Black Seen, Urban Foundation and Upponheimorff
p a r t i c i p a t i n g i n eympoeiume on Black E d u c a t i o n , expreeeing viewa on t h e r e l o t i o n a h i p between urban and r u r a l b l e c k e , a t t a c k i n g tommunity e o u n c i l a and I n k e t h e , msking f r e q u e n t comment on laauaa i n the prooa e t c , e t c . I t cannot ba daniad t h a t q u i t e o f t a n t h e 10 p l a y t d a
p r o g r a a a i v a r o l a i n a r t i c u l a t i n g opinione o t h o r than thoaa of tha B u t h e l o z i ' e and TheOenali'e', aa v a i l aa m a i n t a i n i n g aoaa kind or p o l i t i c a l momentum in a p a r l o d whan maae m i l i t a n c y had diad down and tha mejor p o l i t i c a l
o r g a n i a a t i o n a banned. Gut tha o o c l a i f o r c a a ahaping South A f r i c a n h l a t o r y v a r a changing, a f a c t which waa t o hava an e f f e c t on t h a c h a r a c t e r of t h a Committee of 1 0 .
Tha moat a l g n i f i c a n t f o r c a waa tha growing lmpetue t o abaorb and co-opt a black
• i d d l a — c l a a a aa a b u f f a r batwaan thoaa i n powar and the maeaee. Tha moat e f f e c t i v e way o f r a a l a t i n g t h i a kind of onalaught l a t o
e a t a b l i a h a democratic g r a e e - r a o t e o r g a n l a a t i o n w h i c h , by tha demanda i t makaa and tha a c t i o n
i t u n d e r t e k e o , aarvaa t o h i g h l i g h t tha modarata compromiaaa t h a t middle-mleee elemente arm
l l k a l y t o make i n tha procaaa of c o - o p t a t i o n , Tha m i l i t a n t mood o f t h a maaaaa i n 76/77 kapt tha Committee o f 10 from t a k i n g on any mediatory rolm l a o f r e a t r e i n i n g the m l l i t e n c y of t h e people* Onca t h i a m i l i t a n c y d i e d down*
t h e *1Q> waa l e f t on l t a own. a u b j e c t t o tha i m p e r i a l i s t o v e r t u r e a o f a o c i a l f o r c a a
advocating m m i d d i e - c l e e e c o - o p t a t i o n . Having f a i l a d i n en e a r l i e r p a r l o d t o embody t h e
m i l i t a n c y o f tha maaaaa i n en o r g a n i a a t i o n a l formv the Committee of 10 bacame i n c r e a s i n g l y diatanced from a g r a a a - r o o t a base, w i t h o u t
t h i a o r g a n i a a t i o n a l base- t h a Committee
d l a a o l v e d i n t o e " n e w e p a p e r / p u b l i c p l a t f o r m * p a r t y . And t h i s k i n d o f p o l i t i c a l p a r t y l a i d e a l for tha purpoaaa of c o - o p t a t i o n i n t h e t i t doaa not m o b i l i a a and o r g a n l a e people e t a g r a a a - r o o t a l e v e l i n a democratic f a s h i o n , thua p r o v i d i n g m f o r c a behind the v o i c e of the p a r t y . In o t h e r worde, p a r t of the proceaa o f c o - o p t a t i o n l a .lncr easing tha v o i c a of t h e m i d d l a - c l a a a a a w h i l a t a l l a n c i n Q t h a v o i c a of tha oppreaaad m a j o r i t y . Of c o u r e e , tha Committee of 10 can never be put i n t h a aame class aa the ao-callmd 'puppets* of tha South A f r i c a n government! on a conacioua and v o c a l l e v e l they were oppoaed t o t h e c o - o p t a t i o n of the mlddlm-olaaa« but t h i e p o e l t i o n waa
undermined by t h e i r p o l i t i c a l p r a c t l c a a which were e m i n a n t l y a u l t a b l a f o r the proceaaaa o f
co—optotion* * Tha r a f u e e l t o p a r t i c i p a t e i n K o o r n h o ffe
commltteea on urban blacka merka tha beginning of e t h i r d pheae i n tha Committae'a h i e t o r yt
v i z tha new era o f t h a Black Conaclouaneaa movement, marked by e x c l u o i v l e t n a t i o n a l i a t p o a i t i o n a in g e n e r a l , end by a r e f u e a l t o p e r t l c i p a t a i n government i n a t i t u t i o n a i n p a r t i c u l a r . The d e c i e i o n t o aet up e Soweto C i v i c A a a o c i a t i o n and the smphaeie which Azapo placea on t h e m o b i l i a a t l o n of workara waa a t a c i t a d m i t t a n c e t h a t t h e Black
Conaclouaneaa movement and i t a o r g a n i a a t i o n a needed t o e a t a b l i a h g r a a a - r o o t a a u p p o r tf a
aupport which had g r a d u a l l y dimlniahed a f t a r a b r i e f f l o w e r i n g i n 1 9 7 6 / ? ? *
The h i s t o r i c a l o i g n i f l o a n c a of t h i a new e r a o f tha Committee of 10 l a d i f f i c u l t t o eaaeaa a t t h i a ataQai moreovarv i t would ba
inadequate i f one were to a n e l y a a i t o u t a i d e o f an a n e l y a i a o f the a t r e n g t hv ideology end
t a c t i c a l p o a i t i o n a of t h e a x c l u a i v i a t
n a t i o n a l i a t movemant p r e a e n t l y emerging, Uhet l a of c r i t i c a l e t r e t e g i c e i g n i f l c a n c e l e whethar t h i a movement i s adopting tha c o r r e c t reaponae t o t h e preeent r e - a t r u c t u r l n g being undertekeh by the e t e t e end b i g b u e l n e e e . Obviously, t h e atrong m i d d l e - o l a a a c o n t e n t of t h e movement. l , a , d o c t o r af t e a c h e r af l a w y a r e . i n t o l l e c t u e l e , p a t t y tradere*. e t u d e n t e . e t c . , l a going t o prove p r o b l e m a t i c for the f o r g i n g o f a l l i a n c e s w i t h t h e maaaaa, floreover, aa t h e i r i d e o l o g i c a l p o e l t i o n c r y e t a l l i x e e , i t l a going t o a c c e n t u a t e the d l f f e r e n o e e between t h e v a r i o u s p o l i t i c a l grouplnga* I n t h i a way*
t h e b m t t l m - l i n e a a r e going t o ba drewn more s h e r p l y and w i t h more p r e c l a i o n .
BANTU EDUCATION
SOCIAL I SAtlON FOR OCPtBOtllCY.
INTRODUCTION
EDUCATION ooee not operate autonomoualy i n eny aocimty, i n Durkheim*e terme* I t cannot ba undaretooq a p a r t from i t s c u l t u r a l c o n t e x t , and i t l a t h a t c u l t u r a l c o n t e x t which determines the focus and i d e a l of the
e d u c a t i o n s ! ayatem. e d u c a t i o n f u n c t l o n e to o o e l a l i z m people ebout the wey things appeer t o b e , r a t h e r than how they o r e , o r could be*
I t t r e a t s eppeerance ee r e a l i t y , end i n eo d o i n g , r e f l e c t s end raproducee the a o c i a l r e l a t i o n e o f p r o d u c t i o n i n e p a r t i c u l a r
economic syatem. Thua, Bantu Education l a an
aspect of the r e p r o d u c t i o n of the c a p i t a l i s t d i v i a i o n of labour i n South A f r i c a * I n i t s e l f
i t l a not tha causa of r e p r e s s i o n and
i n e q u a l i t y — t h a t l i a a i n the s t r u c t u r e and f u n c t i o n i n g of tha c a p i t a l i s t economy ( S a r u p , 19?B|167) - but i t i s dominant among what Althuaaer ( 1 9 7 1 ) r e f e r s t o aa t h e i d e o l o g i c a l s t a t s a p p a r a t u s e s . I n o t h s r words, i t f u n c t i o n s not only t o reproduce a k i l l af but a l a o to
reproduce "submission to the r u l e s of t h e
e s t a b l i s h e d ordsr1* ( I 9 7 it1 2 7 )f end i t does t h l a by idsology r a t h e r than v i o l e n c e * Any a n a l y a i a of Bantu Education muat, t h e r e f o r e * look not only a t f a c i l i t i e s and s t a t i s t i c s * but a l s o a t form and c o n t e n t , end a t the needs of the economic eystem which i t serves* Williamson ( 1 9 7 4 : 8 ) w r i t e s t h a t " M a r x i s t w r i t e r s auch as A l t h u s s e r , have naver e n t e r t a i n e d the i l l u s i o n t h a t a c a p i t a l i s t s o c i e t y i s capsble of
s u s t s i n i n o an a d u c a t l o n system which promotes s q u e l i t y * * . According t o Bowles end C i n t i e ( S a r u p , 1976) schooling i s the e s s s n t i e l mechanism of the i n t e g r a t i v e f u n c t i o n which a l l o c a t e s i n d i v i d u a l s t o economic p o s i t i o n s * I t produces s s t r a t i f i e d labour f o r c e f o r the c a p i t a l i s t e n t e r p r i s s *
What, t h a n , are tha s p e c i f i c needs which 3antu Education i s designed t o meet i n the South A f r i c a n economy, and how does i t go sbout meeting them? Host of t h i s paper w i l l deal w i t h the aacond p a r t of the q u e s t i o n * I s h a l l attempt b r i e f l y , now, t o su^geat some
answtra t o the f i r s t p a r t *
Tho C i s o l e n Commission of 1945-=1 r e p o r t e d t h e t " . . . e d u c a t i o n has the e f f e c t of making the n a t i v e more i n t e l l i g e n t , mora c i v i l i s e d and mors l o y a l and of i n c r e e s i n g h i s uente"
t ' R s b u s o s J o a n g ' . l0^ ) , T n i a c o v s r s * b r o s d l y .
the two main aspects of e d u c a t i o n which r e l a t e t o the needs of the c a p i t a l i s t economy i n South A f r i c e t t h e t i t " d i s c i p l i n e then
(young A f r i c a n s ) so they can p l a y a meaningful r o l e i n the South A f r i c a n economy" ( f r o o a r e p o r t on proposed y o j t h work camps f o r A f r i c a n s - uoekend P o s t , 7 9 * 0 8 . 1 B ) j and t h a t i t i n c r e a s e tha dependency of p o t e n t i e l workers on the commodities o f c a p i t a l i s t p r o d u c t i o n
— t h i s i s a doubla dependency* both es consumer and wage-earner* the former r o l e n e c e s s i t a t i n g the l e t t e r . According t o 'RebueoeJoang'
( 1 9 7 9 , 2 3 5 ) " t h e economy needs a atraam of
l i t e r a t e , computing w o r k e r s , comprahending and a r t i c u l a t i n g at I c e a t one lenguage spoken by t h e i r white s u p e r i o r s * The beet wey t o o b t a i n t h l e i s t o i n c r e a a e t h e i r 'wants* in p a r t through e d u c a t i o n . At the osme t i « e , to s a t i s f y t h e w h i t e e l e c t o r a t e , these s k i l l s should not l s a d t o e x p o c t a t i o n a . "
I n what f o l l o w s I t r y t o show how Bantu Education f u n c t i o n a t o s a t i s f y ' t h e need f o r b l a c k a t o play an i n c r e a s i n g l y important r o l e i n p r o v i d i n g s k i l l e d manpower t o e u e t s i n economic growth i n South A f r i c a " ( S a n t y , Department of I n f o r m a t i o n p u b l i c a t i o n , 3uly*
1 9 7 6 ) , end* a t the ammo t i m ef the ne»d t o m a i n t a i n a c o m p l i a n t , p a a s i v e lebour f o r c e , unacare of i t s own s t r e n g t h . To e x p l a i n t h i s , however, i t i a nscsesary t o have some under-
standing of Gremscivs concept of 'hegemony' and how i t o p a r a t e s .
ACCORDING t o G r a m i c i * class domination i s e x e r c i s e d as such through popular 'consensus' i n c i v i l s o c i e t y as through p h y s i c a l coercion oy the s t a t e apparatuses ( t h e r e i s en
obvious l i n k hsre t o A l t h u s s s r ' s I d e o l o g i c a l and Papresolve S t a t e A p p a r a t u s s s ) . B e l i e f s , v e l u e s t c u l t u r a l t r s d i t i o n s , f u n c t i o n on e masa l e v e l t o p e r p e t u e t e the e x i s t i n g order*
and t h l a i s the meaning of ' i d e o l o g i c a l hegemony*. W i l l i a m s ( 1 9 7 6 ) aeee hegemony aa euppoalng " t h e e x i s t e n c e of something which i e t r u l y t o t a l * which i s not merely secondery or o u p e r s t r u c t u r a l f t l i k e the weak senee of i d e o l o g y , but which i e l i v e d a t auch a d e p t h , which s a t u r a t e s the society to auch an e x t e n t , end w h i c h , ea Grameci put i t , evan c o n s t i t u t e s the l i m i t of commonsense f o r moat people
under i t s swsy"* I n o t h s r words* those who l i v e under a p a r t i c u l a r hegemony experience the dominant ideology ee r e a l i t y . Thooe who ere not p e r t of the dominant group
accept the g r o u p ' e d e f i n i t i o n
Of them aa r e e l l t y . Steve Biko ( 1 9 7 2 ) put i t t h i s way: "Who can r e s i s t l o a i n g r e a p e c t f o r h i e t r a d i t i o n when i n echool h i e whole c u l t u r a l background i s summed up i n one word
— barbarism?" Educational i n a t i t u t i o n s are important agsneiss i n ths t r a n s m i s s i o n of the dominent c u l t u r e . They s t l p u l e t e the parameters of ' r e e l i t y * and prevent the development o f en a l t e r n a t i v e framework from which the hegemonic c u l t u r e cen be q u e e t i o n e d . They d e f i n e t h a t which i e w o r t h w h i l e e n d . i n
c a p i t a l i s t a o c i s t l s s * a t any r a t e , channel p o t e n t i a l c h a l l e n g e r a i n t o i n d i v l d u a l i a t i c c o n p e t i t i o n and a e p i r e t i o n s w h i l e submerging
the m a j o r i t y i n p a e a i v e acceptance of t h e i r own i n f e r i o r i t y .
When cracks become spparent i n the
hegemonic r u l e * the .repressive opparatuaae of the s t a t e have t o be used* ss happened i n Soweto i n . 1976. fteeont changee i n l e g l e l a t i o n
a f f e c t i n g Bantu e d u c a t i o n hava Daan aimed a t c o v e r i n g thoaa cracka r e t h e r than a t any
a i g n i f i c a n t change of d i r e c t i o n * Whet remaina u n a l t e r e d i a a commitment by thoae i n power t o a system of d i f f e r e n t i a l e d u c a t i o n , baaed on race which, on the whole, a r t i c u l a t e a conven—
i e n t l y with c l a a a * DIFFERENTIAL EOUCflTIQH
OURKHCin b e l i e v e d t h e t e d u c a t i o n ahould be both common and d i f f e r e n t i a t e d - common f o r a o c i a l coneeoeue and t o r e i n f o r c e homogeneity;
and d i f f e r e n t i a t e d ao t h a t the c h i l d n i g h t be prepered f o r the f u n c t i o n he would heve t o f u l f i l aa e member o f e p a r t i c u l a r a o c i a l c l a a a * Coleman ( 1 9 6 6 ) aeea the d i f f a r e n t i e t e d eyatom aa a l l o w i n g " t h e community• a c o l l e c t i v e need f o r a t r a i n e d labour f o r c e , and the
middle c l a a a i n d i v i d u a l ' s i n t e r e e t i n a b e t t e r e d u c a t i o n f o r h i a own c h i l d " both t o ba m e t , w h i l e a t the aame time* being Mdeaigned t o p r e v e n t e wholesale challenge by the c h i l d r e n o f the w o r k i n g - c l a e e t o t h e p o e i t i o n a h e l d f o r c h i l d r e n of t h e middle—claea*" There appeara t o ba an eosumption t h a t the c l e a a s t r u c t u r e i e immutable, and t h i s assumption i f f u e l e d by the v i c l o u a c y c l e a f f e c t o f p r o v i d i n g an e d u c a t i o n which t r e i n a people eccording t o t h e i r ' o p p o r t u n i t i e s i n l i f e ' * "Thie concept of d i f f e r e n t l e t e d c u r r i c u l a uaee the expected f u t u r e to match c M l d and c w r t i c u l u m * (Coleman.
1 9 6 6 * 2 1 9 ) , and t a k e s ae g i v e n t h e p r o b l e m a t i c n o t i o n t h a t working c l a a a c h i l d r e n , o r black
c h i l d r e n , or m i n o r i t y group c h i l d r a n , heve r a a t r i c t e d f u t u r e e . 5y accepting t h i a w i t h o u t Question, and p r o v i d i n g a l i m i t e d e d u c a t i o n
to metch t h e t r e a t r i c t e d f u t u r e , d i f f e r e n t i a l education anaurea the c o n t i n u a t i o n o f t h e c y c l e .
o f t h l a , 3ut i t i a worth noting t h a t the removal of d i f f e r e n t i a l e d u c a t i o n doea not a u t o m a t i c a l l y imply e q u a l i t y of o p p o r t u n i t y o r of achievement, i f i t i e not accompanied by the removal of d l f f e r e n t l e l socio-economic c o n d i t i o n a and v e l u e a given t o background and c u l t u r e , i e you c a nft heve e q u e l i t y of o p p o r t - u n i t y w i t h o u t a good deel of e q u a l i t y of c o n d i t i o n .
HISTORY
AT t h i a p o i n t 1 would l i k e t o teke a n e c o e e e r i - ly b r i e f look e t t h e h l a t o r y of A f r i c a n
education i n South A f r i c a , f o r , although Bantu Education i e a product o f N a t i o n e l i s t Govern- ment, d l f f e r e n t l e l e d u c e t i o n and the debate over A f r i c a n e d u c a t i o n long p r e d a t e s 1948.
U n t i l 1850 A f r i c a n e d u c a t i o n wae e p u r e l y missionary endeevour ( H e v i g h u r o t , 1 9 6 8 ) , fty i n t e r e a t h e r e , however* l i e s w i t h the l e t t e r
period.
The South A f r i c a n N a t i v e A f f e i r e Commission of 1905 s t a t e d t h a t whet wee d e s i r a b l e wee an educetion which p l a c e d heavy empheeie on l n d u a t r l a l t r a i n i n g beceuae i t had the
p e r t i c u l a r adventega t o t h e N a t i v e of f i t t i n g him f o r h i s p o s i t i o n i n l i f e (Roee end
Tumner, 1975 ) .1 - The Commiaelon d i d not add t h a t i t a l s o had the p a r t i c u l a r advantage t o the whitea of p r o v i d i n g a dependant end u e e f u l lebour f o r c e *
The Phelpe-Stoke Report of 192? ( t h i a was an i n t e r n a t i o n a l commiaalon compoaed of
Amaricena* Cngliehcien and A f r i c a n e ) cama t o t h e f o l l o w i n g c o n c l u a i o n i " I n view of the obvioua need f o r r e l a t i n g e d u c e t i o n t o c o n d i t i o n s o f l i f e , i t ray seam s u r p r i s i n g t h a t aome
educated n a t i v e s heve been opposed t o any
d e p a r t u r e from the e x i s t i n g c o n v a n t i o n a l i a a d achool syatema* I n t i m a t e knowledge of the n a t u r e of t h o s e p r o t e a t a r e v e e l a t h e i r o r i g i n t o be f e a r of any movement f o r s e g r e g e t i o n of the black p e o p l e . Peat experience hee c o n v i n - ced some of the educated Natives t h a t d e p e r t u r a a from the w h i t e man's mathoda have too f r e q u e n t - l y meant an i n f e r i o r p r o v i a i o n f o r the black p e o p l e . They are t h e r e f o r e n e t u r e l l y a u a p i - cloua of a d a p t a t i o n * ee the e n t e r i n g wedge f o r e d u c a t i o n a l s e g r e g a t i o n . " in 1936 the Welsh Commiaalon {an inter—departmental committee on Native e d u c e t i o n ) reached the f o l l o w i n g c o n c l u a i o n i "From the evidence b e f o r e t h e Committee i t eeeme c l e a r t h a t t h e r e e t i l l e x i e t e o p p o a l t i o n t o the e d u c a t i o n of the n a t i v e on the grounda t h a t ( a ) i t makee him l a z y and u n f i t f o r manual work| ( b ) i t makee him cheeky and - l e e e d o c i l e ee e eervant and ( c ) i t eetrengea him from h i a own people and o f t e n l e e d a him to deapiee h i e own c u l t u r e . Thoaa who b r i n g forward euch c r i t i c i a m e i n ' soma ceeee edd t h e t I t i e not t o e d u c e t i o n ee auch t h a t they o b j e c t , but t o the wrong ( p r e e e n t ) type of e d u c a t i o n , While theae c r i t i c i a m e of the preaent ayetem are not w i t h o u t f o u n d a t i o n , the aim t h a t noat of auch c r i t l c e ~ h e v e e t the back of t h e i r minde i a t h a t wa .^ust a i v a trie N a t l ys__an_ed u c a t i o n which w i l l keep him i n h i a p l e c a " (Rose and Tumner, 1 9 7 5 * 2 3 1 - 2 ) . The commleaionere go on - "The e d u c e t i o n of the w h i t e c h i l d preperea him f o r l i f e i n e dominant a o c i a t y and the e d u c a t i o n of the black c h i l d f o r a aubordinete s o c i e t y . "
afhile acknowledging d i f f e r e n c e e i n l i f e o p p o r t u n i t i e s , the commissioners eskodt
"Should e d u c e t i o n Ised o r f o l l o w the a o c i a l
o r d e r ?p U n f o r t u n e t e l y t h a i r wisdom want
When t h a N a t i o n a l i s t P a r t y came to power i n 1948 i t appointed a commission on N e t i v e education i n South A f r i c a (known aa tha E l e e l e n Commission), W h i l e t h a commission concluded t h a t T h a Bantu c h i l d coaaa t o
school w i t h a b a a l c p h y s i c a l and p s y c h o l o g i c a l endowment which d i f f a r a ao f a r as t h a eommiee- -imrsmrw M V I b « n o b l e d t o s d m t e r a i n a frem t h a avidanca a a t b e f o r e them* ao e l i g h t l y * it a t a l l * from t h a t o f t h a Europeon c h i l d t h a t no s p a c l a l p r o v i s i o n hss t o ba aada i n a d u c a t i o n a l thaory o r b a a i c a i n a " ( q u o t a d i n H a r t a h o r n at 1 9 5 3 ) , by a c c a p t i n g a p o s i t i v l a t and function—
a l i a t approach t o a d u c a t l o n aa g i v e n , tha c o M i a a l o n w i l l i n g l y l a i d i t e e l f opan t o balng usad aa tha f o u n d a t i o n of tha 1953 Bantu
Education Act which ontranchad t h e p r a c t i c e of d i f f a r a n t i a l a d u c a t l o n f o r blacks and whites
i n South A f r i c a .
The Act provided f o r the e s t a b l i s h m e n t of government schools f o r A f r l c a n e f f o r the t r e n a f e r of the o d m i n l s t r e t l o n of n e t i v e schools from the p r o v i n c e s t o the u n i o n ; and f o r these eehoolo t o ba a d m i n i s t e r e d by the N a t i v e A f f a i r s Department* r a t h e r t h e n t h e Department of Education* An amendment t o t h l a A c t , paaaed i n 1 9 5 5 , pegged t h a g e n e r a l
taxpayers* c o n t r i b u t i o n t o A f r i c a n e d u c a t i o n e t R l 3 - m l l l i o n * w i t h f u r t h e r i n c r e e e e s i n e x p e n d i t u r e t o ba f i n a n c e d by the Bantu them-
s e l v e s * thus g i v i n g s t a t u t o r y f a r c e t o the a y t h of tha dual econoay i n South A f r i c a .
(According t o t h i s a y t h t h e r e i e a 'developed*
and en 'underdeveloped' economy i n South A f r i c a the two being independent of each o t h e r . I n f a c t , undardevalopaent i s the r e v e r s e aide of
development* the one Occurring a t the expenae of the o t h e r - they a r e i n e x t r i c a b l y l i n k e d . LEGISIATIOIH a l a s and changea
Alas
WHAT were the d e c l a r e d a l a s of the Act?
According t o Or NT Vefwoerd* the then
R i n i s t s r o f N e t i v e A f f a i r s . "Education must t r a i n end teach people i n accordance w i t h t h e i r o p p o r t u n i t i e a i n l i f e * according t o t h e sphere i n which they l i v e " and " N a t i v e
Education ehould be i n accord with the p o l i c y of the S t a t e . . . . Good race r e l e t i o n a cannot e x l e t when t h e e d u c a t i o n l a given wnder the c o n t r o l o f people who c r e a t e wrong e x p e c t a -
tions on the p a r t of t h e N a t i v e h l a a e l f "
($A O u t l o o k , 1 9 5 3 ) . f u r t h e r * he s a i d t " I t i a abundantly c l e a r t h a t unplenned education c r e e t e e many problems* d i a r u p t e the o e u u n a l l i f e of thm Bantu end endangera tha communal l i f e Of the European" (quoted i n J o n . . , 1 9 7 0 ) .
"The Bantu muet ba guided t o serve h i s own community i n a l l r e e p e c t a * There l e no p i e c e f o r him i n t h e European community above the l e v e l of c e r t a i n forma of l a b o u r " (Verwoerd*
1 9 5 4 1 2 4 ) .
There l e no a t t e m p t i n t h e e e etetemanta t o d l a g u i a e the f a c t t h a t Bantu Education i e a e e n t t o f i t t h e A f r i c a n c h i l d f o r en i n f e r i o r *
subordinate r o l e i n South A f r l c e n e o c i e t y . ftoro r e c e n t l y government spokesmen heve denied
t h i s * but Verwoerd*s n o t o r i o u s words heve not been f o r g o t t e n by black South A f r i c s n e . Tha Sowato Teachera1 A c t i o n Croup aeea Bantu e d u c a t i o n ea " a firoederbond c o n t r o l l e d
p o l i t i c a l weapon ueed by whitee t o ensure t h e i r continued dominance of b l o c k s " and as being
"geared to i n d o c t r i n a t e blacke t o deaplee
themaalveo end bow down t o w h i t e p e o p l e * (Sunday P o s t . 7 9 . 0 7 . 2 5 ) .
Chsngse
IN 1972 an Act waa paeeed r a u v i n g the f i n a n c i a l p r o v i s i o n s of the 1955 amendment.
T h l a amendment (mentioned above) had made i n c r e e e e s i n p u b l i c e x p e n d i t u r e f o r Bantu Education c o n t i n g e n t upon Bantu economic p r o d u c t i v i t y and tax revenues* themselves dependent on the g e n e r e l l e v e l of Bantu e d u c e t i o n e l achievement. The r e a u l t wae an incrmealng backlog and d e t e r i o r a t i o n I n A f r l c e n e d u c e t i o n e l f a c i l i t i e s * which, d e s p i t e the Act of 1972* and p a r t i c u l a r l y given the d i f f e r e n - t i a l spending on black and w h i t e e d u c a t i o n
(eee l a t e r ) , have been* end w i l l be* herd t o e r a d i c a t e . At the beginning of 197B t h e r e wae e backlog o f 700 claeermome or 40 eehoolo i n Sowete *Amne,(Kame-aer*en, 1 9 7 B t 1 B 5 ) .
( T h l e i e f u r t h e r compounded by the eetpheela on b u i l d i n g emeondery eehoolo only lm the
'homelands'* a l t h o u g h , elncs Sowoto 1 9 7 6 , t h l e hoot a p p a r e n t l y * baen eomewhet r e l a x e d ) .
The Education end T r a i n i n g Act which waa . paeeed e a r l i e r t h l a year replaoed t h e Bentu
Educetlon Act o f 1 9 5 3 . (Since tha beginning o f 1976 t h e Department o f Bantu e d u c a t i o n hae been renamed the Deportment of Educetion and T r a i n i n g . I a t h l a ea commotio and
unconvincing a meaaure aa aome of t h a p r e v i s i o n s of the new Act - o r dome i t have e y a b o l i c
s i g n i f i c a n t s ? ) The Act a l l o w a f o r a more f l e x i b l e a p p l i c a t i o n of tha medium of
i n s t r u c t i o n p r o v i s i o n s o f t h a e a r l i e r A c t . While t h i s aay be the r e s u l t o f t h e lesson
l a a m t et Sowmto* the language i a a u e vea obviously only the ' l e s t s t r e w ' r a t h e r then the cause o f the 1976 u p r i s i n g * The Act
declares as I t s aim and o b j e c t i v e t h e i n t r o - d u c t i o n of compulsory e d u c a t i o n i n a l l a r e a s , but doss not couple I t w i t h f r a a e d u c a t i o n , which casts qrave doubts on i t s v i a b i l i t y *
Tho Act provides f o r tha m a t r i c u l a t i o n o r a a n i o t c e r t i f i c a t e e x a m i n a t i o n t o ba t h a t o f , or the a q u i v a l a n t o f . a i t h a r the Department o f N a t i o n a l Education o r tha J o i n t M a t r i c u l a t i o n
L E S S O N 10-
T H E C O M I N G O F T H E 1820 S E T T L E R S .
E n g l i s h , s t a r v i n g . G o v e r n m e n t , atranfic, p a r t y , d r o u g h t , farm, a e t t l e r e , l e a d e r ,
When the fighting against Napoleon w a over, the English soldiers returned to their
homes in England to find that they could get no work. Meal, bread and moat other food cost much money. Men, women and children were starving.
In South Africa there waa much land and few people to plough and sow it. T h e
Dutch farmers along the Great Fish River lived far from each other. Often men who were looking after their cattle were killed by the Ama-Xhosa who stole the cattle and burnt down the houses There were not enough soldiers to punish the Ama-Xhoaa ami bring back the cattle.
T h e Governor, Lord Charles Somerset, thought that it would be a very good dung if more White farmers lived along the Great Fish River. They could then help each other and the Ama-Xhoaa would be afraid to cross the river and steel. H e knew that many
people were starving in England ; t o he wrote a letter to the English Government asking that some of these people should be sent out to South Africa. He said he would give them bic firms and help them buy food, oxen,
vragroi 8. ploughs *nd seeds the first year.
When the English Government promised tn give tickets to those who wanted to go to South Africa, many men sent in their names ar,d said they would like to take their wivea and children to a new land and make new h o n v s where there would be enough food to
Board, b u t , g i v e n t h a minute f r a c t i o n of A f r i c a n atudanta ( 0 , 3 5 ) who reach m a t r i c u l a t i o n l e v e l and given t h a t d i f f e r e n t i a l e d u c a t i o n but equal examination can only r * a u l t i n high f a i l u r e r a t a a among tha A f r i c a n s t u d a n t s , t h i s hardly seems an i m p o r t a n t concession,
Tha government, f t o a tha statements of i t a spekesmen, h a sf a i n c a tha aecond h a l f of tha
eat.
At last the day came for them to leave their own land. They were put into parties of ten.
Each party had a leader, one of whom was William Shaw, the great missionary. They were not very happy on the small sailing ships t h i t took three months to reach South Africa.
There were ao many people on the ships that there was not much room to move about.
Sometimes the sea was rough and many were sea-sick. All were very pleased when the ships sailed into Alsoa Bay and landed at the place where Port E h u b c t b now stands.
How strange it must have been for those new settlers to stand on the land and see not a house for miles around. Dutch farmers were waiting for t h e m with waggons on which were long white tents. Never before had they aeen waggona pulled by oxen, never before had they aeen little black boya leading oxen over the veld I t waa strange at night, when the waggons were ouupanned, to sit beside the fire and eat mealie-meal porridge. They had never seen mealies growing I
When each party reached the land that had been given it by the Government, the few things they had brought from England were taken off the waggons and thev were left on the wide open veld. Often there was not a house to be aeen.
T h e Dutch farmers living along the Fbh River were very good to the new sailer*
1950s, seen i t a e l f i n tha r o l a of noble and niaundarstood b e n e f a c t o r i n tha r e a l * o f A f r i c a n e d u c a t i o n * * Tha b a a l a of i t s c l a i m t o have dona ao much f o r A f r i c a n e d u c a t i o n muet be q u e s t i o n e d . C e r t a i n l y tha numbera o f A f r i c a n c h i l d r e n a t school have r i a e n both a b s o l u t e l y and p r o p o r t i o n a t e l y , but f r o a 19SS t o 1971 tha p u p i l / t e a c h a r roaa from 4 5 , 5 to 5 7 , 6
They helped them to build their houses and plough their lands. They showed them what to plant and when to plant.
Many of these settlers had never been on a farm but had lived and worked in big towns Some had never before had a garden or held a apade tn their hands. Some buried their seed two feet under the ground and waited for
them to grow I Drought came, the rivers dried up. the grata became brown, the animals starved and the plants died.
Alter the drought came heavy rains which filled the rivers, drowned their sheep and cattle and washed awav their gardena. T h e
Ama-Xhoaa crossed tfte Great Fish River and stole their cattle and act fire to their
homes while they were sleeping. Some wished they had staved in En*land to starve and many left their terms and went to the towns where they found work.
More stayed. Thev were too brave to run awav and had learnt to love the land with ha bright sunshine. Year by year they learnt
( T r o u o * ! >76 ) t u h i l e t h e d r o p - o u t r a t e a t A f r i c a n s c h o o l s I t e x c e p t i o n a l l y h i c , h . fleny o f t h a r e a e o n s f o r t h i s c a n ba f o u n d by l o o k i n g a t h a r d f i g u r e * .
aaimia
L I 9 E R A I c r l t i Q u a a o f B a n t u E d u c a t i o n h a v e
t e n d e d t o c o n c e n t r a t e on f a c i l i t i e s r a t h e r t h a n on f o r * and c o n t e n t . T h u e , e q u a l i s a t i o n o f e x p e n d i t u r e i s s e e n aa c r u c i a lt c o v e r i n g c o m p u l s o r y f r e e e d u c a t i o n , t e a c h e r s ' s a l a r i e s $
r e m o v a l o f d o u b l e s e s s i o n s , r e d u c t i o n o f p u p i l / t e a c h e r r a t i o s , p r o v i s i o n o f l a b o r a t o r i e s a n d l i b r a r i e s , s c h o o l f e e d i n g s c h e m e e , i m p r o v e d t e a c h e r q u a l i f i c a t i o n s * r a t h e r t h a n w h a t i s a c t u a l l y t a u g h t o r hoy- i t i s t a u g h t * A u e r b e c h , s p e e d i n g a t t h e 1 9 6 9 SAIftR C o n f e r e n c e on 5 a n t u E d u c a t i o n , c o n c l u d e d t h a t , on t h e w h o l e ,
s h o r t c o m i n g s w e r e n o t o f t h e c u r r i c u l a " w h i c h a r e r e a s o n a b l y b a l a n c e d , n o r o f s y l l a b u a e s w h i c h , g e n e r a l l y * a r e e d u c a t i o n a l l y s o u n d . "
O b v i o u s l y t h e r e f o r m s s u g g e e t e d by l i b e r a l e d u c a t i o n a l i s t s a r t i m p o r t a n t , a n d some o f t h e a c t u a l f i g u r e a i n v o l v e d a r e g i v e n b e l o w .
N e v e r t h e l e s s , t h e p r o b l e m s o f B a n t u e d u c a t i o n go f a r beyond e x p e b d i t u r e as I a h a l l a t t e m p t
t o ahoy i n t h e f o l l o w i n g s e c t i o n .
U n d o u b t e d l y , d i f f e r e n t i a l e d u c e t i o n i n S o u t h A f r i c e h a e m a e n t d i f f e r e n t i a l a c c e s s t o
r e s o u r c e s . T h i s has been p a r t l y e x c u s e d by t h e d u a l economy - y t h , a n d p a r t l y by t h e h o m e l a n d s ' p o l i c y * i n t e r m s of w h i c h a l l A f r i c a n S o u t h A f r l c a n a a r e c i t i z e n s o f a
' h o m e l a n d * and so t h e i r e d u c a t i o n s h o u l d ba ' h o m a l a n d ' c e n t e r e d a n d u l t i m a t e l y ' h o m e l a n d ' c o n t r o l l e d . * I n f i g u r e s t h i s mesne t h a t I n t h e 1 9 7 6 / 7 p e r i o d t h e a v e r a g e p e r c a p i t a e x p e n d i t u r e on t h e e d u c a t i o n o f a w h i t e c h i l d
was R 6 5 4 , on an A f r i c a n c h i l d i n t h e 'common a r e a1 R4B,5S ( a l l f i g u r e s t a k e n f r o m t h e 1 9 7 8 SAIRR S u r v e y o f Race R e l a t i o n s , end A f r i c a n s r e f e r r e d t o a r e f r o m t h e 'common a r e e ' t u n l e e a o t h e r w i s e s t a t e d ) .
I n 1 9 7 8 t h e p u p i l / t e a c h e r r a t i o a t w h i t e e c h o o l a was 1 i 1 9 , 7 , i n A f r i c a n s c h o o l s 1 * 4 9 , 2 . Whereas i n A f r i c a n s c h o o l s o n l y 12S o f s c h o o l - g o i n g c h i l d r e n w e r e e n r o l l e d a t s e c o n d a r y s c h o o l ( 0 , 9 5 i n t h a f i n a l two y e e r e ) , i n w M t e s c h o o l s 3 6v6 £ w e r e e n r o l l e d a t a e c o n d a r y
e c h o o l a ( 5f6 £ i n t h e f i n a l two y t r i s ) . I n 1976 o n l y 2 , 3 % o f A f r i c a n t e a c h a r e h a d u n i v e r s i t y d e g r e e s ) 8 1 , 3 ; * h a d o n l y a j u n i o r c e r t l f i c e t e o r l e a e . On a v e r a g av A f r i c a n t e e c h e r a e a r n 67% o f t h e s e l s r y o f s w h i t e t e a c h e r w i t h t h e aame q u a l i f i c a t i o n s * O u r i n g 1 9 7 7 t h e r e w e r e 19 183 A f r i c a n e t u d a n t t e a c h a r e e n r o l l e d f o r t e e c h o r t r a i n i n g c o u r e e s ,
compered t o 1 3 167 w h i t e * , e e r v i n g , r e e p m c t i v e - l yt p o p u l a t i o n s o f 19 369 50C e n d 4 365 000 ( t h i e c o v e r e t h e w h o l e o f South A f r i c a , i n c l u d i n g t h e T r e n s k e l r e g i o n ) . The b i e a t o w a r d e w h i t e e d u c a t i o n i a o b v i o u s . The a c c u m u l a t i v e e f f e c t i e b o t h v i c i o u s and a e l f - p a r p e t u e t i n g .
f l o a t r e v e e l i n g o f a l l , p e r h a p s * , i s t h e d r o p - o u t r a t e among A f r i c a n a c h o o l c h i l d r e n . O u t o f a t o t a l a c h o o l p o p u l a t i o n o f 4 , 5 - m i l l i o n o n l y 2% g e t t o S t d 7 ( F i n a n c i a l W a i l . 7 7 . 1 2 * 0 9 ) . I n a e t u d y done by P r o f a Tunmer ( R h o d e s ) , he f o u n d t h e t one o u t o f
two c h i l d r e n h a d d r o p p e d o u t by S t d 3 * one i n f i v e i n t h e f i r e t y e a r itQ H e r a l d , 7 7 . 1 0 . 1 6 ) .
A w r i t e r i n t h e d a n t u E d u c a t i o n a l J o u r n a l ( D e p a r t m e n t o f I n f o r m a t i o n ) i n A p r i l , 1 9 7 6 . h a d t h i s t o * e y e b o u t t h e d r o p - o u t r a t e i
" T h e r e e r e v e r l o u e f a c t o r e w h i c h c o n t r i b u t e
t o t h i s phenomenon. The p a r e n t o r t h e e c h o o l mey be a t f a u l t , o r p o a a i b l y t h e o p p o r t u n i t i e s f o r work w h i c h p r e e e n t t h e m s e l v e e may c a u s e t h e c h i l d t o l e a v e s c h o o l . H o w e v e r , h e r e I w i s h t o c o n c e r n m y e e l f e o l e l y w i t h t h e c h i l d ee
f a c t o r . " I n t h a l i g h t o f t h e p r e c e d i n g f i g u r e a . and i n t h e c o n t e x t o f t h e s o c i o - economic c o n d i t i o n s i n S o u t h A f r i c a , such an e m p h a e i e on t h e c h i l d muet a p p e e r w i l f u l l y b l i n d .
A c c o r d i n g t o H r f e n y e n a f l a z i b u k o . S e c r e - t a r y o f t h e Soweto T e e c h e r e ' A c t i o n C o m m i t t e e .
" F r o * t h e f i n e n c i e l d i a c r i m i n e t i o n e l l o t h e r i n e q u e l i t i e e flow1* (ftPH. 7 6 . 0 1 . 1 2 ) . T h i e l e , h o w e v e r , q u e s t i o n a b l e . The d i f f e r e n c e doee b o t l i e o n l y i n money and n u m b e r e . The f o r m end c o n t e n t o f d a n t u E d u c a t i o n a r e g e e r e d t o w a r d e t h e r e p r o d u c t i o n o f en o b e d i e n t , d e p e n d e n t w o r k f o r c e , p a r t i c u l a r l y e t t h e j u n i o r e c h o o l l e v e l . Aa B&% o f A f r i c a n s c h o o l - g o i n g c h i l d r e n a r e e n r o l l e d e t
J u n i o r e c h o o l , t h e c u r r i c u l u m , e y l l e b u e a n d t e x t - b o o k e e t t h i e l e v e l a r e p e r t i c u l e r l y s i g n i f i c a n t .
f0RW_ANp CONTENT
BOWLES ( 1 9 7 7 : 1 3 7 ) eeee m a t s e d u c a t i o n a a
e n s u r i n g s o c i s l c o n t r o l a n d p o l i t i c a l s t a b i l i t y . I t i n e t i l l e d i e c i p l i n e , p u n c t u e l l t y , e c c e p t a n c e o f a u t h o r i t y end i n d l v i d u e l a c c o u n t a b i l i t y , a l l o f w h i c h e r e n e e d e d by w o r k e r s , p e r t i c u l e r l y
i n a c a p i t a l i s t s o c i e t y . A c c o r d i n g t o
Postman ( 1 9 7 0 ) , " I f you c a n n o t r e e d you c a n n o t b e an o b e d i e n t c i t i z e n " , a n d " a n i m p o r t a n t
f u n c t i o n o f t h e t e a c h i n g o f r e e d i n g i e t o make s t u d e n t s ' e e c e e s i b l e t o p o l i t i c e l e n d h i s t o r i c e l m y t h . " d a n t u e d u c a t i o n a y l l a b u e e e end t e x t -
books e r e g e e r e d t o w e r d e t r e i n i n g o b e d i e n t
c i t i z e n s and workers snd propagating convenient myths* Blacka nuat ba taught to r a a p a c t tha v a l u a a of w h i t e * t a c n n o l o g i c a l s o c i e t y ; to aquata prograaa and c i v i l i s a t i o n w i t h tha coalng of tha w h l t a aen t o South A f r i c a .
I n t r i n s i c t o t h i s i s the acceptance of tha n e c a a a i t y and aacradneas of law and o r d e rt
L E S S O N 2 1 . CECIL J O H N R H O D E S .
born, dififier, d i a m o n d , c o l l e g e , donkeya, WWt m e m b e r . Parliament, P r i m e
Minister, done.
Cecil John Rhodes was born in England in 1853. He was not t very strong boy so when he waa seventeen years old his father sent him to South Africa where he hoped the beautiful sunlight would make his boy strong.
Cecil's brother was a farmer in Natal and to htm the boy went to live an open-air life.
Soon after he arrived, diamonds were found on the Vaal River and hundreds of people from all over South Africa left their farms, their offices and their shops and went to die for diamonds. Among them were Cecu Rhodes and his brother.
On their waggon these two young men loaded spades. picks, buckets, food and clothes.
Then they inapanned their oxen and, taking with them some Zulu servants, set off on their long journey over the Drakensberg to the Vaal River. When they reached Kimbericy, they bought a small piece of ground and began digging
Hundreds of other men were digging too and soon the ground was covered with deep holes. Every bucket of earth was brought to the top and carefully washed to find the heavy white shining stone* that would make the diggers rich.
Life waa not easy for these men. Fhey had no time and no money to build houses in
which to live. Most of them slept in their waggons or in tents; a few built small iron huts which were too hot in summer and too
tha work e t h i c s and a nsgation o f t h a r o l e of b l a c k a i n South A f r i c a n h i s t o r y ( A d l e r , 1973)* Tha myths t h a t come through era ( a ) t h a t black i s bad and u n i t e i s good, ( b ) t h a t a p a r t h e i d i a n a t u r a l and g i v e n , and ( c ) t h a t obedient aubmission l a tha ' n a t u r a l1 r o l e of t h a black « a n .
Black I s bsdi u n i t s i s cood
Thia myth i a p a r t i c u l a r l y p r e v a l e n t i n tha t e a c h i n g of h i a t o r yf where tha emphasis i a on " t h e w h i t e nan who c a r r i e s t r u t h t o savages - a l l - w h i t a t r u t h " (Tenon, 1967x147)*
According t o tha Santu Education (QC) S o c i a l Studlaa a y l l a b u a f o r Std 5 . "The s i n e
cold in winter. The country was dry and bare with few trees and gardens. Meal, mealies, sugar, tea and other food were m
brought on waggons from the Cape and cost much money—a bag of meal coat rive pounds.
The farmers who had water on their farms sold it to the diggers. So much water was wanted for washing the earth that there was very little for bathing, cooking, and washing clothes. It cost one shilling and sixpence to have a shirt waahed and ironed.
This hard rough life did not kilt Cecil Rhodes, who found many diamonds and became rich. When he had enough money, he went back to England to college with boys younger than himself. He wanted to learn more and more* In the long holidays he came back to Kimbericy to work on his diggings.
When he left college, he returned to South Africa and worked hard to make more money.
He did not want to buy large houses, fine clothes and rich food. He wanted money ao that he might help to make his country great.
At that time the country North of the Limpopo River was called Zambesis and the Great Chief was Lobcngula. Rhodes paid many visits to Lobenguls snd begged him to sell aome of the great land. At last the chief aaid he could send aome White settlers into the country.
Kbama let Rhodes build a railway through Bccbuanaland to the North and on this rail- way be spent thousands of pounds.
The men be sent into the new country which be called Rhodesia were brave and wise.
After they left the railway they found no roads.
The country waa covered with thick forests and trees had to be chopped down to make
roads for the wsggons; lions roared round the tente at night and sometimes carried off donkeys; oxen were stung by poisonous flies and died; wild animals had to be killed for food; but on and on went the brave men slowly until they reached the place where Fort Victoria now stands. Here they outapanned snd began fanning and looking for gold
The Matebele were brave strong men who did not like to see the White settlers in their land. They stole and murdered until some soldiers were aent to punish them. The Marabele attacked and killed a small party of soldiers and war began.
Rhodea came from Cape Town to see what could be done to put things right. He and a few men without guns rode out to the Mat op pa Hills where the Matabele had collected in thousands. The soldiers could easily have killed Rhodea and his men but not one threw a spear ; they were brave themselves and liked to meet men who were not afraid. Rhodes put up hia tenia, then he sent messengers to call the chiefs to come and talk things over
He waited many days before one old chief came, then another and another.
When all had come the great talk began.
Day after day it went on and the great man listened to all that the chiefs had to say. He made them many promisee and when at last he asked, " Is it to be peace or war I" they all shouted, " Peace, NkoeL"
In the Cape Rhodes was a member of Parliament and became Prime Minister.
He died in 1902 and was buried on the top of a mountain in the Matoppas near the place where he had had hia great meetings witn the African Chiefs.
of the t e a c h i n g of H i s t o r y a r e t t o show the p u p i l , through tha study of tha p a s t , how man h«t r t a c h t d h i s praaant stage of development"
and " t o f o s t e r an e p p r o c i a t i o n of tha i d a a l st achievements and h i s t o r i c a l c h a r a c t e r s t h a t can i n f l u e n c e h i t own p e r s o n a l i t y f o r tha good*1* Tha South A f r i c a n h i s t o r y s t u d i e d i n Std 5 covers " ( 1 ) Jan van ftitbaak and h i a work as founder; ( 2 ) Van Riebeek's s u c c e s s o r s . "
A Form 2 and 3 S o c i a l 5 t u d i a a taxtbook
(Van der herwe a t e l . Bona P r e s s , 1973, quoted by A d l e r , 1 9 ? 3 i 1 2 2 ) t e l l e tha A f r i c a n student t h a t " I f tha w h i t e man d i d not i n t e r v e n e ( i n tha Zulu wars*)* t h a r a probably would have been a much s m a l l e r number of 8 a n t u i n South A f r i c a t o d e y " , w h i l e a Std a supplementary reader ( t h a Govan E n g l i e h fleadara f o r Bantu Sehoole, 1 9 7 * ) , i s f i l l e d w i t h urolraed Woltemade, P i e t e r R e t i e f and C e c i l John Rhodes. In "The Coming of tha Dutch" c h a p t e r the A f r i c a n achool c h i l d can read how "Tha H o t t e n t o t a k i l l e d t h e i r herdboya and a t o i e t h e i r c a t t l e1 1 but "These breve men d i d not g i v e up*"
I n the a e c t i o n on the 1820 S e t t l e r s .
"Tha Ama—Xhoaa croaaad tha G r e a t T i e n R i v e r and a t o l e t h e i r c a t t l e end aet f i r e t o t h e i r homes w h i l e they ware a l e e p i n g * " I n the c h a p t e r on Soehoeht "At l a s t i n 1870 a f t e r t h e r e had bean much f i g h t i n g * murdering and c a t t l e
s t e a l i n g jueen v i c t o r i a a a i d she would p r o t e c t 8 a a u t o l a n d and l e t the c h i e f govern h i s own
people w i t h the help of a wiae »en aant from E n g l a n d * * God i s aluaya on the w h i t e man's a i d e ; w h i t e man are always "brave and w i a e " ;
black men. u n t i l they accept C h r i s t i a n i t y and commerce, always s t e a l and burn. The H i s t o r y
end Geography syllabuses : r e g e n e r a l l y very l i m i t e d i n scope, p a r t i c u l a r l y i n the lower
standards* Thus, according t o 3W Macquarrie ( 1 9 6 9 ) , " t h e c h i l d who passes Std 6 w i l l have l e a r n e d no h i s t o r y o t h e r than t h a t of South A f r i c a * * * h e w i l l have l e a r n e d , however, about such u s e f u l and e x c i t i n g t h i n g s as the
r e f e r e n c e book, the labour bureau and c o n t r o l measures i n urban a r e a s * " w h i l e the e n v i r o n - ment of tha w h i t e c h i l d i s seen aa tha w o r l d of man. f o r the A f r i c a n c h i l d i t i s h i s m a g i a t e r i a l d l a t r i c t and h i a homeland*
A p a r t h e i d as n a t u r a l
A p a r t h e i d and the 'homeland* p o l i c y are t r e a t e d throughout the e y l l a b u s e s ee n a t j r a l and g o d - g i v e n , r a t h e r than as a p a r t i c u l a r government's p o l i c y . Anything opposed t o the p o l i c y i e seen aa ' w r o n g ' *
Thus, i n Schoeman and P r i o r ' s ' S o c i a l Studies Std St a Junior Secondary Course' ( P r e t o r i e , 19S7 - quoted i n ' R e b u a o a j o a n g ' , 1979) the w r i t e r s t a l l t h e atudent t h s t "the t r i b a l system* which 1$ p a r t of the l i f e o f the black man i n South f T r l c a . remains"
( p 9 9 ) i t h a t " e x p e r t e ( p e o p l e who know - s i c ) t e l l us t h e t by 1 9 8 0 * , 9 , 3 - m i l i i o n people w i l l be l i v i n g i n the homelands" ( w i t h o u t any r e f e r e n c e aa t o how they w i l l g e t t h e r e ) . Van der Kerwe e t e l ( o p c i t ) t e l l the r e a d e r t h a t "the f u n c t i o n of peee laws i a t o p r o t e c t the people who ere e l r e e d y permanently
r e s i d e n t i n the c i t i e s and t o aae t h a t the work of our people i s not taken away from them by f o r e i g n e r e from acroas the b o r d e r e . " (p 1 7 4 ) ,
The e n v i r o n m e n t a l s t u d i e s s y l l a b u a f o r Stds 1 and 2 g i v a e as i t s aimst " 1 ) Tha p u p i l ehould r e a l i s e t h a t he i a a nember of a
p a r t i c u l a r community and t h a t ha i s bound by v a r i o u s t i e s t o p a r t i c u l a r groups of people i n the community, as they are r e p r e s e n t e d , for
example, i n h i s home, h i s s c h o o l , h i s church, h i s r e s i d e n t i a l a r e a tnd h i s t r i b e . These groups serve him d i r e c t l y o r i n d i r e c t l y end he i n t u r n owes thea l o y a l t y and c o - o p e r a t i o n *
At a l a t e r stage l a r g e r l o y a l t i e s can be developed*"
I n the Std 5 V o c a t i o n a l Guidance syllabus t h e r e i s a a e c t i o n on the " P h y s i c a l aspecta of the occupation" which as*s teachera t o e t r e s s
"The s o c i a l and economic v a l u e of employment near one'a p l a c e of abode r a t h e r than having t o t r a v e l t o work", w h i l e the Std « Reader quoted e a r l i e r hee t-_o cheptera on the
edvantagee of going t o work on the g o l d minea* • The a e c t i o n on " P o l i t i c a l Development" i n the
Std 5 s y l l a b u s deele e x c l u s i v e l y w i t h Homelanda, f u n c t i o n s of the Department of Bantu Adminis- t r a t i o n and Development and Bantu E d u c a t i o n , T r i b a l %r>6 Community A u t h o r i t i e s end Bantu
A d m i n i a t r a t i o n A f f a i r s Boards (BAAS).
Obedient submission
In tie Std S V o c a t i o n a l Guidance a y l l a b u e teachers are t o l d they must ampheeiie the importance o f l o y a l t y t o one'e employer^ of p u n c t u a l i t y , n e e t n e e e , h o n e e t y , p o l i t e n e s s , q u i e t b e h a v i o u r , e t c . The Environment Studiee s y l l a b u s f o r Stds 1 and 2 , g l v e e aa one of I t e eime t h e t t h e A f r i c a n c h i l d muat " r e a l i s e t h a t lawa are neceeaary to the people of any community f o r harmonious l i v i n g t o g e t h e r * Consequently t e a c h i n g ahould l e a d the c h i l d t o do n e t u r e l l y , end t h e r e f o r e w i l l i n g l y , whet e o c l e t y hee p r e s c r i b e d ee c o r r e c t , good and commendeble*" I n the Sub A R e l i g i o u s I n s t r u c t i o n s y l l a b u a ue f i n d aa p a r t of a sub-thsmet "God aleo lovee l i t t l e g i r l a i he used the obedient l i t t l e g i r l , ftiriem, t o look a f t e r her b r o t h e r " and "Ood alao used e
l i t t l e g i r l c a r r i e d away a s a s l a v e . H© l o v e s c h i l d r e n l i k e t h i i t o o . "
Textbooks i n t e r p r e t the s y l l a b u s for the t e a c h e r s and c h i l d r e n . Thuet i n Schoeman and Prior (op c i t t 9 2 ) , "US have saen t h a t one must have c e r t a i n b a e i c c h a r a c t e r i s t i c s auch aa h o n e s t y , t r u s t w o r t h i n s s s , honeaty ( t w i c e )t a t e t o make a s u c c e s s of l i f s and Job,1* In the Sto 4 supplementary reedar (op c i t ) i * i f a s e n ehous t h a t ha i s hardworking, brave and w i s e , ha i s put i n charge of a small party
and paid aore money* ( t h i e i s ra working on the g o l d n i n e s , where the work i s d e s c r i b e d ee - "soma d r i l l h o l e s i n the hard r o t k j i n t o theaa e European miner puta fusee1*).
The African c h i l d i s being prepared for h i s / h e r r o l e i n the South African economy, a
r o l e which i n terms of money, s t a t u e , and p o t e n t i a l , i s i n f e r i o r t o t h a t for which the white c h i l d i a prepared* An i n t e r a a t i n g p o i n t here l e the wey i n which the r o l e Tor which the bleok g i r l i s prepared combines elemente of both the a a x i a t and c l a a e atareotypaa*
Thus Bantu ( 3 u l y , 19?6) i n an a r t i c l e on
"education f o r South A f r i c a ' a black p e c p l a e * , included the f o l l o w i n g paaaage on v o c e t i o n a l t r a i n i n g for g i r l s t
Thara are a nuabar of couraaa a v a i l a b l e t o g i r l s who have completed at l e a s t a primary school e d u c e t i o n . n o s t of-.
theea c o u r s e s serve a dual purpose*
They prepare the g i r l s f o r t h e i r f u t u r e teak aa homemakers snd a l s o t r a i n the*
as workers, p s r t i c u l a r l y i n the t e x t i l e and c l o t h i n g I n d u s t r i e s *
rpym
1 have d i s c u s s e d , so f s r , the c o n t e n t o f Bantu e d u c a t i o n . Hention should a l s o b* msds of
the f o r « . This i s l i n k a d t o the p r e v i o u s s e c t i o n on f a c i l i t i e s , for the lack of
r e a o u r c a s , the s i z e of the c l a s s , and 1 1 1 - t r a i n s o t e a c h a r s l e a d t o ar> a u t h o r l t a r i e n ethos and r o t e - l e a r n i n g , with a high premium on obedience and p u n c t u e l i t y rether than on c r e a t i v i t y and independence. Thia a l o t a i n wall with the aims of BE* According t o Barbagli and Oai ( 1 9 7 ? ) a u t h o r i t y learned i n the c l a s s I s a d s t o an a t t i t u d s of complete s u b o r d i n e t i o n t o th*e p o l i t i c a l a u t h o r i t i e a *
The sun t o t a l of t h s a f f e c t s of DC i s tha ecceptanca of the s t a t u s quo and the hegemonic d e f i n i t i o n of i t i
L E S S O N 2 8 .
T H E GOLD M I N E S (Part 1.) m i n e s , t a x e s , million, h e l m e t , miners,
cage*, drill, fuses, t n i c k a .
There are about three hundred thousand Africans working on the gold mines in the Transvaal snd of these sbout one hundred and eighteen thousand come from the Cape Province. They first began working there in
1901 snd go to get money to pay their taxes, to buy cattle and to send their children to college. In times of drought they work to get
money for food.
For their wool the Africans in the Cspe Province get about two hundred and fifty thousand pounds but from the mines they bring back two million pounds a year.
If a man wants to go to the mines, he some- times tells the trader, who sends him to the mines* office in the nearest village. Here the doctor looks st him to see if he is strong enough to work on the mines. No one who is not well msy g o ; for (told digging is hard work. When s man has P***cd the doctor, he travels by train to the Transvaal. There be chooacs which mine he wants to work on*
Some men return sgain and again to the same mine, others go to different mines. Those who go up for the first time like io go to places where they have friends. Each man promise*
to work from nine to twelve months. At the end of thst time he may return home or he msy stsy for s longer time if he wanta to do so
What i s c a l l e d 'underdevelopment* i a at i t s d e e p e s t root a a t a t a or p r o a t r a t i o n of t h0 s p i r i t , o b j s c t i v e l y a s i t u a t i o n so d e f i n e d Dy an overbearing c u l t u r a and,
s u b j s e t i v a l y , tns c o n d i t i o n of a mind which haa meekly i n t e r n a l i s e d i t s
p r e e c r i p t i o n s (da Veiga C o n t i n t i o , 1 9 7 2 ) . Part of t h i a * underdevelopment' i n v o l v e s tha i n c o r p o r a t i o n of an m l i t e group i n t o tha w h i t e , p r i v i l e g e d , m i d d l e - c l a s s c u l t u r a , * For tha few who raach m e t r i c , and for t h o s e who t e a c h within t h s BE s y s t e m , thara i s t h s p o s s i b i l i t y , at l e a s t , of i n t e g r a t i o n i n t o m i d d l e - c l a s a v a l u e s end l i f e - s t y l e . This
Before he goes down the mines, he must see another doctor. Sometimes the doctor says hie is hot strong enough to work under tne pound, then he is either given work above the ground or he may be sent home again.
Work on the mines begins early in th<
morning, but first each man is given a piece of bread and something warm to drink. In the mines he must wear strong boots to keep the sharp stones from cutting his feet and s helmet to protect his head from falling stones-
There is s big hole in the ground down which the miners must go in cages. They go down, down, down into the earth. Some- times they go down six thousand feet, before they rtacn tne place where they will work.
What do these men do under the ground ? Some drill holes in the hard rock; into these a European miner puts fuse*. When all is ready he lights them and every one is told to get away. If foolish people stand near, they will hti tilled by the pieces of rock which fly in sll directions,
Wh*n the noise ia over and the dust has settled, the miners return to the place with their spades. They load the broken rock on to trucks which, when full, sre pulled up above the ground.
Trunks of great trees are put into the mine so that the roof may not fall in and crush those who are working underneath.
