Bantu Education
Bantu Education
Bantu Education
jelly-fish, has some faith behind him. He could not possibly edi>
cate unless he was convinced of some standards, some immutables,
some ideals. He might be an atheist or a dialectical materialist or ,a
Quaker or an Anglican — his teaching would inevitably be affected
by his position. But it would not make him a bad teacher. There is
no evidence anywhere that "the devout evangelist and the con-
scientious schoolmaster" are "always at war within him." There is
plenty of evidence to the contrary: plenty of evidence to show
that nearly every revolutionary step forward in Western Euro-
pean education systems was in fact taken by the Church. It is not
a bad thing to remember that the premier L'nivcrsities of Europe to
this day stand on a Christian, foundation — and it is, paradoxically,
for that very reason that men like Bertrand Russell are able to teach
in them.
The Meaning of
BANTU EDUCATION
By DUMA NOKWE
12
Dr. Verwoerd's statement that " (Native) education in each of the
four provinces, therefore, took into account neither the comnramty-
interests of the Bantu, nor the general policy of the country," is
incorrect in so far as it refers to the general policy of the country.
It %is, of course, correct that 'Native Education 1 did not take into
account the interests of the Africans, it was never intended to ful-
fil that task. T h e Director of Education of the Transvaal made it
very clear that "teach the Native to work" was the "true principle
hy which the education of the Native is to fee regulated and con-
trolled" and that a plan for "Native education" must "contemplate
the ultimate social place of the native as an efficient worker" The
report continues to Ngtetibe .a scheme through which the aims of
Native education could be realised, and the scheme which had to be
for the continuation of M A N U A L TRAINING with ELEMENTARY
INSTRUCTION, and in tho second place for the shaping of
the elementary instruction to equip the Native for more intelligent com-
prehension of any industrial work before him." T h e scheme was
implemented; and it determined the salient features of Native
education, which were:—
13
The government attempted to check the flow to towns by imposing
restrictions on the movements of Africans, in the form of permits
under the Native Urban Areas Act of 1935. But as industry deve"-
loped, the contradictions sharpened proportionately.
Successive governments of the country have tried various devices
to resolve the contradiction between country and town. The Amend-
ment to the Urban Areas Act was calculated to tighten restrictions on
the entry of Africans into towns; elaborate influx control depart-
ments were established, the police force was increased, .and pass
raids were intensified; and arrested Africans found themselves work-
ing on the farms. Farmers were allowed to buikl farm goals and
secure their cheap Labour behind bars. The Nationalist Government,
which represents the interests of the capitalist farmers and the
-mine magnates, has intensified the efforts to drive Africans from the
towns to the country in a more ruthless manner. 'BANTU EDU-
CATION' is one of these numerous efforts of the Nationalists,
aimed at resolving, the conflict between the farms and mines on the
one hand, and industry and commerce on the other, by compelling
the African to accept the miserable oppressive conditions of work on
th<* farms and mines.
'Native education' was the education' imposed upon the African
during the period'of the development of capitalism in the towns;
the period when there was a. shortage of cheap labour in towns, and
consequently a gre** demand for it. 'Bantu education' is imposed on
;he Africans in the period of the development of capitalism in the
country .a period of intensified exploitation by farmers and the
shortage .of chaap labour on farms and mines.
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t u c country maintained the difference in standards between Euro-
pean and African to perpetuate the illusion of white supremacy
and black inferiority, the fallacy upon whch the exploiters rely to
justify their ruthless- exploitation of the people. Native education
lulfilled the function of supplying the growing commercial enter-
prises and mines with 'efficient* workers without disturbing the
cheap labour reservoir.
Dr. Verw*aerd blame* the African child for* the low perceir
of African children who have access to-education, and not •
eflWpltfeFy inadequate schooling facilities To iivrea*e tfee pen*.
age, he proposes, first, to reduce *cho*«l hours ol the sub-stand;:
to three a day . . . . "it-is wroh« t«* utilise expensive teaching *•-
to supervise large classes of bored pupils while thousands of ch::
ren who are entitled to the same measure of primarv education v
kept out of schocd."
Secondly, to remove children who keep in suh-standnn.U f '
years, "keeping other children out of the mailable >ch*>ob accoinr -
dation and wasting public funds without themselves deriving :
benefit worth mentioning."
c t_ T , h ? c . P ^ i p o s ^ s a e made
I under
Ae heading of "Extension of
does not mention .a word
about building new schools. On this point, however, he proposes
later on*—
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a. "Bantu mothers can, in accordance with local methods, erect
walls where farmers allow, it, and the Department will provide the
windows, doors and roofs."
RENT INCREASES
AX enthusiastic campaign is being conducted by the Non-Euro-
peans throughout the country in opposition to rent increases re-
cently introduced by the Government for African Townships, loca-
tions, arid hostels, falling'within the jurisdiction of the local autho-
rities. Of Q\\ the outstanding-issues which have "provoked^ intense
protest and re^efttment* affront the African people, the question o\
-increase in rentals stands' out as the most callous and a direct
assault upon the ever-worsening economic position of the lowest in-
come group of the community — the Africans.