kKkORAM)um CN BliiHnLF Gj m b* T. U.TO THiL irOST U AH^RtiiOQNSTK UCT lOi. G A B II^ G O ^ I T m ,

« T-Mfc SCHOOL AND THfc PAHbIi-JT3*

in'view of the new social conditions that are bound to follow in the wake of post war-world it would seem that the Bantu like any other people in this country will have to claim the right of making some contribution towards* the solution of social and economic problems thereof. In making such contribution the Bantu will require knowledge and experience sucn as will enabie them to appreciate that part they xxft and the other fellow-South Africans must play in the welfare of their countyy. For this reason those of us who are in the teaching profession feel that the best contribution the Bantu can make must be kalong the lines of education. Hence the preparation of this memorandum. However, in order to do justice to this memorandum it is highly essential that we preface our plea for improvement in Bantu educa* ion.

•°antu Education in recent years has indeed made some progress. _We see an increase in the number of Bantu schools, and_improvement in the output of teachers as turned out annually by Bantu Training Colleges; a remarkable growth of secondary education particularly in Natal and general progress in all the other spheres of education. We also see a notable change of attitude towards education by the parents of children, which is an Indication that school life is slowly but surely influencing the Bantu people in the right direction. As never before, Bantu schools are being filled with chilaren or pupils beyond the limits of theirspace capacity, to say nothing about the improvement in the average age of the atiiolars as today it is not uncommon to find children attending school at an earlier age than has been the case hitherto. Such progress is rightly or wrongly bound to create a situation which must have results of far-reaching importance. Hxpansion and progress in education generally entail greater difficulties in administration and very soon Bantu education is finding itself in this predicament.

At this juncture, a question arises S What is the future of Bantu Education ? To our mind this question is quite opportune considering the fact that we are now looking forward to the time of reconstruction wita its xioLgfipxxix consequent inception of a new social order. And to answer it, therefore, we snail endeavour to show in this gaper how some bodies connected with Bantu education should be such,that i it is beneficial to the Bantu people; it should make them more and more socially competent that they are able to play an effective part in all the requirements of a South African Community. Our desire, therefore,

is to have a school system with an education programme that should prepare the community for effective B i t izenship. An effective system of education for a group that is just emerging needs to be taken into consideration

a system of education as is neither controlled by the slow rate of the progress of the masses nor undhly hurried by the needs of the faster developments of its leadership. It ought to be a system therefore which will help to educate the masses in such a w^y that they will be economically independent to support their own leadership group, and intellectually critical enough to be able to understand sri or to have an improved public opinion; and yet at the same time, such a system ou&ht to open all doors to training of suitable leaders without which aufch a community will not progress.

$CHOOL BOARDSi Ihe Education Advisory Board is a body whose function is purely advisory. Among its members, the missionaries consitute a large majority in its representation. Its discussions and del iber at ions, are transmitted to the Director of Education. This board of advice on Bantu education is undoubtedly a very useful body in that its members are supposed to discuss intelligently the policy of tne education Department and to offer suggestions for improvements. rfhile we also share the view as to the success this body has already acnieved and is achieving, yet we feel it would attain greater success if more improvement would be made in its representation. As things are the Bant opini on which should be expressed by the people themselves is to-our mind inadequately expressed. The missionary opinion which is predominant in the advisory board is not altogether the opinion of the people directly

i and vitally concerned ana so we cannot see how^t he Bantu can feel proud in thlkt they too share in the administration 01 then own ail airs* is true that Bantu opinion should be directly and forcefully expressea bvAne parents or the teachers’ representatises. But «ven .then tne

J ^ ___ *1__x x * — ~ ̂ + V'.a m n n c a q q fYl 1 Kin Y* 1 T. V 1 Flis not made any better considering the nopeless minority in which theBe representatives are. As things are at present, we luight expect any radical change in this representation. But our representat on (and we think it is justified) is that the number of these representatives (parents and teachers) should be increased, more especlally in the case of parents. A member of the Natives Representative Council should aiso be included in the number of Bantu Representatives.m tne Advisory Boara.As a representative of the people in such an lmptfitrbant boay like tne Bantu Representative Council and has to deal with such important questions like education, he is expected to be adequately conversant w ith matters affectir^ education and there can be no better place for his information thaii at the Education Advisory Beards. The people in general should be made to know more about the administration of their education, to say nothing about the interest they should take in it.

H~jL.

It would also be desicable if a member of Provincial Executive has a seat in the Advisory Board. This is very essential for the advice tendered by the board would be more fruitful if the members ol the Board were from time to time fully acquainted by the Chief Inspector on such matters as t- i

[a) Appointment of new Inspectors and supervisors, jb) Changes in "antu Schools.(c) Changes in the Syllabus.(d) Condition of service of teachers . le) Salaries, increments, cost of living allowances, leave-pr iv lieges if) Departmental notices appearing from time to time can never take

the place of these suggestions.

THE SCHOOLS AND GRANTJHESl Although we do not deny the fact that the work of the missionary superintendents have been very successful in the administration of our schools, we venture to think, hovvever, that some­thing more could be done to ensure greater efficiency in tne running or the managing of schools. It seems what should be tne policy in Bantu education is that the Bantu should gradually be brougnt to share in the management of their work* In this connection we might mention tne fact that it would be in the interest of the Bantu themselves if' Bantu Ministers of repute were to be recognised as school managers or grantees and in support of this development we quote the words of Dr. C.T.Loram who said expressing himself on this questitpn t The Native must learn to stand by himself; ne must ultimately administer his own local affairs; and a begimiiing in Bantu administration of his schools must some time be nade. As regards the relations between the Grantees and the Committees with which they are connected, something should be done to strengthen these relations. It should be realised that x there is a tendency on the part of many Grantees to work for the people even after generations and generations of missionary enterprise which has already produced many capable africans.

SCHOOL COMfWiITTKES AND THiS PARENTS* As for the school-committees one feels that there is much that is good in them, but our experience is that their functions have not been clearly understood, either by the Grantees or the people themselves. Some grantees do not even wish that auch a body is establishea as they think it would interfere in their administration. As for the attitude of the parents there is every _ reason to believe that their lack of interest is due , in the majority of cases, to sheer ignorance as most parents are not educated, and even if educaied, usually know very little about the whole administration of their education. But it must be remembered all educationists agree that the school and the home are inter-dependent ana thus cannot work apart, from each other; but the ideal in our education wi 11 never be realised as long as the parents are a conservative force, but it would be unwise simply to ignore their convictions as their understanding and sympathy my do much to ensure effectiveness in tne organisation of our schools, whilst their antipathy or indifference is sure to be reflected even in the attitude of their children. Their whole nearted support should be

enlisted; after all they have more than even the teachers or grahtees at stake in the schools. They know that the school exists for their own .welfare, not only to provide for the instruction and training of their children, but also to influence the whole life of their community.Ttglhtiil'i...... lint teachers themselves have to ddhere to this idealpacing upon their shouldBBs the duty of acquanting themselves fully with the noble aspirations of their communities whose progress-- material, intellectual or spiritual must be the outcome of the school activities. Considered from this point of view the school services to the community should be greatly beneficial.

But how can the school and the community be brought together ?We have already mentioned above the school committees as a means by which that is possible. But such an educational agency is not enough if its strength is not reinforced by a well organised opinion as can emanate from a standing Barents' Association organised on national lines.__ Already in this pro»ince there is a body of this kind called the Natal Bantu Parents Association, but since it is still in its infancy it will be difficult for us to say how far and to what extent sucn association can maintain itself. However, that cannot deter us from suggesting what it should do in order tu achieve its goal. The parents Association would undoubtedly be used to advantage. It would serve as a means by which the school and the community are made to come more closely to each other. It would also enable the teachers to appreciate better the interests and the needs of their accommunities. Another strength in this kind of organisation it has also the weight of collective action opening the eyes of the parents towards those things which they consider as their fundamental rights. Such Associations^ wpuld prepare the ground for many other educational activities which are so essential to tne welfare of the society.

Collection Number: AD843

XUMA, A.B., Papers

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