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A Historical Perspective of Formal Education for Black A HISTORICAL PERSPECTIVE OF FORMAL EDUCATION FOR BLACK PEOPLE IN THE RURAL AREAS OF SOUTH AFRICA WITH SPECIAL REFERENCE TO SCHOOLS IN THE NORTHERN PROVINCE by JOHANNES SEROTO submitted in the fulfilment of the requirements for the degree of MASTER OF EDUCATION in the subject HISTORY OF EDUCATION at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: DR A LEWIS DECEMBER 1999 DECLARATION I declare that "A HISTORICAL PERSPECTIVE OF FORMAL EDUCATION FOR BLACK PEOPLE IN THE RURAL AREAS OF SOUTH AFRICA WITH SPECIAL REFERENCE TO SCHOOLS IN THE NORTHERN PROVINCE" is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references . .~ .. ~.. .. ...?. .' .. ...-at·... ..... ..03.·.......... aooo.... .. JOHANNES SEROTO DATE (i) ACKNOWLEDGEMENTS + I wish to extend my sincere gratitude, first and foremost to God, through Jesus Christ, whose guidance, mercies and compassion made the completion of this research possible. + I also gratefully acknowledge my indebtedness and wholehearted appreciation to my supervisor, Dr A Lewis, for his keen commitment, encouragement, suggestions and patience throughout the course of this research. • I hereby also thank Professor Richard Lemmer for the editing of the manuscript. His critical reading of the content also enhanced the quality of my dissertation. + My gratitude is extended to Unisa Librarian, Danisile Motsatsi for the professional service she has rendered to facilitate this research. + Special thanks to my super wife Hellen, my children Berlina and Puseletso, for their support and patience and for putting up with, an often preoccupied, husband and father. + The financiai assistance of the Centre for Science Development (HSRC, South Africa) towards this research is hereby acknowledged. Opinions expressed and conclusions arrived at, are those of the author and are not necessarily to be attributed to the Centre for Science Development. (ii) DEDICATION I dedicate this dissertation to my late mother, Berlina Mmanoko Seroto, who not only brought me into this life, but who laid the foundation of my interest in education. Her continuous encouragement drove me on. (iii) TABLE OF CONTENTS CHAPTER ONE:GENERAL ORIENTATION TO STUDY 1.1 INTRODUCTION 1 1.2 STATEMENT OF THE RESEARCH PROBLEM 2 1.3 AIM AND OBJECTIVES 5 1.4 THE IMPERATIVE NATURE OF THIS PROJECT 6 1.5 EXPLANATION OF THE KEY CONCEPTS 8 1.5.1 Education 8 1.5.2 Formal Education 8 1.5.3 Rural (Education) 9 1.6 METHODOLOGY 10 1.6.1 Historical-educational research method 10 1.6.2 Research approach 11 1.6.2.1 Metabletic disposition 12 1.6.2.2 Hermeneutic disposition 12 1.6.3 Collection and evaluation of source material 13 1.6.3.1 Types of sources 13 1.6.3.2 Means of evaluation 13 1.7 DELIMITATION OF THIS RESEARCH 14 1.7.1 The geographical area 14 1.7.2 The period 15 1.7.3 The people 16 1.8 PROGRAMME OF STUDY 17 (v) CHAPTER TWO: A HISTORICAL OVERVIEW OF RURAL EDUCATION IN SOUTH AFRICA: 1652 to 1994 2.1 INTRODUCTION 18 2.2 EDUCATION FOR BLACK PEOPLE IN THE CAPE COLONY 19 2.2.1 Dutch rule: 1652 to 1795 19 2.2.2 British rule: 1806 to 1880 20 2.3 EDUCATION FOR BLACK PEOPLE IN THE FORMER TRANSVAAL 22 2.3.1 The period 1854 to 1881 22 2.4 THE UNION OF SOUTH AFRICA: 1910 to 1961 23 2.4.1 The Native Land Act No 27 of 1913 24 2.4.2 The Development Trust and Land Act of 1936 25 2.4.3 Provision of education to Black people: 191 O to 1948 25 2.4.3.1 Aim of education 25 2.4.3.2 Control and administration 26 2.4.3.3 Financing 27 2.4.3.4 Other educational elements. 28 2.4.4 The approach of National Party Government to Black education 29 2.4.4.1 The Bantu Authorities Act No 68of1951 and the Promotion of Bantu Self-Government Act No 46 of 1959 30 2.4.4.2 The Bantu Education Act No 47of1953 32 2.5 EDUCATION IN THE REPUBLIC OF SOUTH AFRICA:1961to1994 36 2.5.1 Per capita cost in 1987 38 2.5.2 Teacher-pupil ratios 38 2.5.3 Teacher qualifications 39 (vi) 2.5.4 Provision of facilities 39 2.6 IN SUMMARY 40 CHAPTER THREE: THE SWISS MISSION: LEMANA TRAINING INSTITUTION (1800 to 1953) 3.1 INTRODUCTION 41 3.2 HISTORICAL BACKGROUND OF THE SWISS MISSION SOCIETY 42 3.3 THE FOUNDING OF LEMANA 44 3.4 SCHOOL BUILDINGS AND EDUCATIONAL FACILITIES 46 3.5 AIM OF EDUCATION 48 3.6 CURRICULUM OF COURSES 51 3.6.1 Introduction 51 3.6.2 Courses presented at Lemana 52 3.6.2.1 Native Lower Primary Teachers' Certificate 52 3.6.2.2 Native Higher Primary Certificate 52 3.6.3 Religious Instruction 53 3.6.4 Vernacular 55 3.6.5 Arithmetic 56 3.6.6 History and geography 56 I 3.6.7 Practical subjects 58 3.6.7.1 Industrial instruction and manual labour 58 3.6.7.2 Agriculture and woodwork 61 3.6.8 Extramural activities 62 3.6.8.1 Physical training and sports 62 3.6.8.2 Students' Christian Association 64 (vii) 3.7 CONTROL AND ADMINISTRATION 65 3.7.1 External control 65 3.7.2 Local control 65 3.7.3 Superintendents 65 3.8 TEACHING STAFF 67 3.8.1 Period 1906 to 1921 68 3.8.2 Period 1922 to 1953 69 3.9 STUDENTS 70 3.9.1 Admission requirements of students at Lemana 70 3.9.2 Enrolment and examinations 73 3.10 FINANCING 75 3.11 THE TRANSFER OF LEMANA TO BANTU EDUCATION DEPARTMENT 77 3.12 IN SUMMARY 78 CHAPTER FOUR: THE BERLIN SOCIETY: BOTSHABELO TRAINING INSTITUTION (1865 to 1953) 4.1 INTRODUCTION 81 4.2 THE ORIGIN OF THE BERLIN MISSION SOCIETY 81 4.3 THE ORIGIN OF BOTSHABELO TRAINING INSTITUTION 83 4.4 THE SCHOOL BUILDINGS AND PHYSICAL FACILITIES 85 4.5 THE EDUCATIONAL AIM 86 4.6 THE CURRICULUM 89 4.6.1 Religious Instruction 89 4.6.2 Vernacular 90 (viii) 4.6.3 Arithmetic 91 4.6.4 Geography and history 92 4.6.5 Practical subjects 92 4.6.6 Extra-mural activities 94 4.6.6.1 Sports 94 4.6.6.2 Students' Christian Association 95 4.7 CONTROL AND ADMINISTRATION 95 4.7.1 External control 95 4.7.2 Local control 96 4.7.2.1 The Synod of the Southern Transvaal 96 4.7.3 The superintendents 97 4.8 STUDENTS 98 4.9 STAFF 100 4.10 FINANCING 101 4.10.1 The Berlin Lutheran Mission Society 102 4.10.2 The State 102 4.10.3 School fees 104 4.11 THE TRANSFER OF BOTSHABELO TO THE DEPARTMENT OF BANTU EDUCATION 105 4.12 IN SUMMARY 105 CHAPTER FIVE: EDUCATION IN THE RURAL HOMELANDS: LEBOWA (1954 to 1994) 5.1 INTRODUCTION 109 (ix) 5.2 HISTORICAL BACKGROUND OF THE FORMER LEBOWA HOMELAND 110 5.3 EDUCATION OF BLACK PEOPLE AFTER THE ENACTMENT OF THE BANTU EDUCATION ACT OF 1953 112 5.4 THE PROVISION OF EDUCATION FOR BLACK PEOPLE IN THE FORMER LEBOWA HOMELAND 113 5.4.1 Facility provision 113 5.4.2 The aim of education 115 5.4.3 Types of education 117 5.4.3.1 Primary school education 117 5.4.3.2 Secondary school education 119 5.4.3.3 Teacher education 121 5.4.3.4 Technical education 124 5.4.4 Teacher-pupil ratios 126 5.4.5 Repetition rates and drop-out rates 127 5.5 CONTROL AND MANAGEMENT 128 5.5.1 Control by the Department of Native Affairs and the Department of Bantu Education 128 5.5.2 Control by the Lebowa Education Department 129 5.5.2.1 Central control 129 5.5.3 Decentralised regional control 130 5.5.4 Management of education at local level 131 5.5.4.1 School Committees 131 5.6 FINANCING OF EDUCATION IN LEBOWA 132 5.7 IN SUMMARY 136 (x) CHAPTER SIX: EVALUATION: FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 6.1 INTRODUCTION 139 6.2 METABLETJCAL AND HERMENEUTICAL ORIENTATION TOWARDS EVALUATION 139 6.3 FINDINGS 140 6.3.1 Black education in South Africa between 1652 and 1994 140 6.3.2 Education of Black people during the missionary era at Lemana and Botshabelo 142 6.3.3 Education of Black people in the (rural) homelands (1953 to 1994) 144 6.4 CONCLUSIONS 146 6.5 RECOMMENDATIONS 147 6.6 CONCLUDING REMARKS 149 BIBLIOGRAPHY 150 (xi) List of Maps Map Page 1.1 Former homelands and independent states before 1994 15 1.2 The new Provinces and capitals of South Africa after 1994 16 3.1 The Swiss Mission in South Africa and Mozambique 43 4.1 The Berlin Mission Stations in South Africa 84 List of Tables Tables 2.1 Annual costs of education per pupil 28 3.1 Superintendents at Lemana from 1906 to 1952 67 3.2 Enrolment at Lemana (1906 to 1947) 74 3.3 Examination results in 1922 75 3.4 Lemana financial statements for the year ending 31 December 1908 76 4.1 Superintendents at Botshabelo 98 4.2 Student enrolment at Botshabelo (1926 to 1933) 100 4.3 Qualifications of staff members at Botshabelo 101 • 4.4 Total subsidy for teachers per quarter at Botshabelo (1948 to 1953) 103 4.5 School fees compared to State subsidy: 1948 to 1953 104 5.1 Classroom-pupil ratios: 1982 to 1986 114 5.2 Matriculation examination results in percentage passes 1977 to 1982 120 5.3 Teacher-pupil ratios (1977 to 1982) 127 5.4 Teacher remuneration in the former Lebowa homeland: 1972 to 1983 134 5.5 Lebowa Education Department budget for financial year 1991/92 135 (xiij CHAPTER ONE GENERAL ORIENTATION TO STUDY 1.1 INTRODUCTION South Africa has undergone, and is currently still undergoing a profound political transformation at all levels of government and other societal structures (eg economy).
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