6 — 7 .......... . ... 42 77 5 42 827 — 8 .................. 110 196 8 26 1 118 2238 — 9 .................. 217 271 30 32 5 5 3 252 311

9 — 10 ................. 195 410 50 101 11 21 2 8 2 258 54210 — 11 ................. 283 590 93 182 29 100 8 26 1 11 1 415 90911 — 12 .................. 202 440 110 272 56 138 25 73 8 37 2 1 401 963

12 — 13 ................. 258 594 148 390 81 294 71 194 28 114 5 27 1 5 1 2 593 1620

13 — 14 .................. 234 486 182 338 116 313 75 238 82 198 23 71 2 8 3 714 165514 — 15 .................. 197 302 151 295 129 268 128 213 84 211 49 129 11 25 9 26 1 ■ 1 758 1471

15 — 16 .................. 134 163 118 207 134 214 88 214 116 189 73 164 21 42 9 34 3 693 123016 — 17 .................. 111 58 86 89 103 84 97 90 87 143 74 112 38 54 13 40 3 2 1 1 2 615 673

17 — 18 .................. 56 19 48 42 54 34 52 29 58 51 68 62 33 29 30 44 14 7 3 2 1 416 320

18 — 19 ................ . 31 3 37 10 45 18 33 10 55 22 58 32 44 18 31 47 9 17 3 4 1 1 347 182

19 — 20 ................. . 10 3 10 19 3 19 2 16 5 25 8 23 10 30 12 6 2 10 3 4 172 48Above 20 .................. 3 9 12 10 2 16 5 9 21 1 45 6 19 9 4 1 12 169 15

Total .... 2086 3618 1080 1989 794 1493 608 1102 551 988 385 607 194 192 168 215 51 32 26 11 9 3 14 5966 10250

TABLE VI.

AFRICAN SCHOOLS.

TEACHERS CLASSIFIED BY QUALIFICATIONS.

Primary Schools Secondary SchoolsPost

Secondary TotalM aintained

from Colonial or Local Gov­ernment Funds

Aided from Colonial or

Local Govern­ment Funds

All Other Institutions

Maintained from Colonial or Local Gov­ernment Funds

Aided from Colonial or

Local Govern­ment Funds

All Other Institutions

M. F. M. F. M. F. M. F. M. F. M. F. M. F.

With University Degree

Trained ......... . ......... . .... 1 1 2 4

Untrained ..........................

Completed Secondary School Course ...........

Trained ............................... 15 4 1 1 3 2 26

Untrained .... .... .... .... 1 1 2

Not completed Second­ary School Course ..

Trained ...............................

Untrained ........... i..........

120

109

68

144 1

2

3 5

1 1 3 195

262

Classification of Institutions . Post Secondary

Secondary and Post Primary

Primary Total

M aintained from Colonial or Local Government Funds .......... 1 1

Aided from Colonial or Local Government Funds ........................ 9 9

M aintained by Public Corpora­tions, if any ......................................

All other Institutions ........................

Total ................. 10 10

Classification of Institutions

Post Secondary Secondary Primary

General TeacherTraining

OtherProfes­sional

GeneralTeacherTrainingCentres

Technicaland

VocationalGeneral

TeacherTrainingCentres

OtherVocational

M F

Mix

ed M F

Mix

ed M F

Mix

ed M F

Mix

ed M F

Mix

ed M F

Mix

ed

Maintained from Colon­ial or Local Govern­ment Funds .......... . ....

Aided from Colonial or Local Government Funds ................................ 9

Maintained by Public Corporations, if any

All other Institutions ....

Total ................. 10

NOTES. (1) Institutions which provide courses of more than one Group are shown in each column. This explains any apparent discrepancy with Table I.(2) Teacher and vocational training shown under Secondary is training begun after completion of the Primary Course.(3) Teacher and vocational training shown under Primary is training begun at a stage before the full Primary course has been completed.(4) All teacher training will normally be at the post primary stage, but provision is made under the Primary section for any exception to this.

PostSecondary Secondary Primary Total

Total

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale

Maintained from Colonialor Local GovernmentFunds ..., .......... . ........... 26 20 26 20 46

Aided from Colonial orLocal Government Fundf 91 87 91 87 178

Maintained by PublicCorporations, if any ....

All other Institutions

Total .... .......... 117 107 117 107 224

TABLE IV.

EUROPEAN.

NUMBER OF PUPILS ANALYSED ACCORDING TO THE TYPE OF COURSE TAKEN.

as at 8th December, 1950.

Post Secondary Secondary Primary

Classification of Pupils by Sex

General TeacherTraining

OtherProfessional General

TeacherTrainingCentres

Technicaland

VocationalG eneral

TeacherTrainingCentres

OtherVocational

Male ............................. 117

Fem ale .............................. 107

Total ..................... 224

Note 4 at the foot of Table II also applies to this table.

TABLE V (a )—EUROPEAN.

NUMBER OF PUPILS BY SCHOOL YEARS AND AGES.

Year of School Course.

Ages 1 2 3 4 5 6 7 8 9 10 11 12 13 Total

M F M F M F M F M F M F M F M F M F M F M F M F M F M F

Below 6 ................

6 — 7 .................. 16 11 2 2 18 13

7 — 8 ............... 16 3 6 8 1 4 23 15

8 — 9 .................. 3 4 5 10 7 3 3 2 18 19

9 — 10 .......... . ... 2 2 3 9 3 4 3 3 11 18

10 — 11 ................. 1 3 5 3 2 5 6 2 11 16

11 — 12 .................. 1 1 5 3 4 2 2 2 12 8

12 - 13 .................. 1 1 1 2 1 1 3 4 4 10 8

13 — 14 .................. 1 1 1 1 1 — 1 1 4 1 8 4

14 — 15 .................. 1 2 2 1 1 2 5

15 — 16 .................. 1 2 1 3 1

16 — 17 ................. 1 1 —17 — 18 ..................

18 — 19 ..................

19 — 20 ..................

Above 20 ..................

Total .... 36 18 15 23 15 23 17 14 15 13 7 10 5 3 7 3 117 107

TABLE VI.

EUROPEAN

TEACHERS CLASSIFIED BY QUALIFICATIONS.

Classification of Institutions PostSecondary

Secondary and Post Primary

Primary Total

M aintained from Colonial or Local Government Funds ..........

Aided from Colonial or Local Government Funds ........................

M aintained by Public Corpora­tions, if any ......................................

All other Institutions ........................

3 3

Total ................. 3 3

Post Secondary Secondary Primary

Classification of General TeacherTraining

OtherProfes­sional

GeneralTeacherTrainingCentres

Technicaland

VocationalGeneral

TeacherTrainingCentres

OtherVocational

M F

Mix

ed M F

Mix

ed M F

Mix

ed M F

Mix

ed M F

Mix

ed M F

J Mix

ed

Maintained from Colon­ial or Local Govern­ment F unds .................. 3

Aided from Colonial or Local Government Funds ................................

Maintained by Public Corporations, if any

All other Institutions ....

Total ............... 3

NOTES.— (1) Institutions which provide courses oi more than one Group are shown in each column. This explains any apparent discrepancy with Table I.(2) Teacher and vocational training shown under Secondary is training begun after completion of the Primary Course.(3) Teacher and vocational training shown under Primary is training begun at a stage before the full Primary course has been completed.(4) All teacher training will normally be at the post primary stage, but provision is made under the Primary section for any exception to this.

PostSecondary Secondary Primary Total

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale Total

Maintained from Colonial or Local Government Funds .......................... .... 87 82 169

Aided from Colonial or Local Government Funds

Maintained by Public Corporations, if any ....

All other Institutions

Total ................. 87 82 169

NUMBER OF PUPILS ANALYSED ACCORDING TO THE TYPE OF COURSE TAKEN.

as a t 24th November, 1950.

Post Secondary Secondary Primary

Classification of Pupils by Sex

General TeacherTraining

OtherProfessional General

TeacherTrainingCentres

Technicaland

VocationalGeneral

TeacherTrainingCentres

OtherVocational

Male ............................. 87

Fem ale ............................. 82

T otal ..................... 169

Note 4 at the foot of Table II also applies to this table.

TABLE V (a )— COLOURED.

NUMBER OF PUPILS BY SCHOOL YEARS AND AGES.

Y ear of School Course.

A g e s 1 2 3 4 5 6 7 8 9 10 11 12 13 Total

M F M F M F M F M F M F M F M F M F M F M F M F M F M F

Below 6 ....................

6 — 7 ................ 6 3 6 37 — 8 ................ 4 4 3 7 4

8 — 9 .................. 6 4 2 1 8 5

9 — 10 .................. 3 6 1 2 1 1 5 910 — 11 .......... ... 5 3 3 1 4 5 1 2 13 11

11 — 12 ................ 3 3 1 3 2 2 1 — 1 1 8 9

12 — 13 ................... 2 2 2 6 3 1 1 2 ‘2 4 10 1513 — 14 ................... 2 2 1 2 3 3 3 2 2 1 12 914 — 15 ................. . 1 1 1 2 1 2 2 2 6 615 — 16 ................... 1 1 3 2 2 1 2 1 7 616 — 17 ................... 1 1 2 2 1 1 3 517 — 18 ................... 1 1 218 — 19 ...................

19 — 20 ................. „

Above 20 ........... ...,

Total .... 31 28 12 15 14 14 11 8 7 8 7 5 4 4 1 87 82

GENERAL TABLE VII.

EXPENDITURE ON EDUCATIONPercentage of Education

Expenditure to Gross Expenditure (heads I, II,

and III only)Head

I. Expenditure on Education from Colonial Revenue excluding expendi­ture shown under II—V below ......................................................................... Total £37,361 6 .8 8 %

II. Expenditure on Education from Local Funds (Local Education Authori­ties, Municipalities, District Councils, Local Native Councils, Native Administrations, etc.):—

(a) From Funds raised locally ............................................... ..................... ............ ............ %(b) From Funds granted by Central Government excluding ex­

penditure from Colonial Revenue indicated under I above .... 29 ,696 29,696 ..............% 4 2 .7 %

III. Expenditure on Education from Special Development Funds and notincluded under I above:—

(a) From Imperial Funds .................................................................................. 8,512 .............. %(b) From Colonial Funds ................................................................................. ............ 8,512 ..............% 7 .1 9 %

IV. Expenditure on Education and Training by Government Departmentsother than Education Department, excluding expenditure includedunder I above .............................................................. .. .... .......... . .... .... ............

V. Estimated expenditure on Education by Voluntary Agencies excludingGrants from Government included under I above ...................................... 5,475

Grand Total .... £81,044

TABLE VII (a)

CLASSIFICATION OF EXPENDITURE SHOWN UNDER HEAD I IN GENERAL TABLE VII.

Racial or Other

Classifica­tion

PostSecondaryEducation

SecondarySchools

PrimarySchools

TeacherTrainingSchools

andCourses

OtherVocational

Schoolsand

Courses

Adminis­tration

Inspection ana Office Equipment

Scholar­ships

Overseasand

Regional

Board and Lodging

Mainten­ance of School

Buildings Furniture

and Equipment

Capital or Non-recur­

rent Expen­diture on all Build­

ings Furni­ture and

Equipment

OtherExpen­diture

Total

I 2 3 4 5 6 7 8 9 10 11 12

European 4,347 750 3,136 34 125 8,392

African 4,945 6,506 1,214 298 12,529 1,386 698 400 27,976

Coloured 863 130 993

Total .......... 4,945 11,716 1,214 298 13,279 4,522 862 125 400 £37,361

NOTE.—W here expenditure is incapable of analysis under the racial or other categories shown in Column I, a simple total should be entered at the

Tables VII (b ), (c ), (d) and (e ), should give details similar to those shown in Table VII (a) as far as this is practicable, for Heads II, III, IV, and V of General Table VII.

Printed by Automatic Printing Press,

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Collection Number: AD1715

SOUTH AFRICAN INSTITUTE OF RACE RELATIONS (SAIRR), 1892-1974

PUBLISHER: Collection Funder:- Atlantic Philanthropies Foundation

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