H IKSHPU 8F Swifc.

REPORT ON EDUCATION

IN THE

Bechuanaland Protedtorate

for the Year 1934

M A F E K I N G M A I LMAFEKING

INDEX.

Establishment .............. ... ... ............. jNative Staff ........................ ... ... ... j

PART I :—

Chapter I :— Historical Preface ........................ 3__(jGeneral Policy and Aims ... ........................ 6

PART II :—

Chapter I : — Outstanding Events of the Y e a r ............. 7__Chapter II Educational Administrtation and Control H __17Chapter III :— Finance ... ............. ... 17 18Chapter IV :— Primary Education ............. 19— 24Chapter V :— Secondary Education ............. 24— 27Chapter V I :— University and Collegiate Education 28Chapter V I I — Training of Teachers ... ... 28__31Chapter VIII :— Female Education .............. 31__.3.3Chapter IX :— t-nysical and Moral Welfare ... 33__38Conclusion and Acknowledgements ........................ 38— 40

ANNEXURES

European School Statistics; 1934 ........................ 41__42Native Statistics ............. ........................ 43__44The Handy-man Class ... ........................ 45— 46Pathfinder Report ............. ........................ 47__49Wayfarer Report ............. ........................ 50Report of Resident Magistrate, Serowe ............. 51__53Reports of Supervisors of Schools ........................ 54— 63Percentage of African Children enrolled during 1983-1934 (34-Map of Bechuanaland Protectorate, showing Schools 65School Fees ... .............. ......................... 66

Establishment.

APPOINTMENT. NAME. 1st APPOINTMENT.

Inspector of Education Mr. H. J. E. Dumbrell December 1st, 1928-13.A .

Clerical A c tant Miss M. D. Martin December 21st, 192G-

NATIVE STAFF.

Supervisoi s of Schools : —

J. Moyahi, Tati District.K. Keaikitse, Kgalagadi District.M. Mpotokwane, Bokalaka District B. Mothusi, Bakgatla and Batlokwa Reserve.

Sub-1ns-pectors :—Reverend I. M. Mogwe, Molepolole District.

Reverend A. Kgasa, Kanye District.

Annual Report of the Inspector of Education,

for the Year 1934.

PART I.

PREFACE.

Education, in what is now known as the Beehuanaland Protectorate, commenced in 1824, when the Reverend Robert Moffat, London Missionary Society, established a mission station at Kuruman, which is now in the Cape Province of the Union of South Africa.

From Kuruman, mission work was immediately extended northwards, and it is certain that by the year 1840, a few outstations and schools had been erected north of the Molopo River, which is now the Southern boundary of the Protectorate.

At one of these out-stations, Kolobeng, and about the year 1845, resided Dr. David Livingstone, and at Kolobeng was established one of the first schools, if not the first school, devoted to the work of educating the Prtoectorate Natives.

Reference to schools made in John Mackenzie’s book “ Ten Years North of the Orange River” shows that the work developed rapidly. In I860 there was a well established schlool at Kanye, and in 1864 two district schools had been commenced in the neighbourhood of Shoshong.

That other Mission Societies, or at least one other society, soon commenced educational work amongst the Bechuana is evidenced by an old school report, written on the Ramoutsa School in 1905, which shows that the Hermansburg Mission, originally invited by President Pretorius, in the days of the Transvaal Republic, to come to that Territory, had commenced school work at Ramoutsa, in 1876-

Somewhat later, the Dutch Reformed Church opened up work amongst the Bakgatla, a,nd in mote recent times the

Anglican Church, the Wesleyan Church, and the Roman Catholic Church have also entered the educational field.

A report furnished by the Assistant Commissioner, Gaberones, and dated June 10th, 1901, shows that at that time there were in the Southern Protectorate about 20 Native schools, with an approximate average attendance of 1,000 pupils. Their curricula included Setsoana reading, writing, arithmetic, geography, sdripture, general information, English some needlework, singing, physical drill, catechism. No mention is made of Hygiene, History, Agriculture, or Nature Study, and the report closes with the remark:— “ No efforts have as yet been made to afford Industrial Education in any of the Missionary Schools in the Southern Protectorate, but it is the intention of the London Missionary Society to establish with the least possible delay, an educational and industrial school at Tiger Kloof, near Vryburg, and I am informed that this new school is intended primarily for Natives of the Protectorate.”

The institution was established, and has been, and is,, a great factor in our educational work and its progress.

A further report, dated November 11th, 1901, shows that at the request of the Imperial Secretary, Mr. Reginald Balfour, of the then Transvaal and Orange River Colony, Department of Education, visited the Protectorate. From his report we learn that there were at that time two European schools, with a total enrolment of about 36 pupils, established near Palapye.

Later in 1905, Mr. E. B. Sargant, C.M.G., Director of Education for the Transvaal and Orange River Colony, visited the Territory, spending one month in visiting Schools and making numerous enquiries. As a result of this visit his well-known report on “ Education in the British Bechuanaland Protectorate ” was written.

In the report Mr. Sargant suggested that at that time, the whole Native population of Bechuanaland amounted roughly to 112.500 people, and that only 1,370 children were at school.

Amongst other recommendations that were made was one to the effect that in order to maintain a sufficiently high standard of work, the Protectorate Schools should be inspected at least once a year by some competent person.

This recommendation was carried out, and Mr. F. H. Dutton, C.B.E., M.A., who has but recently retired fom the position of Director of Education, Basutoland, was appointed

as Inspector of Education for the three High Commission Territories :— Bechuanaland, Basutoland, and Swaziland.

Up to the year 1928, Mr. F. H. Dutton remained in charge of the work, until in December of the same year, when Mr. H. J. E. Dumbrell, B.A., was appointed Inspector of Education for Bechuanaland and Swaziland, whilst Mr. F.H. Dutton confined his attention to the direction of educational work in Basutoland, where it had developed and increased to such an extent, as to require the full time work of a director, and an inspectoral staff.

GENERAL SYSTEM OF SCHOOL CONTROL.

In the year 1910) the London Missionary Society and the Chief of the Bangwaketsi Tribe effected the establishment of a school committee for the purpose of supervising the work of schools in that tribal a,rea. The personnel of the committee included representatives of the Administration, the Tribe and the Mission.

Some years later similar committees were formed to supervise educational work in the Batawana (N’gamiland) and Bak- gatia Reserve.

These committees afforded thei Natives a direct share in the management of school affairs in thedr own area, and were so generally* satisfactory that it was decided to extend the system so as to cover practidally all educational work being done amongst the tribes. Regulations to cover the activities of the committees were drafted, and as from the beginning of 1931, tribal school committees have been established to supervise the work of schools in the following reserves :— Bamangwato Reserve; Baralong Farms (Lobatsi); Batawana Reserve (N’gamiland); Bangwaketsi Reserve; Bakgatla Re- servei; Bamalete Reserve; Batlokwa Reserve (including Khale); Tati Area; Bakwena Reserve. Generally, and always in the first instance, a missionary acts as honorary secretary to the Committee.

In the Bamangwato Reserve are three schools, one of them the well-known Khama Memorial School, which, although inspected by the Inspector of Education, and working in accordance with the general policy of the Department of Education, remain under the direct control of the Chief of the Bamangwato.

All schools throughout the Territory follow the Departmental syllabus. Committees appoint teachers only with the

approval of the Director of Education, and pay such teachers in accordance with an uniform salary scale, and furnish minutes of all meetings held, for the approval of His Honour the Resident Commissioner

The eleven small European schools to which grants in aid are given, are also under the control of local committees.

GENERAL POLICY AND AIMS.The* policy as regards education aims at giving all

people, European and Native, a direct share in, and responsibility for, the education of their children.

The following, culled from “ Principles of Education for African Teachers,” by H. Jowitt, Director of Education, Uganda, can be put forward as representing the general aim of education within this Territory: “ The effective organization of a person's experiences so that his tendencies and powers may develop in a manner satisfactory to himself and to the community in which he lives, by the growth of socially desirable knowledge, attitudes and skills.

As immediate and particular aims are the following :—

1. The fullest possible co-operation with missionary organisation and administrative departments in the development of the moral, physical and economic well being of all children living in the Territory.

2. To develop in the African and the European a sense of “ self-help” and personal responsibility in dealing with the Educational situation.

3. The fostering and development of agriculture and indigenous arts and crafts.

4. The development of the vernacular and thei publication of suitable and up-to-date text books.

5- The making of all Native children of school age at least literate.

6- The vocational training of African boys and girls, now at the period of early adolescence, so that they may become happier, healthier, and more thriving home makers in their own country, and more socially efficient as citizens to be.

NOTE----Annexures to this report “ A” and “ B,” set outin tabular form, details as regards statistics in respect of European and African work.

PART II__ CHAPTER I.

OUTSTANDING EVENTS OF THE YEAR 1934-Although the clouds of financial depression have lifted

throughout South Africa as a whole, yet a recrudescence of Foot and Mouth Disease in the Protectorate has meant a continuance of the financial restrictions referred to in the 1933 report, and once again the major problem of the year has been the maintenance of the educational system without a decrease in its activities, and without the curtailment of progress.

The following columns of figures indicate the amounts voted for educational work from both General Revenue and Native Fund, as from the financial period 1927-1938, up to the period 1934-1935-

EDUCATION.Votes from General Funds. Votes from Native Funds

1927-1928 .£4,780 £5,3971928-1929 £ 6,011 .£5,5561929-1930 £6,371 £ 6,0201930/1931 £6,598 £5,817.1931-1932 £5,283 £8,3201932-1933 £4,800 ,£6.1681933-1934 .£9,719 £1,1921934-1935 £9-272 £1,961

During the year, a special memorandum was prepared, atthe request of His Honour the Resident Commissioner, inwhich were detailed proposals for the future development ot educational work in the Territory.

Included in the memorandum ŵ ere the following suggestions : —

(a) The establishment of schools for African adults; for African youths, working at Cattle Posts, and the establishment of two institutions, where native adolescents may receive a training in industrial and agricultural work of a general character. Annexure “ C” to this report, gives information as regards the type* of work that would be done at these two institutions, and the reasons for their esitablishment.

(b) The appointment of more highly qualified teachers to the staffs of the Central African Schools, and for in

creasing the number of Assistant teachers, particularly women, competent to teach industrial work.

(c) I he appointment of more African School Supervisors, who, following the suggestion of Professor Victor Murray made at thei last meeting of the “ Board of Advice on African Education,” will in future be made largely responsible for the training of unqualified teachers employed in the Bush Schools.

(d) The giving of granOs, on a contributory basis, to Tribal School Committees, for the purchase of school equipment and books, and towards the) establishment of funds for repairing or erecting school buildings.

(e) The issue of a Quarterly Journal for Africans, such a Journal to contain articles both in English and the vernacular, and to be issued with a view to keeping all literate Africans informed not only on matters connected with the Territory itself, but on matters of general interest and significance.

Other proposals suggest an increase in the Department’s staff so as to make it possible to effect direct control of all educational work, with the assistance of the Committee Secretaries, thus relieving Magistrate’ s Offices of some proportion of the work connected with the clerical and accounting side of educational administration.

The increase will also make it more competent to' deal effectively with social and welfare work, which is generally based on the schools, as community centres. Finally, it is proposed to restore to all African teachers their full rates of salary as set out in the adopted scale.

ENROLMENT OF PUPILS.The following tables show the numbers of children in at

tendance at all schools within the Protectorate__European,Eurafrican, and African, as at the end of the calendar years 1933 and 1934.

KindEuropeanEurafricanNative

Total

AT THE END OF THE YEAR 1933-No. of Schools Boys Girls Totals

10 93 101 1942 30 29 59

91 2,442 4,936 7,3i8103 2,565 5,066 7.031

ATTENDANCE AT THE END OF THE YEAR 1934

Kind European Eurafrican Native

Total

of Schools Boys Girls T otals11 107 114 221

2 32 31 6392 2,359 6,215 8,574

105 2,498 6,3G0 8,858

As compared with the figures for the year 1933) there is an increase of 1196 children attending the Protectorate African Schools, and an increase of 4 Eurafrican children attending School.

An examination of the Mark Schedules for final Promotion Examinations which are held at all African Sahools at the end of each School Year, discloses the fact that there are many pupils aged 20 and more, attending these schools. This is not entirely due to ordinary school retardation, but is the result of the economic duties which boys have to perform in connection with cattle. It will, however, be neces'sary to introduce regulations debarring such pupils from attending at primary schools, and this matter is at the moment engaging the attention of the Department.

OTHER OUTSTANDING EVENTS OF THE YEAR HAVE BEEN

At the beginning of the year 1934, the Inspector of Education paid a visit to all African Schools in the Kgal- agadi District. He was accompanied by the Resident Magistrate of the District, Reverend A. Thompson, of the London Missionary Society, and Mrs. Thompson, who, being a fully qualified nurse, was able to render invaluable advice and assistance during the journey.

In July, 1934, the New Education Fellowship Conference was held at the Witwatersrand University, Johannesburg, from the 15th to the 27th, and the Inspector of Educaion for the Bechuanaland Protectorate and Swaziland attended to represent both Territories, and he, the Principal Medical Officer for the Bechuanaland Protectorate, and Reverend K. T. Motsete M.A. B.D., Principal of the Tati Training Institution, rea papers at the Conference, in the Native Education Section.

Towards the middle of the year under review, Ex-Chief Isang found it necessary to relinquish his duties as Supervisor of the Bakgatla and Batlokwa Schools, owing to pressure o urgent tribal affairs, and a man, B. H. Mothusi, was appointed in his stead, at a lower rate of salary'. It is pleas

ing to be able to state that he is performing his duties satisfactorily and wih great keenness.

During the year two1 new schools were opened, one European School at Gaberones, and one Native School at Bokspits, in the Kgalagadi District.

In August, a long delayed meeting of the Board of Advice on Native Education in the Bechuanaland Protectorate was held, and a very distinguished visitor, in the person of Professor Victor Murray, of the Hull University, was in attendance. Many important matters were discussed, and certain valuable decisions were reached, among which was the appointment of a woman member to the Board, and Mrs. C.F. Rey kindly consented to act in that capacity.

The Inspector of Education also attended a meeting of the Board of Advice on Native Education for the Cape Province, at Tiger Kloof, in October.

As fiom the 1st April, a Native Supervisor of Schools in the Bokalaka area of the Bamangwato Reserve was appointed, and he is doing very good and valuable work.

In October, 1933, a- prize competition for books in African language was held by the International Institute of African Languages and Cultures, London, and two Bechuanaland Protectorate candidates were successful, one P. M. Sebina, won the second prize, and tne other, L. L. D. Raditladi. won a consolation prize.

In October, 1934, an amount of ;£10 was donated by Dr. I. Schapera, M.A., F.R.S.S., Af, in respect of a Tsoana literary competition for Bechuanaland Protectorate Native Teachers and scholars, held by him, 95 efforts were received, and the prize money adequately distributed through the Department of Education.

From time to time, circular letters on instructive subjects have been sent out to African teachers, and during the year a collection of the most suitable of these was made for submission ̂ to Messrs. Longmans, Green & Company’s representative, with a view to having them printed as a subsidiary English reading book, and he was most sympathetic, and the printing of this book is now well in hand.

In March, His Royal Highness, the Duke of Kent, paid a visit to Gaberones, in the Bechuanaland Protectorate, and the Wayfarers and Pathfinders gave a very fine display in his honour.

Pathfinding is going ahead well, and_ attached to this Report as annexure “ D,” is the District Pathfinder Master’s report on the Mafe.king-Lobatsi District activities.

Wayfaring is progressing steadily, and the Superintendent’s (Mrs. Dyke) report for the year under review, is attached hereto as annexure “ E.’

CHAPTER II.

EDUCATIONAL ADMINISTRATION AND CONTROL.The educational system is under thei control of an Inspector

of Education, whose services are -shared with the Swaziland Administration. Approximately half of his time is spent in the Protectorate, in work of an Administrative nature, and in the inspection of schools.

To assist in the administration of the educational system, each European School has a Committee of Management, and in each Tribal Area there is a committee, consisting of Missionaries and Natives, under the chairmanship of the local Magistrate. The work of these committees is governed by approved regulations.

There is also a Board of Advice on Native Education, which includes in its personnel His Honour the Resident Commissioner, as chairman, the Assistant Resident Commissioner or Government Secretary, as deputy chairman, the Principal Medical Officer, the Chief Veterinary and Agricultural Officer, members of the various Mission Societies engaged in Educational work in the Protectorate, and certain Native Chiefs, Headmen, and other Natives intimately connected with Native education.

Assisting in the work of supervision are four full time Supervisors of Na

monstration teaching. Meetings are al'so held with the parents, who are encouraged to take increasing interest in the school and its work, to keep the building in good repair, and the equipment up to standard, and to see that the pupils are properly provided with books and slates.

It is hoped to follow up a suggestion made at the Board of Advice meeting, held during the year, which was to the effect that these men might each have a smaller number of schools to supervise, thus enabling them to spend a considerable period of time at each school, possibly a month, with the aim that they should not only do their utmost to interest the local communities in their sdhooljs, but that they should also train the village teachers in general teaching technique and organisation.

As it becomes possible to finance the appointment of more supervisors, so this system of training our unqualified teachers in Bush Schools will be gradually adopted.

In the Bakwena and Bangwaketsi Reserves are employed two Natives, ex-teachers, who are known as sub-inspectors. These men are paid small salaries by the local 'tribal committees, to visit schools in the areas mentioned, and to submit their reports to the Tribal School Committees. If necessary their reports are again forwarded to the Inspector of Education. Both Sub-Inspectors are ministers of religion, and only a portion of their time can be devoted to School affairs, but their work is of distinct value.

The employment of these Sub-Inspectors and School Supervisors is having most satisfactory results, and the teachers, amongst whom there has been a re-kindling of enthusiasm, now realise that they are the most important factors in an organised system of educational control. Further the work of the Supervisors is engendering real co-operation between teachers, parents, missionaries, and officials.

During the year the Bamangwato Tribal Committee drew attention to the fact, that under one of the regulations governing the Powers and Duties of School Committees, a School Supervisor had been appointed directly by the Administration for work in that Reserve, and without reference to the Local Committee.

The regulation to which the Committee referred contained the terms “ Sub-Inspector or Supervisor,” both of which terms were employed in an ambiguous manner, in connection wdth the men working in the Bakwena and Bangwaketsi Reserves,

who are controlled and paid small salaries through local tribal committees. The Regulations were drafted before the employment of the men now known as Supervisors, who are under direct departmental control, was envisaged.

The matter was brought before the notice of the Resident Commissioner, and the regulation was amended to make it clear, and with retrospective effect, that School Supervisors as such, and distinct from Sub-Inspectors, were appointed and controlled directly by the Inspector of Education. The regulation now reads : —

“ All Native Supervisors of Schools-—as distinct from Sub-Inspectors of Schools— shall be appointed by the Inspector of Education, and shall be directly responsible to him in all matters connected with their work. The Supervisors’ reports shall be transmitted to the Inspector of Education, through the Resident Magistrate of the District concerned, without delay. The Supervisors may, at the discretion of the Resident Magistrate, be requested to attend all School Committee Meetings, but shall not be regarded as members, nor be in a position to vote.”

SCHOOL COMMITTEES FOR EUROPEAN SCHOOLS.Each of the small European Schools comes under the

control of an elected school committee, the duties of which are prescribed by regulations. These committees appoint, with the approval of the Inspector of Education, teachers; are responsible for the collection of school fees; see that the pupils are properly provided with the necessary books and equipment, and that the buildings are kept in repair.

As mentioned in the report for the year 1933, difficulty has been experienced in respect of the three European Schools under the control of the Lobatsi School Committee, the local people not having honoured their obligations as regards keeping the buildings in proper repair, and providing their children with necessary books, etc.

During the year under review the position became further aggravated by the economic disabilities encountered by the recrudescence of Foot and Mouth Disease, and by a very wet season, and it became necessary to condemn the Hildavale School building as unsafe, although permission was given for teaching to be conducted out-of-doors, on suitable days.

A.t the end of July, His Excellency Sir Herbert Stanley,G.C.M.G., High Commissioner for the Territory, personally

inspected the three European Schools in the Lobatsi Area, and kindly arranged for grants extraordinary, which have been used to provide materials for repairing two of the school buildings, and for re-erecting the third on a new site, the parents themselves providing the labour, and the whole of the work being under the control of the Public Workjs Department.

In the reports for 1932 and 1983, the suggestion was made that it would be advisable for the Administration to consider making education compulsory in the case of children living within three miles of any approved school, and it was further pointed out that although made compulsory, the education need not be made entirely free. The suggestion is again putt forward.

TRIBAL SCHOOL COMMITTEES FOR NATIVE SCHOOLS

Although difficulties have from time to time arisen, yetthe Committees have as a whole proved a success. Furtherthe Native members have been given an invaluable trainingin the management of their own school affairs.

In the light of experience gained, it may become necessary to reduce the personnel of these Committees somewhat. Further, it is becoming necessary, as the work extends, to consider the question of commencing small local Committees for Schools in outlying areas. Such Committees would fall under tha control of the Central Committees.

There are certain schools which, on account of special circumstances, do not fall under ordinary control of the Tribal Committees, and these fall under three categories :—

1. The Schools in the Kalahari District :— These schools are mostly separated from one another by long distances of waterless waste, and are in some instances 300 miles from the neareist Post Office, further there is no European Missionary living in the area.

As a result they are under the direct care of the local District Officer, who lives in the Desert, and he is assisted by Missionaries, who. have a direct interest in the work, and very occasionally visit the area, and also by the clerical assistant to the Inspector of Education, Miss M. D. Martin, who is indefatigable in her efforts to see that they are properly- equipped, and that the teachers are made to feel that they are not working in “ Forgotten Schools.”

One of the writer’s most pleasant experiences occurred during the year when he inspected these schools, never before visited by an educational officer, and after the tour of inspection, and at a special meeting of some of the teachers, he was asked to convey to the Administration their appreciation of all that had been done by the Resident Commissioner, and his officers, to put them “ on the map."

It is impossible to speak too highly of the work of these African teachers, who, not excluding the Native police, are the only literate natives in the area. They act as interpreters, scribes, and welfare workers amongst various tribal remnants such as :— Damara, Hottentots, Batlaros, and Bakgalagadi.

2- Chiefs’ Schools :— In the Bamangwato Reserve, is one school, known as the “ Khama Memorial School,” which up to the present has been managed and controlled solely by the Chief, who has himself paid the teaching staff from the proceeds of a levy, instituted for that purpose. Although the school does not fall under the Committee controlling other schools in the Reserve, yet the Inspector of Education supervises the work done, and is responsible for the general organization of the work, which follows the Protectorate syllabus. The building is of excellent design and structure, and is well equipped.

Unfortunately, the economic disabilities which have affected the Territory as a whole have also had a disastrous effect on the payment of the levy above mentioned, and the Chief has had to pay the teachers’ salarieis from out of a Tribal Fund, built up mostly by the payment of royalties, incidental to the holding of certain mining rights in the area. During the year, however, this source of revenue disappeared, and on an appeal being made by the Chief, the Administration obtained a special grant wherewith to enable him to pay the teachers.

For the future, the expenses of the teaching staff at this school may be met by the Education Department paying 50 per cent, of the costs from funds at its disposal, and the remaining 50 per cent, being paid by the! Chief from out of the proceeds of the special tribal levy referred to before.

Although the Administration will by this arrangement be helping financially yet it is not intended as a “ quid pro quo” to insist that the school shall pass under the control of the tribal school committee, as it is considered that it is in itself a most valuable experiment being conducted by Africans. Undoubtedly, in process of time there will be increasing co-opera- tion with the school committee, and already action is being contemplated t|o prevent the overlapping of work done at this school, and that done at the other large school in Serowe, which is directly under committee control.

3. The School in the Ghanzi Area:— At Ghanzi, far away to the West of the Desert, is one Native School, which is at least 160 miles away from any similar school. The Native community is so small that no committee can be formed, and this school has been placed under the direct control of the local Magistrate.

At Ghanzi itself is a small European school, under the care of a qualified teacher, and it is intended to ask this teacher, when a suitable opportunity occurs, to visit this school, to help its teacher with advice, and to furnish the Inspector of Education with a report on the work done.

ORTHOGRAPHY WORK IN CONNECTION WITH THE VERNACULAR, AND THE PUBLICATION

OF TEXT BOOKS.Gradually, the new form of Tsoana orthography, which to

wards the end of the year 1931, was accepted by the Administration of this Protectorate, and by the Education Departments of the Orange Free State, Natal, and the Tranisvaal, is being brought into use.

No undue pressure is being exerted to introduce its ues, but teachers are encouraged to adopt it in the lowest classes of the schools, for which classes several new text books, printed in the new orthography, have been published.

At its most recent meeting, the Board of Advice on African Education recommended that a small text book committee be formed, to decide what text books shall be used in the Protectorate schools, and the proposal has been accepted by the Administration. This committee wn'll meet early in the year1935-

Thanks to the generosity of Dr. I. Schapera, Professor of Anthropology, Cape Town University, who donated a sum of ;£10 for distribution in the form of prizes for vernacular essays, a competition was organised during the year.

Ninety-five teachers and pupils entered for the competition, and eleven prizes were distributed. The essays dealt with Native customs and traditions, folk lore, tribal history, etc., and contain very valuable information, much of which could be used in the compilation of other text books.

In the matter of stressing as most important the making of African peoples to be literate in their own languages, the writer considers that one important fact is in danger of being overlooked. It is that there is no vernacular literature, dealing with ordinary matters and likely to interest the adult African, available at prices within his capacity for purchase, beyond odd copies of African newspapers, the Bible, and a few books, mostly of a religious nature, and the vernacular text books that were utsed at School.

In view of the above, it is little to be wondered at that the African demands that children bel taught English rather than the vernacular at school, and that when the child leaves school due to the pressure of economic circumstances, able to read his own language, but not to read and understand English, he probably never again reads a book, except at Church Services.

If we continue to stress the importance of vernacular reading in our schools, immediate attention must be given to the provision of satisfactory vernacular reading material during after school life.

CHAPTER III.

FINANCE.During the year under review, the financial position has

remained static as compared with the previous vear. and it has been necessary to exercise the very strictest of economy, and no expansion of any kind was possible in respect of the staffing of schools, the number and quality of the staff remaining practically the same. However, in spite of the difficulties one has once again been impressed by the efforts that have been made by European and African parents to improve the education of their children.

Taking the figures of ,£1,930, the amount provided for the grants-in-aid to European schools for the financial period, 1934-1935, and dividing it by 221. ‘he total enrolment

of European children at schools in the Protectorate as at the end of the year— the average cost per European child works out at about £ 8 /1 4 /7 per unit.

In addition to the children above mentioned, there are 13 European children attending secondary schools in the Union and Southern Rhodesia, 38 are in receipt of special allowances to enable them to attend primary schools outside the Protectorate, and there are 16 pupils at farm schools in the Territory itself, and to such pupils other allowances are also made to aid in their education.

A sum of £500 was allocated as loans from which to assist the education of a limited number of children of Settlers who had suffered severely owing to the Foot and Mouth Disease restrictions.

In the 1934-1935 Estimate a sum of £1,600 was allocated for the provision of education for the 67 pupils mentioned above, and the cost per unit works out at about £24-

For Afucan education, and excluding the costs of supervision, a grant to the Tiger Kloof Institution of £100, expenses of the Board of Advice £60, and a few other small amount's also from general revenue, a sum of £6,161 was provided from the Native Fund account and General’ Revenue, and this sum divided by 8,574^the total number of children on roll at the end of the year 1934— gives 14 /4 as the cost to the Administration of education for each African child on roll.

Summary :__

Costs of education for each European childon roll at the end of the year 1934,and excluding costs of inspection andsupervision ..................................... £ 8 /1 4 /7 per unit

Costs of children in receipt of special allowances and attending schools both within and without the Territory, and excluding costs of inspection and supervision £ 2 4 /- /- per unit.

Costs of each African child attending schools in the Protectorate, and excluding costs of inspection and supervision............. 1 4 /4 per unit

CHAPTER IV.

PRIMARY EDUCATION (BOYS) EUROPEAN

AND NON-EUROPEAN.

G en era l : —

(a) European:—-At the end of the year there were 107 European boys attending the Protectorate Schools. Their course of instruction is the ordinary School course, and at the end of the Standard V year, and also at the end of the Standard VI year, public examinations are held and certificates awarded to successful candidates. Provided parents require financial aid, a limited number of bursaries— this year one in each of the standards mentioned— are awarded to enable these pupils to proceed to Secondary Schools in the Union, for either academic work— if the bursary has been awarded at a result of thel Standard V examination— or if awarded as a result of the Standard VI examination, for vocational training.

(b) Non European :— At the end of the year, out of the 8,574 pupils attending the Native Schools, only 2,359 were boys and the following tables show how they were divided up between the various classes of the primary schools, and the number of boys and girls attending school in each tribal area, as alt the endof the years 1933 and 1934-

TABLE A__ BOYS.Sub. Sub. Std. Std. Std. Std. Std. Std.

A. B. I. II. III. IV. V. VI.

1933 1,118 48G 311 248 109 80 54 36 Total 2,442

1934 1,184 356 260 226 145 89 51 36 Total 2,359

TABLE B. Boys Girls Totals

1933 1934 1933 1934 1933 1934

Bamangwato 1,018 875 2,248 2,400 3,266 3,275Lobatsi 61 78 .148 186 209 264N’ganrrland 77 77 57 57 134 134Ghanzi 10 10 6 6 16 16Bangwaketsi 165 223 665 1,283 830 1,506Kgalagadi 175 217 194 248 369 465Bakgatla 168 136 754 710 822 846Bamalete 57 67 65 99 122 166Batlokwa & Khale 52 63 131 163 183 226Tati 491 427 357 358 848 785Kasane 60 54 32 25 92 79Molepolole 108 13? 279 680 387 81?

Totals 2,442 2,359 4.936 6,215 7,378 8,574

Table A for 1934 discloses the fact that approximately 50 per cent, of the African boys on roll were in the First Year (First School Year) class, and that the remaining 50 Per cent, were distributed in gradually decreasing numbers amongst the remaining seven classes.

Table B for the year 1934 shows that in only three areais, excluding the small school at Ghanzi, did the number of boys on roll exceed the number of girls.

The above figures disclose a most serious situation that challenges the immediate attention of the Administration.

The causes underlying the poor enrolment of boys, and their non-continuance at school beyond the first year class are, in the writer’ s opinion, to a great extent the results o f : —

1. The system by which the Bechuana live in comparatively large townships, outside of which are the ploughing lands, and beyond which again are the cattle posts. Sometimes the ploughing lands are as far as 10 miles from the main village or town; indeed, the writer knows of cattle posts which are quite 30 miles or more from the chief centre of population.

So soon as he is of suitable age, the Bechuana boy becomes an economic asset, and is sent to a cattle post as herd boy, and as that age coincides more or less with the age at which a pupil completes his

first school year, the boy leaves school for the cattle post, and returns again to the town only when a younger brother is of age to take his place.

Sometimes the quondam pupil returns to his former school, but now an adolescent, and possessed of an adolescent’s capacities and tendencies, he quickly becomes bored with the school pabulum, and resents being placed for school purposes amongst pupils, mostly girls, many years his junior. He therefore leaves school, and utilises his capacities and tendencies in ways that are frequently non-social.

In the Tati and Kasane areas, where the table shows that the boys ait school outnumber the girls, the Native peoples are not Bechuanas, and do not live in large towns or villages, and the same remark applies to the Kgalagadi area.

In N’gamiland the one large township shows evidence of disintegration, and living amongst the dominant Bechuana Tribe.— the Bata wan a— are members of various other African Tribes.

2- The placing of a greater value on school education by the tribete generally known as the subject tribes, i.e., the Bakalaka people of the Tati, and Basubia of Kasane and Chobe, the Bakoba and Damara in N’gamiland, the Babirwa around Bobonong, and the various tribal remnants living in the Kalahari.

Possibly these people in their position of vassalage to the dominating tribe, the Bechuana, regard schools and missions as panacea for all their ills, or that out of their economic dependance has grown an individual independence. Possibly there has been an intermixture of both with other contributory factors, such as the feeling that boys and not girls should go to school; yet it is very significant that generally in a school where the dominant population is not Bechuana, the boys and girls attend school in almost equal numbers.

In order to cope with the problem of making the Bechuana boys, debarred from school by attendance at cattle postls, more socially efficient, by developing in them socially desirable knowledge, attitudes and skills, the appointment of travelling teachers, men of some age and standing and teaching experience, has been urged. Each travelling teacher might have a few centres, generally where the cattle post boys

gather to water their ctatle, at each of which he could stay for a definite period. During theise periods he could teach and instruct the boys, leaving them later to carry on their own studies under some adapted form of the Dalton system, whilst he visits another centre to give similar instruction. Later he could return to the v a r io u s centres to check work done during his absence, and to give further instruction.

3. Another contributing factor is undoubtedly the poorly qualified teacher, often a man or woman who has had no professional training, and possessing only a pass out of Standard IV or V., but who, nevertheless, is placed in control of the most important class in the school— the “ Beginnetfs’ ” class— whilst the qualified teacher assumes the less arduous task of teaching the comparatively speaking few pupils in higher classes.

The poor and faulty methods used by the unqualified teachers in the generally very large lower classes, engender in the boys real boredom, and it is not to be wondered at that after approximately 180 days at school, during which time they sat on hard benches, for possibly four hours out of five, for five days a week, doing nothing that appealed to their childish natures as worth while, they persuade their parents to allow them to exchange the boredom of the classroom for the freedom and the more satisfying education of the veld.

4. Understaffing of schools also plays its part, and it is not uncommon to find one teacher attempting to deal single handed with a class of “ new comers” numbering perhaps 80 pupils.

With the prospect in view that there will be in the coming year, and in succeeding years, more adequate financial provision with which to meet the clamorous needs of Native Education in the Protecorate, every effort will be made to combat the above disdlosed problem.

Cattle post schools and schools of the type referred to in annexure “ C” to this report will be opened as experiments; the ratir> of pupils per teacher will be decreased; better trained, qualified and experienced teachers will be placed at the Central Schools, which v ill be definitely graded as such, and every effort will be made with the aid of the Native School Supervisors, to improve the teaching methods and general technique of the unqualified teachers working in the Bush Schools.

Normal Range of Ages -.— The normal range of ages in the Elementary Schools (Bush Schools) is from about six years to fourteen years, and in the Central Schools from about fourteen years to 20 years.

Instances are found of both young men and women up to even the age of 25 years, attending elementary schools, and this is generally due to their having had to break their school life on account of home and general economic duties. One sympathises with them in respect of thei'r desire for learning, but the codes are not arranged for pupils of such advanced age, and with the definite aim of persuading such pupils to enter schools specially designed to meet their peculiar needs, it will become necessary to restrict their attendance at Central and Elementary |schools by the institution of an over-age regulation.

The institution of adult schools, which would he held in the evenings or at night, is contemplated, and together with other special schools as mentioned in this report, will help such people.

Wastage:— Statistics set out in Table A of this chapter show that wastage is very considerable, onqe the Sub A (First Year at School) class is passed, although the tables show that the position is improving from year to year.

Such wantage is general in all systems of education for Africans, when, as is the case in this Territory, education is not compulsory, and the educationalist generally consoles himself with the thought that the majority remain at school long enough to be able to read and write their own language.

Generally, the consolation is false as there is not available in the vernacular, a sufficiency of informative reading matter that they would diesire to read, or that is within the compass of their purchasing power.

To meet the difficulty mentioned the publication of a Journal for Africans speaking Setsoana is contemplated, and also the publication of cheap books printed in the vernacular, and dealing with matters likely to be of interest.

Medium nf Instruction :— The medium of instruction in the Elementary Schools is Setsoana, although a little oral English is taught in the lowest classes.

In the Central Schools, the medium is gradually changed to English after Standard IV. has been reached, although teachers are expected to explain new rules and principles through the local vernacular.

Special arrangements for Part Time Schools:— At one or two centres some Night School work is don© in connection with the teaching of adults. Up to the present no financial support has been given to such schools by the Administration, but there is every prospect that some assistance will be given during the coming year, and a special curriculum will be framed for them. They will be known as Adult Schools.

Examination Results:— These will be found set out in Annexure “ B,” which sets out all statistics.

Indigenous Arts and Crafts:— At all schools and each week a proportion of the school time is spent in an attempt to revive indigenous arts and crafts, and with some success.

This work includes the carving of wooden animals, pottery work, soapstone carving, and grass work.

Gardening is also taught at all schools to boys of suitable age, and to-day practically every school has its own school gardens in which are grown ordinary kitchen vegetables such as cabbages, tomatoes, lettuce, beans, etc. In some instances the pupils, under the guidance of their teachers, have dug wells, especially for the purpose of watering their gardens.

Each boy entering for the School Leaving Certificate Examination (Standard VI.) is marked for his practical garden work done during the year, and each girl for her practical needlework. The pupils are also examined in the theory work relating to these two subjects. They also receive credit for hand work (Indigenous Craft Work) that they have done during the Standard VI. year.

CHAPTER V.SECONDARY EDUCATION (BOYS.)

1. European— (General and Vocational). There is no secondary school for European children in the Protectorate, but financial help is given to enable parents in necessitous circumstances to place a child, who has shown special ability in either Standard V or Standard VI of the primary school, at an approved school outside the Territory, for secondary work of either an industrial or a vocational nature.

Such assistance as is given to a pupil as a result of the Standard V. examination is definitely earmarked to assist the pupil towards obtaining the Matricluation Certificate of the University of South Africa, whilst aid given as a result of special merit shown, whilst in Standard VI has to be used for training along vocational lines.

Pupils receiving assistance such as is outlined above, almost invariably complete their course of work with results satisfactory to themselves and to the Administration.

During the year two such pupils received assistance to enable them to attend school either in the Union of South Africa or in Southern Rhodesia.

In order to afford some assistance the Department has supplied all European Schools with a copy of the “ Handbook of Careers for Sought African Boys and Girls,” published by the Union Department of Labour, and all teachers have been instructed to bring its contents before the notice of all boys and girls in their schools so soon as they enter the Fifth Standard, so that all boys and girls may become fully acquainted with the requirements governing entrance by apprenticeship, examination, etc., into various careers.

It is becoming increasingly difficult for boys who have only passed Standard VI to find work of any kind, and it is intended when the circumstances of a school, and the qualifications of the staff permit, to allow a few selected pupils to proceed beyond that standard.

2- N'on-Eur'rrfean :— (General and Vocational) for 'the Africans as for the Europeans, there is as yet no Secondary School within the Protectorate.

There are, however, indications that in the very near future, there will be made available facilities for secondary work.

In the report of the Financial and Economic Commission that visited this Teirritory in the year 1932) and on page 85, it is Stated that:— “ The ex Chifcf of the Bakgatla tribe put forward a scheme for a combined secondary School and Agricultural centre at Mochudi, and the Chief of the Baman- gwato also has proposals under consideration, but has not yet formulated them.”

The proposals of the Bamangwatto Chief are engaging the attention of the Administration, and his scheme for a secondary school, will, it is hoped, soon be brought into effect.

A secondary Institution for agricultural training has been established by the Roman Catholic Mission, near theit principal centre at Khale, and possibly at a later date a similar industrial school for girls will be opened.

During the year the experiment was continued of employing trained and untrained African Artisans in the building of

certain public works, and with great success, and a number ot Native apprentices are being trained in building construction.

The Administration makes limited financial provision to enable the sons of certain Chiefs and Headmen, and also promising scholars to proceed to secondary schools outside the Terri ory for special training.

The following list shows the number of pupils (African) who are attending such courses of instruction.

Institution.Native

South African Native College Fort Hare,

(C.P.)

Lovedale (C.P.)

No. Class

Matriculation B. A. I.

Form 3Standard III.Standard IV.Standard V.N.P.L. 3

Type of Work.

Academic

Teacher Training

4 N.P.L. 3 »> ”3 N.P.L. 2 » ”3 N.P.L. 1 „ >•8 Junior Certificate Academic3 4th Year Carpentry2 1st Year >,1 3rd Year Tanning and Leather

Work.

Tiger Kloof (C.P.)

1 3rd Year1 2nd Year1 Standard VII.1 Standard VI. 5 Standard V.2 Standard IV. 4 Standard III. ] Standard I.32 3rd Year1 1st Year 1

MasonryTailoringAcademic

)}»>»>>if

Evangelist Training Domestic Science

Ji »>Jeanes

Institution. Native

Tegwani (S.R.)

Stofberg Memorial School

No. Class Type of Work

1 Standard V. Teacher Training1 Standard V. Building1 Standard V. Carpentry1 Standard II. Academic1 Standard III. »1 Standard I. ii1 Sub B. »>

1 Standard VI. Academic1 Standard V. »1 Standard I.

2 Standard VI. Teacher Training2 Standard V. Industrial1 Standard V. Teacher Training

3 Standard IV. Academico!>/ Standard III. >>2 Standard II. »

Eleven eandidates out of the above list are in receipt of buasanes, one is the son of a Chief, two are sons of Headmen, for whom special bursaries are provided out of the Native Fund, and eight are in receipt of bursaries awarded as a result of the Annual Standard VI. School Leaving Certificate Examination. The appended list indicates the courses of study being undertaken by these bursars.

Institution No.Tiger Kloof 1

1 1 Z 2 1 2 1

Type of Bursary. Course of StudySon of Chief or Headman GeneralSon of Chief or Headman B.A.Son of Chief or Headman JeanesStandard VI. Bursary N.P.L. III.Standard VI. Bursary N.P.L. II.Standard VI. Bursary N.P.L. 1Standard VI. Bursary Std. Vllb.Standard VI. Bursary Std. Vila.

All the Post Standard VI. Bursars are studying to become teachers.

CHAPTER VI.

UNIVERSITY AND COLLEGIATE

(POST SECONDARY) EDUCATION.

Higher Education must be obtained at the South African Native College at Fort Hare, in the Union of South Africa.

From time to time applications are made for assistance towards the expenses of placing certain African students at Fort Hara, for University work, and at the present time the Administration is subsidising one student, whose home is in the Bamangwato Country. He has matriculated, and will probably take the Education Diploma given by the University.

CHAPTER VII.

TRAINING OF TEACHERS (MALE AND FEMALE)

Trained teachers, both European and African, have mostly received their training at institutions situateid in the Union of South Africa.

The Tiger Kloof Training Institution, situated near Vry- burg, in the Cape Province, has long been intimately associated with the Protectorate in matters connected with African education, and a number of young men and women, when they have completed the Standard VI. course, enter the Teacher Training Department of Tiger Kloof, some at their own expense, and some having their expenses met by the Administration.

As opportunity occurs, Subsidiary Training Courses for Teachers, both qualified and unqualified, are held. It is hoped eventually to make these yearly events.

The scales of salaries in force, and accepted by the Board of Advice on Native Education as reasonable, vary according to qualification, and are as set out in the following table.

Unfortunately, for the last two years, due to financial depression, it has not been possible to pay the full rates as set out, but it is hoped as from the 1st of April, 1935. to restore the full rates of the scale.

Unqualified:—

Below Standard V. ... £18 per annumStandards V. and VI. ... £30 per annum

Unqualified. : —

N.P.L.I. or P.T.I. or Grade III £44 per annumN.P.L.II. or P.T.II. or Grade II. ,£54 per annumN.P.L. I l l or P.T.III or Grade I £66 per annumHigher Primary or equivalent ... £72 per annum

Compared with the salary scales in vogue in the surrounding Territories, the Protectorate scale appeal's low, but it has to be remembered that teachers working in the Protectorate enjoy facilities as regards “ lands,” and the keeping of cattle, that are not available for teachers in more congested areas.

The following table show the qualifications of all teach- erls, African and European, for the years 1933 and 1934-

TABLE A (D— EUROPEAN SCHOOLS (STAFFING) 1933-

Qualifications Male Female TotalsT. II. ............... 2 1 3T. III. ............. — 5 5 .Unqualified ............. 2 2 4

4 8 12

TABLE A (2)—-EUROPEAN SCHOOLS (STAFFING) 1934

Qualifications Male Female TotalsT. II. .............. 2 2 4T. III. ............. — 4 4Unqualified .............. 2 2 4

4 8 12

TABLE B (I)— AFRICANQualifications :—

N.P.L.III.N.P.L.I1.N.P.L.I Standard VII.Standard VI.Standard V.Standard IV.Standard III. ...Standard II.Sub Standard B.Industrial Jeanes

TOTALS

SCHOOLS (STAFFING) 1933Male F emale Totals

24 4 2814 — 144 1 51 1 2

44 16 6013 6 1917 3 2013 1 14

4 --- 43 --- 3_ 3 3— 1 1

137 36 173

TABLE B (2)— AFRICANQualifications : —

M.A.,B.D., (London) P.T.III.P.T.II.P.T.I.J unior Certificate Standard VII.Standard VI.Standard V.Standard IV.Standard III.Standard II.Standard I.Sub B.Industrial J eanes

TOTALS

SCHOOLS (STAFFING) 1934-Male Female Totals1 --- 1

23 6 2911 1 12

1 1 23 --- 3

__ 2 253 14 6714 8 2218 3 21

-i --- 46 --- 6

3 __ 31 OO 4

— 1 1

138 39 177

A study of tables B (1) and B(2) reveals the fact that in 1934 there were 44 qualified teachters, (only 8 of them being women) as compared with 47 at work during 1933-

With increased financial support it will be passible to appoint more teachers to certain schools which are at present understaffed, and by arranging that the school supervisors

make somewhat extended visits to schools where the head teacher is unqualified, to give the teacher some assistance in improving his technique by means of demonstration lessons.

During the coming year two matters will receive special attention They are: —

1. Every effort will be made to secure more qualified women teachers, especially in view of the fact that the girls attending school are in the majority.

2. School Committees will be requested to use their influence in replacing all teachers who possess a lower qualification than a pass out of Standard V. Each year the number of Africans who pass the School Leaving Certifiacte, Standard VI., is increasing, and it should not now be impossible to secure the necessary teachers.

CHAPTER VIII.

FEMALE EDUCATION (PRIMARY AND SECONDARY)(a). European (Girls) Attending the eleven small aided

schools for European children, there were, during the year, 114 girls.

The curriculum used in the schools is identical with that used in similar schools in Southern Rhodesia, and the course of instruction covers all classes and standards up to and inclusive of, Standard VI.

At all schools needlework is taught to the girls, and at several, fancy leather work; rug-making and grass work are also taught.

There is no secondary institution for girls, but for girls, as for boys, a limited number of bursaries for academic and vocational work may be competed for, provided parents are not in a position to contribute the whole of the cost of their secondary education.

(b). Native (Girls) :— At the end of the year 1934, there were 6,215 Native girls enrolled at the Primary Schools and their grouping in the various classes was as follows :

Sub- Sub. Std. Std- Std, Std. Std Sid.A B. 1 II. III. IV. V , V I.

1933:— 2,540 1,051 570 406 205 92 54 18Total:— 4,936

1934 :— 3,8161 943 571 393 284 123 53 32Total :— 6,215

These figures when compared with those given for the African boys in Chapter IV. of this report show:—

(a). That the girls are more numerous in the lower classes than are the boys.

(b). That approximately 56 Per cent, remain at school for at least two years.

(c). That although in each class up to and inclusive of Standard IV, the number of girls in efech group exceeds the number of boys, yet there is a great drop in enrolment once Standard I has been achieved.

Amongst various causes underlying this sudden decrease in the number of girls enrolled, are:—

(a). That the ordinary Native parent considers that when his daughter can read and write, and has some slight concept of number, her school education has satisfied what are likely to be her adult needs, and she is consequently taken out of school.

(b). That having reached Standard I, the Native girl is generally of an age to be of some use in the Native home, either as a nurse or playmate for younger children and babies, or in later years a drawer and carrier of water, collector of fuel, etc.

Later, and as she grows older, oither children are available to undertake her economic duties, and frequently there is a period before marriage, usually of two or three years, whee she has little, to do at the home, and sometimes returns to school.

A pelrson visiting a Native school frequently finds that the girls in Standard I and upwards, are many of them, som

Every possible assistance is given by Mrs. C. F. Rey, wife of the Resident Commissioner, Mrs. H. Dyke, Superintendent of Wayfarers, and Miss Martin, the clerical assistant and Honorary Secretary to the Wayfarers, who, whenever their work has taken them to schools, have given invaluable help to the women teachers.

Others who have helped, have been the wives of District Officials, some of whom, when accompanying their husbands on official journeys, have been able to afford most valuable advice and help to the female African teachers doing Wayfarer work. Women teachers in charge of European schools, have also helped very considerably.

The time is approaching, however, when it will be necessary to appoint some woman to organise and superviste the work done by the girls, and to co-ordinate all that is now being given in the way of assistance by voluntary women workers.

CHAPTER IX.

PHYSICAL AND MORAL WELFARE.

(a). Medical Inspection and Teaching of Hygiene__fn 1932 the Principal Medical Officer organised a scheme

for the thorough medical inspection of all children attending schools which can be reached without serious loss of time by any one of his medical staff.

This scheme is still in force and records are made in respect of each individual child inspected, and the work done has had a beneficial effect in awakening responsible Natives to an appreciation of the harm that may be done by malnutrition.

Generous treatment is also afforded by the Department of Health to all teachers working at Protectorate Schools, European and Native, who may be in need of medical assistance.

The teaching of hygiene is called for by the school codes, but although the requirements are simple', yet many of the teachers themselves are so ill informed that they cannot teach the children satisfactorily.

However, by means of instruction given at Subsidiary Training Courses, by circular letters to teachers, by the development of vegetable gardens at all schools, and the medical inspections already mentioned, progress is being made, and the Principal Medical Officler agrees with the writer, that

there is a noticeable improvement in the physical appearance of the African children attending school.

A small text book on Hygiene has been prepared by Ur.H. Dyke, Principal Medical Officer, which is to be used as a supplementary reading book in the lower standards, and it will play no small part in still further improving the health and well being of the people.

(b). School Building and Equipment.For European children there is a well-built and well-

equipped building at Francistown and another at Serowe. The other buildings are of poor type, and the equipment generally leaves much to be desired, but during the year special attention has been given to this matter, with the following results —

(a). Money has been advanced by the Administration in order to permit of the buildings a,t Pitsani and Lo- batsi being put into a proper state of repair, and for the rebuilding of the school at Hildavale.

(b). At Mahalapye, arrangements are being made to erect a Public Hall, the design of which will permit of its being used as a school room.

(c). At Ghanzi, with the combined financial assistance afforded by the Administration and the Dutch Reformed Church, a new school room and a new house for the teacher have been erected, the parents themselves giving the labour.

The buildings used as Native Schools vary from the excellently designed, well-built, well-equipped buildings at Mo- chudi and Serowe, to the school in the bush, which consists of a few poles to support a shelter of thatch.

During the year, thanks to the untiring efforts of certain District Officers, Missionaries, and the Supervisors of Native Schools, much has been done to prevail upon the people to assume more responsibility for the upkeep, enlargement, and renovation of the tribal school buildings.

At some centres the school children havte themselves rebuilt, and thatched, the rooms in which they work, and equipped them with furniture, albeit primitive, that they themselves made. Many other school buildings have been enlarged or repaired, and' although much still remains to be done before the position can be regarded as really satisfactory, ye* a good deal has been accomplished, and by the people themselves.

(c). Moral and Religious Instruction :—

Religious teaching is given in all schools in the Protectorate, and' the syllabuses in use, in both European and Native schools include courses of religious instruction. In the Standard VI. Examination (Native School) held at the end of each year, the candidates have to take a written test in scripture.

The Railway Mission has a worker who travels through the Protectorate at regular intervals, and he maintains contact with the teachers at the European schools which are mostly situated close to the railway. At some centres Sunday School classes have been started.

There have been occasions when the Railway Missionary has brought to the writer’s notice certain cases of gangers liv

ing in comparative isolation, whose children, although of school age, were receiving no schooling, and it has been possible to afford them some facilities.

It is with regret that it has to be stated, that amongstthe African Teacihers, a comparatively speaking large number of moral lapses occur.

This matter is engaging the very serious attention of both the Administration and the School Committees.

It i& probable that the closer supervision now exercised over the educational work generally, has resulted in a greater knowledge of what is happening ate regards the conduct of teachers. The writer also is inclined to believe that certain old Tribal institutions, which governed behaviour, and established a public opinion, served as a check upon non social conduct.

These institutions are now falling, or have fallen, into desuetude, and it is at least debatable, whether action should not be taken to Utilise them in some way, cutting out from them any practices that may be objectionable, as viewed in the light of present day ethics, and civilisation.

(d). Defective Children : —

There are no special arrangements for such children, and only very rare cases occur, each of which is given special attention, and if circumstances warrant it, arrangements are made to place such children at special institutions in the Union of South Africa.

MISCELLANEOUS.

1. Correspondence Teaching : Living in remote parts of

the Territory, and far from any established school, are a number of traders, some of whom have childem of school

age.

An attempt is being made to reach these children by means of correspondence teaching, when the parents have a sufficient background to enable them, under guidance, to act as teachers to their own children. Already several families

are being helped in this way.

The sys'em followed is the preparation of circular lec

tures containing suggestions anent the methods to employ in teaching the elementary skills. The lectures are prepared by the Inspector of Education and a qualified teacher working in one of the European schools. Lectures are typed in the Departmental Office, and are then distributed to teachers and

parents requiring them.

In certain instances the children so taught are registered on the books of the nearest school where there is a trained teacher, and should tha parents visit the school locality with their children, the children would be allowed to attend the or

dinary school session.

During the year the Clerical Assistant visited a well known Institution connected with teaching by correspondence and it is intended to extend this foim of work throughout the Territory, especially in connection with Secondary work lead

ing to Matriculation.

Whether it will be better to control this work directly from Departmental Headquarters or to subsidize some institution to do the work is still under consideration.

2L Co-operation:— There is close co-operation existing between the Agriculural and Medical Departments and the Department of Education. Agricultural Demonstrators have been instructed by the Principal Agricultural and "Veterinary Officer to give all possible assistance to such teachers as require their help in any way. Their assistance is frequently sought.

Co-operation with the Medical Department has been referred to in other parts of this report ̂ and the help received has

been of immense value.

3. Scout Movement and Girl Guides:— For some time past a small troup of Guides has been in existence at Francis- town in the Northern Protectorate, and in the Lobatsi area,

in tine Southern Protectorate, among the Afrikaans speaking

girls. There are no Scouts as yet.

The Pathfinder and Wayfarer Movements (African Scouts

and Guides) have strong detachments throughout the Territory, with particularly promising itroops at Kanye, Khale, Mochudi, Molepololei and Ramoutsa. Guidance, help and control of the two movements are vested in two divisional Councils for the Protectorate, which meet from time to time

at Headquarters, Mafeking.

That these excellent ŝocial organisations have made such satisfactory headway, is due solely to the keenness and enthusiasm of the Resident Commissioner, Lieutenant Colonel C. F. Rev, C.M.G., and of Mrs. Rev, who have spared no

efforts to encourage the work.

During the year, Mrs. H. Dyke succeeded Mrs. J. D. Rheinallt Jones, as Superintendent for Wayfarers in the Protectorate, and Miss M. D. Martin, Clerical Assistant to the Inspejctor of Education, has continued to hold the office of

Honorary Secretary.

Both organisations have expanded very considerably and their benefit to the African boys and girls of the Territory

has been immense.

Thei pressing needs of the moment are more camps for the training of leaders and sub-leaders, increased financial support, and extra assistance in respedt of clerical work, which is increasing with the growth of the movements.

Special reports reflecting the work done during the year in connection with both Wayfaring and Pathfinding, are inclu

ded in this report as annexures.

4 . Adult Education:— In connection with adult education special mention has to be made of the entirely voluntary efforts being made by various mission bodies, particularly the Dutch Reformed Church, working amongst the Bak- ga/tla people. Class'es have been formed with the particular aim of helping young married women and others in connection with the fostering of arts and crafts. Also a reading room and a library have been established in ,the township of Mochudi. The same Mission has organised a Night School which is largely attended by adults. The London Missionary Society also, in addition to controlling work under the organisation known a/s brigade work, at two large centres, has a debating and literary club at Serowe, in Khama’s country. Work similar in type to that mentioned above is being start

ed by the Roman Catholic Church.

Suggestions were made to> the Financial and Economic Commission that visited the country in 1932> as regards the establishment of industrial education for adults.

Up to the present, and due to financial disabilities, it has not been possible to do more than distribute circular letters to teachers and others dealing wilh such matters as soil and water conservation, waste, village hygiene, care and feeding of cattle, etc., but early in the coming year it is intended to commence actual schools for adults.

These schools will hold their sessions in the afternoons or evenings, and a curriculum will be specially framed to meet the special needs of African men and women.

During the year a number of circular letters to Native teachers and other Na,tivies were distributed. These letters are written in connection with various topics, some of them dealing with professional matters, and others with such mattelrs of general interest to literate nativeis, as soil and water conservation, waste, etc. It is intended at an early date to publish a selection of these letters in book form, in both thet English language and the vernacular.

5- Animal Welfare:— At the instance of His Honour, the Resident Commissionier, and Mrs. Rey, action has been taken by which this Administration co-operates with the Animal Welfare League of South Africa.

Various leaflets and other literature issued by and obtained from the League, have been circulated amongst teachers,

African Chiefs and others, and the proper care of animals has a place in the School curriculum.

In the near future it is hoped to establish a properly constituted branch of the League in the Protectorate.

CONCLUSION.

During the year there has been considerable consolidation and also distinct progress, in spite of the continuance of difficulties incidental to financial stress, forced upon the Territory by Economic circumstances outside 'of the Administration’s control.

Most encouraging features of the year’s work have been:

1. The noticeable improvement in the physical and general appearance of many of the children attending the African Schools,

2- The fact that whereas six years ago not one single school possessed a school garden, to-day, and not excluding the Desert Area, garden work is'attempted at every school in the Protectorate.

Some of these gardens are for various reasons, almost complete failures, but at least an attempt has been made to do something. At about 7b% of the schools, however, vegetables and Native crops are grown, and at least 20 schools out of a total of 92 African schools, have excellent vegetable gardens, which equal those to be seen anywhere in Southern Africa.

3. Increased Supervision of Work:— With the appointment of a Native School Supervisor additional to those already employed, it has been possible to pay more visits to schools, and to follow up visits made.

This, combined with better office facilities, and the indefatigable assistance given by the office staff has resulted in a higher level of attainment being reached by all schools.

The position is not by any means as yet more than barely satisfactory, but with the prospect of improved financial support in the coming year, and His Honour, the Resident Commissioner’s determination ihat the Department shall be afforded facilities as regards staff, and clerical assistance, the future is bright with promise, and the excellent outline put forward by Mr, E. B. Sargant in 1905: will, it is anticipated, be given full effect in 1935-

In the report for the year 1933, the following quotation from “Health and Empire” (Volume V III. No. 4, December 1933) was set out:—

“Two things appear to call for action. The first is im- f‘mediate provision of sufficient financial resources to en- “able the present health and education staff to function “to the fullest possible extent. ’

“ Secondly, a Commission of competent persons should be

“sent out without delay to go thoroughly into the social “problems................................”

Perusal of this report will show that action has been taken, so far as lies within the power of The Government to provide the necessary financial resources to enable educa

tion to function satisfactorily, and the suggested Commission to enquire into the social problems will doubtless fall away, until isuch time as the local Administration has had the opportunity of showing how it can itself deal with social problems, when it has the financial support wherewith to solve them.

ACKNOWLEDGEMENTS.

I once more express my sense of indebtedness to His Honour, the Resident Commissioner, Lieutenant Colonel C. F. Rey, C.M.G., for his wise counsel and help, and also to the Chief Veterinary and Agricultural Officer, the Principal Medical Officer, and the Financial Secretary, for their wholehearted co-operation and generous assistance.

Further, I have to thank my Clerical assistant, who with her unflagging zeal, has not only carried out her ordinary official duties, but has in addition, acted ajs Honorary Secretary to the Wayfarer Movelment, and has given much of her leisure time to promoting these special duties connected with general welfare work which impinge on the work of education.

Finally, I have to thank Missionaries and Teachers who havei given so cheerfully and ungrudgingly of their services in the attempt being made to improve and tio make more efficient the Education of our Protectorate children, European and African.

H. J. E. DUMBRELL,Inspector of Education.

EUROPEAN STATISTICS, 1934-

Number of Schools :— 11.

Boy's, Girls. Total.Number on Roll at the end of 1934:— 107 114 221

Staff and Qualifications :—

Male Female Total

TJII. .............................. 2 2 4T .III. ............................... _ 4 4Unqualified ... ... ... 2 2 4

Total--4 8 12

Number of Pupils in each Class or Standard at the end

of 1934:—Std. VI. Std. V. Std. IV. Std. II I . Std. U Std. I.

13 34 20 25 34 36Sub. B Sub. A

22 47Total 221

Number of visits paid to European Schools by the Inspector of Education in 1934 :— 12.

Number of Pupils entered for and successful in Bursary Examinations :__

1932 1933 1934Entered Passed. Entered. Pasised Entered. Passed.

Standard V. 21 H 24 14 25 16Standard VI 13 8 11 8 13 12External 11 — 9 i____ _ 10

Number of Secondary Bursaries held in :__Union of South Africa Southern Rhodesia. Bech Protectorate

10 3 —

Number of Primary Bursaries held in :__Union of South Africa Southern Rhodesia. Bech. Protectorate

36 2 i6

Number of Pupils taught at Farm Schools in the Bech-

uanaland Protectorate :— 16-

Number of Farm Schools in Bechuanaland Protectorate :-7

EURAFRICAN STATISTICS, 1934-

Number of Schools :— -2-

Enrolment at end of 1934 — Boys Girls Total.

32 31 63

Staff and Qualifications :— Male Female 1'otal

P .T .II I .................................. 1 — IUnqualified — 1 1

TOTAL :— 1 1 o

Number of Pupils in each Class : — Boys Girls Totals

Standard VI. ...................... '— — —

Standard V...................................... 3 3 6

Standard IV. ....................... 1 — 1

Standard I I I . ....................... 4 5 9

Standard II . ...................... 7 3 10

Standard I ....................................... 5 4 9

Sub Standard B. ...................... 10 7 17

Sub Standard A ...................... 5 6 11

TOTAL : 32 31 G3

One visit was paid to each School by the Inspector of Edu

cation during 1934-

NATIVE STATISTICS, 1934-

Number of controlled Native Schools in each Tribal Area

during 1934: —

34 Lobatsi ............. 51 Ghanzi ....................... 1

11 Kgalagadi ............. 77 Batlokwa & Khale ... 2

1 Tali ... ............. 132 Bakwena ............. 8

Total:— 92 Schools

BamangwatoN'gamilandBangwaketsiBakgatlaBamaleteChobe

Native Pupils in each class at the end of 1934 :•—

Std. I I I .

B. G.

148 284

Sub. A.B. G.

1184 3816

Std. VI. Std. V. Std. IV.

B. G. B. G. B. G.

36 32 51 53 89 123

Std II. Std. I. Sub,. B.

B. G. B. G. B. G.

226 393 269 571 356 943

No. of Pupils entered for Standard VI. School Leaving

Certificate Examinations 19S2, 1S33j and 1934> and number passed : —

1932 1933. 1934-Entered. Passed. Entered. Passed. Entered. Passed.

32 26 47 36 74 57

List of Native Bursars, and places at which located, and

course of study being taken,—

Name Bursary. Institution. Study.

Ben Thema ... Post Std. VI. Tiger Kloof Teacher Traimn

Reuben Setshwane „ 33 >> » yj 33 3}

Alfred Ratsatsi ,, >5 »J iJ >> 33 33

Diane Molefi ... ,> 33 J> >3 )> 33 33

Mainole Pilane ... „ 3 3 JJ » JJ 33 33

John Dintoe ... ,, )> J> yj > j 33 JJ

Butler Phin ... „ JJ >T )J j j 33 33

Ismael Matlapeng „ 33 a JJ 33 J3

Thebe Pilane ... „ J J )> 33 13

Moremi Mathiba, Son of Chief / H 1man3 Tiger Kloof. General.

Modumo ,, JJ 3 J Jeanes

M. Chiepe ,, J) Fort Hare, B.A.

Number of Visits paid to Native Schools by :—

I. or E. Capt. Nettleton Mr. Midgley Rev. Lewis Rev. Burns

30 4 7 2 1

Isang Moyahi Mpotokwane Mothusi Keaikitse

5 46 36 6 4

TOTAL :— 141

Number of Circulars sent to Native Teachers on differ

ent subjects:— 15-

THE HANDY-MAN CLASS.

When I took over Matapa, with its two subsidiary schools

at Z°mbode and Lobamba at the beginning of this year, and again when I accompanied Mr. Dumbrell on a tour of inspection in Swaziland, I found existent in this country (Swaziland)

a problem in Native Education which is, we may hope, a passing phase, but which needs immediate consideration. It is the class of boy or young man of from about 16 to 22 years of age, who, having had no previous education, is now found in school in the sub-grades and Standard I. and II., sitting side by side with small children learning in those

classes. For them there is no real prospect of getting forward very far in book learning, consequently they become bored, and leave without any real results from their school

time in the elementary school, or they remain a drag on both teacher and infant. The following shows w'hat we are trying to do at Matapa, the Central School for such boys.

They are withdrawn from the subsidiary schools and no boys of that age after August 1st will be admitted there. They now come daily to Matapa, and it is hoped that next year arrangements will be made for them to be boarders at Matapa. We have 20 of these boys, and they are divided into two groups: A boys in Standards I. and I I ; B. those below’ Standard I. From 8 a.m . to 12-30 p.m. they are on industrial work. From 1.45 P-m. to 4 P-m. they are in the classrooms.

Industrial periods. First fortnight Groups A on four mornings will be doing building work of any type that is necessary at the Institution; this will include brickmaking, stone foundations, bricklaying, pole and dagga building, etc. Group B will be on woodwork, which includes roofing, thatching, easy furniture, other carpentering requirements for the native home, repairs and maintenance of buildings, whitewashing and so forth. These groups will change round everv fortnight. On one morning a week, increased seasonally to two mornings a week, the groups will do vegetable gardening, and will also have a piece of land of about one acre, on which they will grow some food crops, not individually, but as a group, probably divided into a plot, each of maizei, beans, ground nuts, and sweet potatoes.

In the afternoons the groups will have two periods r.f arithmetic, one of English reading, speaking and writing;

one of Zulu in the same way.

The subjects will be taught to increase the general intelligence of the boys, and not on any Standard syllabus, but related as far as is possible to the industrial work. On the fifth afternoon the boys will have simple lessons and discussions with the Industrial teachers on the principles of the work they are doing in the mornings. This is all that is being attempted at the moment, but it is hoped to introduce some iron work, and repairs of farm implements later. No attempt is being made to systematize the work on any form of syllabus; it is not our aim to turn these boys by a short cut into builders, or carpenters, or farmers, but into handymen, able to turn their hands to jobs as they arise, such as an institution constantly has to face, and such as they will have to face at home, or possibly in employment. Thus to give them some learning of real value with sufficient head knowledge to turn it to advantage on the Reserve or ais servants, and with as far as possible a good knowledge of spoken English. Lastly in order to satisfy the native yearning for a certificate, it is proposed to give them at the completion of one, two or three years, a certificate showing that they are Handy-men of /such or such a calibre, and that as far as Arithmetic, English and Zulu are concerned, they equate with such or such a standard in the general school.

G. P. BRODERICK,Principal,

BECHUANALAND PROTECTORATE DIVISION.

REPORT OF THE MAFEKING— LOBATSI DISTRICT,

FOR THE YEAR ENDED 30th SEPTEMBER, 1934-

DIVISIONAL CENSUS.

The Census returns of the Division show that Pathfind-

ing is steadily making progress and that the numbers are

constantly increasing. The present total is : —

1 Roamer Crew.15 Pathfinder Troops.

2 Tracker Packs,

giving a total of 533 Pathfinders.

This compares very favourably with the 11 troops and

348 Pathfinders of the last Census.

DISTRICT CENSUS.

In the Mafeking-Lobatsi District there are :—

1 Roamer Crew 6 Pathfinder Troops 1 Tracker Pack

with a total of 206 Pathfinders.

This large proportion (nearly 40 P©i' cent, of the Division) can be accounted for by the fact that Divisional Headquarters are situated in Mafeking, and also that it has been possible to find suitably qualified instructors to keep interest from

flagging.

INSTRUCTION OF PATHFINDER OFFICERS

Instructors-.__We have been fortunate in having the services of A.D.P.M. Rabone, and Messrs. Robertson, Bundy, and Deudney, of the local Rovers and Scouts, as Instructors

to the Pathfinder Office* in Mafeking, as well as A.D.P.M. Motshabi from Pretoria, who is taking an active interest in

the Roamers.

Weekly Lectures :— A series of weekly lectures in 2nd Class work is being held for the instruction of Pathfinder

Officers in Mafeking.

These meetings are well attended and considerable keem-

ness is displayed by those attending them.

Proposed Week-end Training Camps :— It is intended to

run a series of week-end training camps for the training of officers early next year. These will not only provide instruction in the usual Pathfinder work, but will also offer facili

ties for the taking of the VELDCRAFT badge.

Lack of Qualified Instructors in the Division :— It is to be regretted that the lack cf qualified instructors in other centres makes it impossible to provide similar facilities in

the rest of the Division.

Divisional Training Cam-ps necessary :— In order to en

able the Pathfinder Officers of the Division to have training in the 2nd and 1st class work, it is imperative that a series of training camps be tun by qualified instructors in various centres of the Division. Owing to lack of Divisional funds these camps are at present impracticable.

Chief Pathfinder’s Appeal for Instruction to Pathfinder

Officers :— These camps are essential for the welfare and progress of the Movement for, as the Chief Pathfinder, Mr. Rheinallt Jones, points out in his appeal re training of Pathfinder Officers, it is essential >.hat the officers be thoroughly instructed in the aims, ideals, and work of the Pathfinder Movement, that they may be able to impart to the boys in their charge really useful and progressive knowledge.

This appeal further states that:—

�