still all

(1)

THE EDUCATION OF 'THE AFRIKAANS CHILD IN SOUTHERN RHODESIA, ,

I have bee~ asked to address you tonight o? the

quest::Lon of the education of the Afr:iJraans=speaking child in Southern Rhodesia~

When Rhodes occupied this country he go~ people from all over South Africa to settle heret in order to·make

this 1and sa.fe fo:r I:J'estern c:L"i.tilisation,., He knei.v that he couJ.d reckon on the help of relatives dmrm South in case of a native rebellionr. Fo:c this r·eason he vrelcomed

people i"'rom the t·wo Repub1J.cs₉ and gave them equal rights with other settlers, looking forward to the day that

there would be one South African South African forces occupied this c.o"J.ntry for South Afr:1.cao Naturally

Southern Rhodesia \vas ltJJ..':k:ed up ·with the South in every :respecto The Roma.n,.,.D"t.rteh ::Lsnv vms taken over from the Cape, and in Blo2mfonto:i.n 1s still the Court of Appeal for this cotmtry ~. Our educa, tional system used to be linked '!J.p \ITith that of the Union" In spite of the fact

that most of our' children go to the universities and· colleges in the Union .for further study~ we are nov\" linked up with Cambridge and our ch5.1dren write for the Cambridge instead of for the Matriculation Certificate •.Nhich gives admission to the above""'mentioned

institu-tions" Our ·teachers must go to Cal111)ridge for their

('

tralning and to get a ·w·o:rking kno·wledge of Afrikaans! Just hmv ln'llc~J. ·and v.rhat so:rt of Afrikaans thev \JvJ.ll know , v

I leave to your imaginationo

This change of· educational system seems to be the roo~~ of the p:col;lem as i'<n·· as the Afrikaans child is

(2)

··~ · .. concerned~ The educational law passed by Parliament makes provision for the teaching of the Afrikaans child . in the sub-standards by a teacher who knows Afrikaans.,

I

Our Prime jVIinister gave us the assurance in a speech in Parliament in 1939 that the at~itude of the Government was that if a child went to sc·hool from an Afriltaans-speaking home₁ the teacher had to instruct in Afrikaans until the child understood enough English to be taught

in Englisho The League of Nations took the following decision with regard to minorities in Europe and else-where~ !!Obligations 1rV"i th regard to minorities are hence-forth conceived no longer as simple-ass~rances of good-wil1·of a state towards its subjects of another race,but as international obligations which should be recognised by the state concerned as S fundamental laws i' \.IThich

cannot be contradicted by any other laWSo11 _{One of the}

guarantees given to minorities isg "In districts in which _. _.

. .

the minority constitutes a. considerable proportion of·· the population~ instruction in primary schools of. the state shall be given in the language of that minority." In the regulations issued for primary schools in Southern Rhodesia in 192}+ we fihd the following sound regulation;

11_{In the case cif the Dutch-spea1dng child, it}

_is

_desirable

that he should be taught Afrikaans, his mother-tongue, from the day when he enters school, u and provision i.vas

made for its teaching right through the school·.. This is the official attitude of the Dutch Reformed Church in Rhodesia, and a memorand'LID1 was submitted to the . present Prime Minister along these lines some years agoG The attitude of the present Government differs .from this sound education system.. No longer is .the

child in the sub~~$tc:i.ndards allmved to get instruction

in ••••

(3)

l 1-0_;;JJ \ c. '

in Afrikaans as a basis for the teaching of English~

No longer is A.:fril-caans ~ his home=la.nguage, toler a ted in the primary school~ as the authorities do not al.low a 11_{foreign language}11 _{in a primary schoolb} _{The provision}

that the Afrikaans child would be taught in the lower standards by somebody who knew Afrikaans remains a promise 1.vhJ_ch is not l:>eing fu.lfilled., Even in Enkel-doorn where nearly 100% of the children are Afrikaans-speaking most of the kindergarten teachers do not know Afrikaans~ and the child is the victim of an education

system diametrically opposed to sound pedagogy and con-trary to the international obliga t:Lo'ns set :forth by the League of Nationso If the majority of parents petition the Department of Education and a teacher who knm11rs Afrikaans is available, it may as a favour allow

Afrikaans to be given in primary schools from Std.IV. It is needless to say that this does not touch the real problem of the Afrikaans child at all~ By that time the ·retartla tic:m of the child is a .f.gi-_t accomJ?.li"

I,et us see hmtT this it/:eong educational system affects the Afrikaans child" The chi]_d comes to school with no

and therefore does not follow -~.rho.t tho teacher says in classa His teacher does not know Afrikaans and is therefore unable to make him

understand vrhat goes on in class, It takes him at least one -yeaJ:' before. b.e is able to follow what is being

taught in the class~roomQ He has lost a whole ye~r.

Next year, according tc the modern system obtaining-in Sm1thern Rhodesia₉ he is promoted to the next standard because of his age9 and fi.nds it impossible to catch

up with the class unless he is exceptionally intelligent. No account is tnken of h1s :Jein.g · :eeta.rded through a

faulty 0 c il •

(4)

faulty educat:Lonal ,systfe:n; and beco:use of his seem:!'..ng 'backwardness he _{.iE-111 ..}~ d _{s J..n}" _Class

C,

_{and even now} _find~·it

pard to kee:J up ·irlri th the class 'iN"i thout special

J.nstruct-ion for which the teacher of a big class has no time~

having had no sound foundation ~~n his mother-tongues He is being looked upon as somewhat sut:~normal and de-_ velops ··an all~· too-common inferiority complex~· T;ne parent \tJ"ho perhaps does not know anything about educational

matters takes it for granted that the_.:fault·lies ;,vith the child₉ or, if t~e child is in~elligent enough to make good his retardation~ he does not see anything wrong in the systemo This inferiority complex leaves its mark for good on the life of the child who also comes to the con-elusion that he is good fo:r: nothing~

, One, would thin.k that at least :'Ln Salisbury ·vli th

hundreds o.f Afr].kaans .children provision m:J..ght be made in at least on(:~ school for a kindergarten teacher who knows Afrikaans" To my knmvledge there J.s no such teacher ·in Salisbury., AllOtv. me to tell you what happened to a.

child of mine vrho came to Salisbury vd thout a knowledge of EnglishQ H1s teacher a.:rr·,ived from England six •vreeks before ₉ and of course could not understand a v.rord he said and vice v:,el"_g~,; In order to test this new· system my wife and I decided not to interfere., .As a rna tter of fact ·v.re could not help the child because he 'f!VaS "not

allowed to bring his books home". At the end of eighteen months I found to my amazement that he could not dii'fer~

entiate behreen the numbers seven and ninel He fou.nd it· difficult to read English as he had no idea of phon$tics, being taught "by the look~,and.,say method₉ 1,vhich made no provision for the Afrikaans child to proceed from the knm.vn to the unknown, ~hen my wife? who had been a

(5)

I

4'71 •.

teacher of the lmveJ.' classes for years~ started to teach him. Afrikaans phonetically~ and ·we were astonished to see hmv quickJ.y he improv·ed in his English ree>ding. His elder bJ.~other who had attended an Afrikaans-medium school .in

the Union did not find it difficult to adapt hi:inself to the new medium,.having had the privilege of a foundation in his

mother-tongue~> By not learning anything for more than a year the boy w~s definitely retarded to such an extent that

I

he .. fou..n.d it impossible to catch up vd th the boys of his •

own ageo Eventually he landed in·the Tutorial Six of the .Modern School, and it took me six weeks to get the

head-master to alJ.ow him to go to St.v, by thi~ delay being again retarded. In order to help him to catch up with the class in A1~i thmetic 9 I personally tool;: him for four

aft.er-noons and taught him the sums he mi$sed. I \t.Tas thoroughly surprised to see hov.J easily he grasped the subject.· The result vJas that he came out first in his class in Ari th-metic at the end of the first term! To ~e this was proof

enough that there was nothing -vrrong vri th his intellect ₁ 'but that he ·was the unfortunate victim of wrong educational

/

methods which retarded him completely. You can ·therefore appreciate why I feel for the Afr.ikaans child who is being ~~onged by this system and has no one to see that justice is "being done to him~ . If this Union could help to put this matter right, you will earn the gratitude of the Afr•ikaa.ns child who is unable to speak ·for himself.

In conclusion I want to say tbat the Government is trying to get every child educa-ted~ and is making liberal grants to children '\llhose parents are not able to pay for their education. ·There are no school fees and books a!'e free .. The clergy have.the right of entry in the schools of the Colony to give religious instruction to children

• I

belonging to their denomination. We cannot but be .thankful

(6)

472.

thankful for these privileges, and let us hope that the Government will in future not be blind to the needs of tho Afrikaans child with regard to the teaching of Afrikaans in the primary school as a basis for acquiring an adequate knowledge of English₇ the official language of Southern Rhodesia. This method was tried out in the Cape when I

was a child, and gave satisfaction to parents and showed the necessary results in the attainments of the children.

(Toespraak va~ dr~H.C. de Wet, Leraar van die N.G. Gemeente, Salisbury.

(16.].44,

Afrikaans-Engelsspre-kende Unie).

(7)

i. Vernaamste Kr.o,rko ~ Sie1eta1 ( 1904 - 1941)

ii~. Getal skoo1kinders van Kerke · (1947).

iii. Rhor'l.esit!:!rs bui te S. Rho~ esi~ op Skool ( 1946) •

iv. Go0sdiens VRn B1ankes in Distrikte.

v. Gor1sdienste.

(8)

473. I o VERNA.AMSTE KERKE: · SIELETAL; ·

Ang1ikaanse Presbeteraans Rooms~ Methodiste N.Ga Kat. '

·t9o4'·

. ' 5282 1375

-

672 1934 1911 10'545· '

.

'· .. 2632 . 1873 1626 3256 1921 15349 ' . . ' -' ~ . 3504 .. . 2590 2646 6537 l926 17619 3982 ~045 2751 7486 10~1 ₂₁₉₈₃ ₅₁₀₇

oog

_~933 ₈₈₆₃ 19~~~ 23788 6321 467 919 9860

J..<i:-1 ·-·

~6,2857 2242 6020 625'2 10214 Persent 1+2 11

B·.s

9

18-__

, ...

__

II.GETAL SKOOLKINDERS VAN KERKE - ( 1947) STAATS. .

Sekond~ Laer And~er::.-_....;;:T;.;::;o-Tta:;;a:;:.::1,__

Ang1ikaans 1702 3

4

5

1 7 42 1287

6561

Rooms Kat. 202 1023 163 9 N.G. 469 2104 149 2722 Ander Christen 1277 2738 582 4597 Joods 183 306 133 622 Geen Godsdiens ·___..·,....:...· ;._' , ..;....· ~5

___

...

'

_4..:...7 _ _ _ _ 1 _ _ _ ._2.L_ . - .. 3838 ₉₁₈₁ _'3175 ₁₆₁₉₄

---·'·' ~II.RHODESIERS BUITE S .RHODESIE.'

...

;

.

OP SKOOL

121+6.

UNIE ·VAN GROOT ANDER TOTAAL. GROOT

~J~£J=)ER ..

s

_·-

·AFRI:K_A BRITT_;· . _TOTAAL

Di);;,~

Meis. Seuns (Meis. Seuns Meis.; Seuns Me is. Seuns

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6 ~ 10 8

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(9)

1---

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Angli-:~r~·~

Bikita 32 ·Charter 119 Chibi 28 Chilimanzi 167 Darwin 56 Gutu 21 Hartley , 1₁223 1 1 Inyanga 104 Lomagundi 652 1 Makoni 317

I

Marandellas 397 · Mazoe 878 I Melsetter 209 i Mrewa 45 [ Mtoko 30 Ndanga 42 Salisbury 9,315 Umtali 11615 Victoria j 448 i

.~~ -~·b=rt~J-~.~.~__!ot~

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j

Masjonaland~ !15,698 61398 Matabeleland ~~ Belingwe l 511 Bubi ! 324 Bulalima-

!

Mangwe I 224 Bulawayo

I

8 ~ .340 Gwanda ' 349 Gwelo 2,763 Insiza 230 Matobo 152 Nyamandhlovu 183 Sebungwe

l

23 Se1uk.we l 533 Wankie 1 .399 Totaal 196 ll5 86 1,176 132 1,230 198 163 ll9 4 223 136 72 62 35 2,081 76 724 44 33 27 2 105 113 158 63 67 2,221' 53 526 41 23 421 2 162 95 105 32 54 1,608 83 479 38 27 29 2 84 90 60 49 23 1,400 81 193 29 20 5 1 58 27 103 '50 67 1,.3ll 67 476' 39 23 23 2 l12 48 1,205 700 556 18,137 841 6,391 619 441 428 36 1,257 908 Matabeleland 14

r···----.. --·- -·-·· ..

1011 3,778 . 31374 3,453 21631 11946 2,326 31,~~519. ---·~-

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--~--··--··

---·

--·---148 38 43 37 33 9 17 325 Reisigers Totaal Suid-Hhodesie 29,857 10,214 7,545 6,555 6,020 3,215 5,548 68,954

---.J..-n--.1---•

--·--.1.---

(10)

·-'-·----~---~----'---SOORT SKOOL EN JAAR B1ankes: Staatssko1e: 19.39 1940 1941. 1942 1943 1944 1945 1946 Ander: 19.39 1940 19.4J. 1942 .l943 1944 1945 1946 Tli.BEL V - GODSDIENSTE .

I

ANGLI KAANSE

I

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!

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_I

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KERK KATOLIEK, I KERK. CHRISTENE

l

Seuns

I

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2,238. 2,.393 1 2,475

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Seun, Meisies!seuns Meisies

-

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-. I l l . 1 I 11617 31S 173 h,l74 I 1₁065 1,332 1,170 I 1,642 370 162 !1,163 lt0.30

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I

l

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{ 657 253 352 I 39 . 81 107 ! 211 I

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l 695 258 376 82"

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122

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265 399

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79 .309 774 285 405

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322 797 .307 441 l 62 76 ·155 376 · I 64

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823=-J .305 · 477 1 58 156 .386 832 367 532

!

₅₃ 1 79 155 368 ANDER-

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GEEN '

HEBREEUS NIE-CHRISTEN j GODSDIENS TOTAAL.

Seuns Meisies Seuns Meisiesl Seuns Meisieslseuni Meisies

I

240 166

-

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11 12 5,204 4,203 254 177 11 9 11 _J4 _{5,389 4,279} 268 170 ₄ 2. l l _{9 5,437} _4,395 276 159 3 5 8 18 5,645 415.28 270 '176 ₃ 1 16 12 5,760 4,656 277 188 2 2 18 _{15 5,967 4,828} 269 191 2 2 2l 23 6,125 4,924 262

197

2 2 27 25 6,502 5,277 27 74

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(11)

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2268 i _ _ _ ,,.,:..__~_ • .,.i. .. _ _ _ _ _ _ _ , - -... - ... - -... -t... ... ~-.. -...-~--~ ~--~---L...., _ _ _ _ _ ,

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(12)

Alexander, W .. : Allen, C .K .. ~ Alston,L.: Archer, R.. 1.: Aston, P-: Baden-Powell~ :

· R.s.,

Bagster-Co.1J:l:n.s?

E.W,

and Others~: ·Baines.₅T.:

477 ..

The Educational Needs Univ .. of London~

of Democracy.

Law ili the Haking • White Mants Work in Asia and Africa ..

S.econdary Education

Gl~rendon Press~

Oxford. Longman•s,

London.

in the XIXth Century Cambridge.

The Raid on the Trans- Dean

&

Son,

vaal Londone

The Hatabele Campaign, Metheun,London ..

. 1896 (I

Studies in Mode~n

Language Teaching.o

McMillan~

New York.

(EdoJ.P.RoWallis)~ Chatto and 'rhe :Northern Goldflelds Wind us, London,.

· Diar:v of Thomas i:lainea •.

Baldwin,w.c.: African Hunt~Lng,. · R.,Bentley,

· London

~).J.lard,P.B.: Teaching of the Mothe~ Univbof

Tongue" London~

B arnou··:v, .. • A J _~ L ang"Ua.ge ana. " R ace ro -p b "II.T' _.1.v1.J 'h, _{:J ____ ,}f'f'

J.ems in South Africa. Den Haag.,·

Dj_e Voertaalvraagstuk

Voortrekker-in die Transvaalse pers,

Skool•}rese ." ,Johan..'1esburg b i940. 1939· 1907. 1923. 1898 .• 1901

1930.

1946, 1863. 1934. 1934.,

Bavinck, H(> ~ Gereformeerde Dogma- Kok? Kampeno_l910o

tiek., "

.

Paeda.gogische Begin-selen, I• k -rr \.0 ., .i.\.ampen. ₁₉₁₇

'Blackwell~ J o

s·.

gA Bri.of History of Euro- Argus~

pea.n. J~duca tion j_n Bulawayo. 1919 p

Rhodesj.a.

Die Adendorff~Trek~ Nas o.Pers, .

B1oe~fontein.l927 •.

. Botes,Eo: Ta.almedit.H:.!lvraagstukf> Voo:rtrekkel ... ··

per s , <"bba:nesb~ 1941 •

Boshoff,S.P.E .. :Volk en Taal van Suid·- De B,J_sy,

. Afrika~

Botha,J.G.: Die StryQ om Moedertaal~

ondervrys in Natal o

Brierl1,J.L.~ English

Law.

Carnegie ~D.~

Chapman, J a ~

Cs>etzee) J o C ~- ~

Among the Matabele.

TravElS in the Interior·

of South Africa Ie

Die Gere.forme·e~-:-de Begin-se1 en die Onder'\v.fS in die Transvaal,.

Die Moderne Opvoediag9

Ee: ... ste Begj_nsels van die Calvinistiese Opvoeding. · Inleiding tot die

Alge-:mene Rmp:!.r:Lese Opvoed-:l:D.J.nde" Colquhoun, .tLR Q ~ Afrioa.nderland, .f'retoria,. F.A.K. Johannesburg·~ 19lt4, Oxford Un.ivo Press •. 1943. Relig .. Tract-Soc.London~ 1894.

Bell

&

Daldy,

·Londono 1868. Nas~Pers, Blocmfon:teino1939.' Van Scha:lk, . Pretoria~> 1939. Pro Ecclesia₃ Stellen'bosch.1940· Pro Ecclesia, Stellenbosch~1942. Jorm Nur::ray ~ London. 1896. Colvin •••.••

(13)

Colvin, I.: Colvin,s.s.: Counts,G.S._: Cruse,H.P.: Dawes, T .R.: De Klerk, .fP.J.S.: •

.

De Villiers, A •: De Vooys, C.G.N.: Dewey: J' • : ~~.)-,

.

. , .

The Life of Jameson t Arnold~ Londono

I II~ v .

The iee.rning ProoeS"St~ _McMillan;

· .- · \ Ne.w York ..

The Social Feunciation~ Scribner & Son,

of Education~ Ne~ York~

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(19)

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