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Vol.XX No. 11 1 Annual Subscription 5/- Published Monthly. C a p e T o w n . S e p t ., 1948. J ♦ P ost Free- THE EDUCATIONAL JOURNAL. September, 1948.

The Teachers’ League of South Africa.

CERES: Secretary : Mr. V. O. Hercules, . “Haroldene”. Trichard Street Ceres. CLAREM ONT : Mr. R. Dudley, Rev. D. M. Wessels, Mr. F. G Gram m er. Secretary : Mr. R. G. Taylor, Hereford Street, Clare- INDEX. mont. CRADOCK: Miss R. Butler. 75 Frere Street, Cradock. DE AAR : The Universities of the Master Race 1 Secretary : Mr. S. A. Wertheim, P.O. Box 3. De Aar. EASTERN CAPE : The Things They Say 2 Secretary : Mr. V. Pather, 14 Scanlan Street. Queenstown. EASTERN MIDLANDS : University of South Africa—Letter 3 Secretary : Miss M. Bantam, Alice Coloured Primary School. P.O. Lovedale. About Ourselves—Then and Now 5 EAST LONDON : Secretary : Miss R. E. Theron. 5 Cross Street, East London. GEORGE AtiD DISTRICT: IV—Impressions of N orw egian Secretary : Mr. S. Benjamin. 35 Albert Street. George. Schools 6 GOODWOOD-VASCO : Mr. I. Bavasah. Secretary : Miss S. Burns, 117 Cook Street, Vasco. Train Apartheid 8 GRAAFF-REINET : Secretary : Miss C. C. Swartz. 11 Caroline Street. Graaff-Reinet. 8 GRASSY PARK: Mr. P. J. van der Horn. Mrs. M. G. Volkwyn. Twelve Million Black Voices Mr. J. van Reenen, 175 Buitengracht Street, Cape Town. GRIQUALAND WEST : Mr. W. G. Rhoda. A Member Recommends—Letter ... 9 Secretary : Miss A. M. Lewis. 42 Selby Street, Kimberley. GROOT KARROO: Notes in School 10 Secretary : Mr. J. Buffel, Methodist Coloured School, Phillipstown. HOTTENTOTS-HOLLAND : Mr. P. G. Rhoda. Secretary : Mr. H. W. Wessels, "Sonop”, Main Road, van der Stel. Somerset West. PRESIDENT : Mr. Joh. Abrahamse. Pauw Gedenk School. Wellington. HUMANSDORP AND DISTRICT : VICE-PRESIDENT : Mr. C. C. Abrahams, D.R.C. School. Loxton- Secretary : Mr. A. Z. Baartzes. P.O. Box 76, Humansdorp. KAMIESBERG : Please forward. vale. Keimoes. GENERAL SECRETARY : Mr. A. Fataar, Livingstone High School, KNYSNA: Mr. P. J. Damons. Claremont; Home—“Eothen”, Surrey Street. Claremont, Cape. Secretary : Mr. H. A. Bruce. P.O. Box 71, Knysna. Telegraphic Address: Teachleag. Claremont, Cape. 'Phone: 7-3772. LANGEBERG : Mr. A. J. Anthony. ASSIST ANT-SECRET ARY : Mr. L. G. Jacobs, Methodist School, Salt Secretary: Mr. H. B. J. Smith. Albert Street, Robertson. M AITLA ND : River. TREASURER : Mr. S. J. Trutcr, St. Luke’s E.C. School, Salt River. Secretary : Mr. P. Gorvalla, “Bethlea", 12 Third Street, Maitland. EDITOR : Mr. B. M. Kies. Trafalgar High School, Cape Town. MIDLANDS : Please forward. TRUSTEES : Messrs. A. E. Abdurahman and E. M. Gordon. MOSSEL BAY : Please forward. EX-PRESIDENT : Mr. E. C. Roberts. NAMAQUALAND : Please forward. ORANGE RIVER : Please forward. STANDING COMMITEES. OUDTSHOORN : Mr. W. C. Janari. (President and General Secretary serve ex-officio on Secretary : Mr. L. Edwards. 155 Buitenkant Street, Oudtshoorn. all Standing Committees.) PAARL : Mr. W. Hartel. ACTION COMMITTEE: The President (Convener), all officials, the Secretary: Mr. J. Hahn, School Street, Paarl. ex-President. Messrs. V. Fowler, R. Dudley, S. T. Hanmer, I. PIOUETBERG-OLIFANTS RIVER Bavasah, L. Sausman. D. van Noie, P. G. Rhoda. J. Donald, PORT ELIZABETH : Mr. K. E. Cairncross. Mr. H. Jephtha. W. van Schoor, E. L. Maurice, J. Wildschutt. L. Roberts, P. van Mr. D. G. Jacobs, 15 Moffat Street, Port Eliabeth. der Horn, A. W. Coetze, A. C. Carels, W. Hartel, Tiger Valley RIVERSDALE-SWELLENDAM AND DISTRICT: Mr. J. Titus. (Rep.). Mr. S. S. Kuhn. Secretary : Mrs. E. van der Westhuizen. Fourie Street, Heidelberg, EDITORIAL BOARD : Editor, Mr. B. M. Kies; Messrs. E. Maurice, Cape. R. Dudley. G. Abrahams, S. T. Hanmer, V. Fowler, F. Grammer, SALT RIVER : Mr. S. T. Hanmer, Mr. I. Daniels. D. van Noie. I. Bavasah, J. Donald. Secretary : Mr. J. C. Duckitt, Albemarle Road, Hazendal Estate, EDUCATION FUND COMMITTEE : Mr. P. G. Rhoda (Convener), P.O. Athlone. Lower Victoria Road, Somerset West; Messrs. J. Wildschutt, G. SARON : Mr. A. H. Adams. Veldsman. Rev. D. S. Kroneberg. Rev. D. M. Wessels. Secretary : Mr. A. B. Beets, Waverley, Wolseley. FINANCE COMMITTEE: Mr. S. J. Truter (Convener); The Misses SIMONSTOWN : Mr. L. J. Roberts. B. Myburgh. R. Carlier, E. Terry, H. Ruiters; Mrs. R. Abdurah Secretary: Mr. J. J. Williams. Arsenal Road School, Simonstown. man. Mrs. M. Volkwyn; Messrs. N. Hangone, P. van der Horn, SOUTH PENINSULA : Mr. J. Wildschutt, Mr. G. L. Abrahams. W. Janari. with powers to co-opt. Secretary : Miss G. V. Hardenberg, Methodist School. 2nd Avenue, SINGING COMPETITION COMMITTEE : Mr. G. L. Abrahams R etreat. (Convener), ‘•Abbeville”, 5th Avenue. Retreat; Messrs. L. Sausman, STELLENBOSCH : Mr. D. van Noie. H. Strydom. E. C. Roberts, P. D. Paulse, A. Abdurahman, P. Secretary : Mr. H. E. Bosch, Borcherd Street. Stelenbosch. Steenveld. B. de Vries. P. Lewin. SOMERSET EAST : PHYSICAL CULTURE COMMITTEE: Mr. P. J. van der Horn Secretary : Mrs. I. G. Hermanus, 20 Paulet Street, Somerset East. (Convener). The Misses M. B. Rogers. B. de Kock. B. du Plooy: TIGER VALLEY : Mr. S. S. Kuhn. Messrs. J. White, I. Daniels, L. Roberts. C. Brander, A. Brown, Secretary : Mr. C. H. Donson, 26 Nile Street, Cape Town. R. Andrews. UITENHAGE : Miss L. Hendrickse. DEFENCE COMMITTEE : Mr. A. E. Abdurahman (Convener), Messrs. Secretary : Mr. H. A. S. Valentine. 4 Cradock Street. Uitenhage. S. T. Hanmer, A Davids. C. G. Werner, I. Volkwyn, E. Maurice. VAAL RIVER : Mr. D. J. Brink. EDUCATION RECONSTRUCTION SURVEY COMMITTEE : Mr. Secretary : Mr. D. J. Brink. P.O. Waldecks’ Plant, via Kimberley. W. P. van Schoor (Convener), Messrs. R. Dudley, E. Ernstzen, VAN RHYNSDORP AND DISTRICT: Please forward. E. M. Gordon, E. Maurice, A. Davids, R. Pieterse, B. M. Kies. VREDENBURG AND DISTRICT : EXECUTIVE REPRESENTATIVES AND SECRETARIES. Secretary : Mr. A. L. Fredericks. Steenbergs' Cove, via Vreden- burg. ALBANY : WELLINGTON: Mr. J. Donald. Secretary: Mr. G. J. Plaatjes, 61 Albany Road, Grahamstown. Secretary : Mr. F. M. Snell, 5 West Street, Wellington. ALIWAL NORTH: WILLISTON : ATHLONE: Secretary : Mr. J. Klein. P.O. Box 22. Williston. Secretary : Mr. A. E. Counsell. 3 Windsor Street. Cape Town. WILLOWMORE : Mr. F. J. Dordley. BEAUFORT WEST : Mr. W. Phillipus. Secretary : Mr. G. F. Saaiman. D.R.C. School. P.O. Vogelstruis- Secretary : Mr. C. W. van Zitters. 166 New Street, Beaufort West. leegte. Wilowmore. BELLVILLE : Mr. L. Sausman. WORCESTER : Mr. W. P. van Schoor. Secretary : Mr. C. Thomas. P.O. Box 82. Bredasdorp. Secretary: Mrs. H. F. Smith. 40 Durban Street. Worcester. CALEDON AND DISTRICT : Mr. A. C. Carels. WYNBERG : Mr. E. Maurice. Secretary : Mr. A. J. Fortuin, P.O. Houwhoek. Secretary: Mr. R. F. Thebus, Upper Kent Road, Wynberg. CAPE TOWN : Mr. V. Fowler. Mr. G. G. Meissenheimer, Mr. G. Will all Branches that have not yet done so please submit immedi Veldsman. Secretary : Mr. G. Veldsman, 123 Chapel Street. Cape ately the names of their representatives on the Executive Committee Town. and their Secretaries for the year 1948-49. THE EDUCATIONAL JOURNAL. 7 ------—- -- =====-- - -- =— \ Volume XX. No. 11. Official Organ of the Teachers’League of South Africa. September, 1948.\ THE UNIVERSITIES OF THE MASTER RACE.

We have had occasion before now to sound Pilate. They have already, for all functional the alarm in connection with the rapid en purposes, become important bastions of State trenchment and extension of reactionary, policy and may be relied upon to defend racialistic features in the Universities and Uni “apartheid” with the same urbanity, sophistry versity Colleges of South Africa. Recent de and genius for rationalisation which they have velopments, namely, the establishment of a displayed in the defence of segregation. We, Non-white branch of the Natal University, the the Non-Europeans, cannot look to the Uni statement of policy contained in the University versities, then, to be stirred into supporting of South Africa’s letter to the T.L.S.A., pub our struggle for admission or the right to re lished elsewhere in this issue, the University main even on the present basis, by appeals students’ marked shift to the extreme right, to their universality, love of learning, academic the Prime Minister’s declaration in the House freedom or intellectual integrity. For all of of Assembly on August 16th on the Govern these qualities have long been South African- ment’s determination to complete “apartheid” ised. The separate graduation ceremony, and (segregation) in the Universities—all point to the shameless defence of so disgraceful a the menacing rate at which higher education trampling underfoot of all that is noblest in in this country is conforming to the general the ideals of a University, mark no sudden pattern of racial exclusiveness and caste. lapse on the part of the University of South Far be it from us to suggest that the Uni Africa. This institution, a federal foundation versities of South Africa have at any time ful which embraces the four constituent colleges filled the functions traditionally associated with of Rhodes, Potchefstroom, Orange Free State, Universities throughout the world. At best Huguenot, as well as Fort Hare, has already they have been little but highly vocational in acquired a certain notoriety from the fact that stitutions providing post-matriculation alterna all of its constituent colleges are closed to Non- tives to the Technical Colleges. Without any Whites, that it has never permitted a Non- but parochial standards of scholarship, stulti White from Fort Hare to sit upon its Council, fied by a process of indoctrination through the that its entry forms for external students de medium of annually recurrent lectures, the mand to know the applicant’s race and that, spirit of free and honest intellectual inquiry of recent years, Non-White external students and discussion has been alien to all of them, have been forced to write their examinations including those termed “liberal”. Unknown separately. These constitute an integral part outside of this country, they have of recent of what the University of South Africa may years become notoriously averse to appoint claim as its tradition; these are some of the ing oversea men to Chairs, as such persons do reasons why the letter from the Registrar so not always appreciate the “peculiar” and “diffi tartly proclaims that, “The University does cult” situation in this multi-racial country, and not agree that its policy is undemocratic, un sometimes attempt to introduce foreign con professional, unethical or professionally un ceptions of the functions of a University in a sound”. It speaks in the name of all its democracy. In a word, even in those matters Colleges. And it speaks, albeit unofficially, of intellect which tradition has made the on behalf of every other University in this jealously guarded preserve of the Universities, country. they have voluntarily enrolled themselves as But yet we are quite undaunted in our deter the handmaidens and defenders of that racial mination to defend the present rights we have ism and prejudice which is the norm of at the Universities of Cape Town and the Wit- thought and conduct in this country. watersrand, namely,- the right of admission to, To expect them, therefore, to proffer any and graduation from, certain faculties. And resistance to the State plan for the full appli we are intransigent in our resolve to struggle cation of apartheid to the Universities, is to for the right of entry on a basis of full equality count upon discord between Pontius and into every faculty of these and all other Uni versities at present preserved for "Europeans is not a statement of fact at all, but merely a Only”. Neither decree, nor expediency, nor hope that collaborators will be found among bribe can deflect us from this path. We are the Non-Whites to accept and work the plans convinced that such a course is the only one of the Master Race to achieve complete “apart which can raise the present professional poly heid” at the Universities. In plain words, it technics into Universities in the real sense of means that the rulers hope that, by means of that word. promises of lectureships and professorships, they will be able to bribe Non-European Moreover, we are convinced that the plan teachers into accepting kitchen universities. for apartheid in the various Universities is merely a part of the master-plan for the com And it therefore becomes one of our most plete physical and mental enslavement of the important tasks, in addition to arousing the whole Non-White population. Whether it be oppressed people to the danger which has be Malherbe’s scheme in Natal or the University come more threatening at the Universities, of South Africa’s “considered policy” to have and in addition to organising with them in segregated graduation ceremonies, the end- order to frustrate and nullify the plans of the purpose is the same: to deny to Non-Whites Master Race, to see to it that no collaborator the academic training (however limited in comes from our ranks, from the teachers. In scope and sickly in spirit) open to the Whites ; this instance, the teachers are looked upon by to entrench the exclusion of Non-Whites from the rulers as the potential traitors. Let us the professions, or to concede them inferior give them our reply now, and let us bend all academic and professional qualifications which our energies to give substance and force to will have validity only in the locations of their that reply. We do not and shall not accept, ethnic group ; to poison the intelligentsia of all now or in the future, any form of “apartheid” sections of the Non-White population by a or segregation. We do not and shall not accept process of indoctrination in “their own” uni separate “graduation ceremonies”, and we versities, so that they will accept as natural solemnly urge every self-respecting Non-White and proper the permanent helotry to which person to eschew the insult branded upon him “apartheid” or segregation has reduced them. by attendance at such ceremonies, whether as Before it is thought necessary to burn books “graduand” or spectator. To all we say: We considered harmful to the soul of the white shall fight until we have defeated the segrega population, the accumulated learning of the tionist plans of the Master Race in the Uni ages will in effect have been reduced to ashes versities and in every institution in this country. for the Non-Whites. For the slave is required to know only of slavery. THE THINGS THEY SAY! It is the grossest insult, then, to all those who are fighting for citizenship and for their It is very difficult for a woman to be a perfect integrity as men and women, to be informed mother, or a perfect teacher of young children, by the University of South Africa that the unless she is sexually satisfied. Whatever psycho reprehensible views in support of academic analysts may say, the parental instinct is essentially segregation expressed by the Vice-Chancellor different from the sex instinct, and is damaged by at the “graduation ceremony” held at the the intrusion of emotions appropriate to sex. The Athlone Institute, Paarl, in April last, are held habit of employing celibate female teachers is quite by “responsible Coloured, Bantu and Indian wrong psychologically. The right woman to deal circles”. Because it is a palpable falsehood. with children is a woman whose instinct is not There is not a single responsible organisation seeking from them satisfactions for herself which or “circle” or even individual in the ranks of they ought not to be expected to provide. A woman the Non-Whites, subscribing to those views. who is happily married will belong to this type Apart, too, from the responsible organisations without effort; but any other woman will need an and leaders of the Non-White population, it is almost impossible subtlety of self-control. Of course, the same thing applies to men in the same a noteworthy fact that even those sections of circumstances, but the circumstances are far less the African, Coloured and Indian population frequent with men, both ..because their parental who are notorious for their sycophantic accept instincts are usually not very strong-, and because ance of inferior status, have not accepted or they are seldom sexually starved. championed academic “apartheid”. In reality, (Bertrand Russell: “On Education”, pp. 156, 157, then, the University of South Africa’s assertion 1926.) UNIVERSITEIT VAN SUID-AFRIKA UNIVERSITY OF SOUTH AFRICA.

A lie briewe moet gerig word aan Die Registrateur, Universiteit van Suid-Afrika UNIVERSITEITSKANTORE, Bus 392, Pretoria. UNIVERSITY OFFICES, “ SOMERSET HOUSE," All communications to be addressed to Th4 Registrar, University of South Africa. VERMEULENSTRAAT 178, P.O. Box 392, Pretoria. u /A s x 178 VERMEULEN STREET, PRETORIA. Tel. Adres: Telefoon: Tel. Address: Telephone: 13th July 1948 “ UNIVERSITY.' No. 2-3248.

Sir,

With reference to */your,------—letter - - Mof i the U i t v V3rd A VI ultimo L4-I, ^ X i i l U m connection with certain complaints regarding "the graduation ceremony held at the Athlone Institute, faarl in April last, r have to advise .you that the Council of * the University of South Africa duly considered your protest and'instructed me to'reply as follows

(1) It is the considered policy of the University to have separate graduation ceremonies for Euro pean graduands and for non-European graduands; and this policy is in accordance with general educational policy in the Union. The University does not agree that its policy is undemocratic unprofessional, unethical or professionally * unsound.

(2) Any vievs3 expressed by a person, whether an officer of the University or not, who is invited toy the University to addresB a Congregation at a graduation ceremony, are his or her own nersnnai

—“ * “« AUUAOIl U l X U m g ,

Yours- faithfully,

Re g i s t r a r .

The General Secretary, Teachers' league of South Africa. "Eothen1*, * Surrey Street, CLAREMONT, O.S. NEW BOOKS FOR PRIMARY SCHOOLS

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Nam e...... (State if Principal or Teacher) Standard...... Number of Pupils in Class or School...... Please send me a FREE SPECIMEN COPY of the following Standard(s): Standard I ...... Standard II ...... Standard III ...... Standard IV ...... Standard V ...... Standard VI ...... Maskew-Miller Limited, 29, ADDERLEY STREET, P.O. BOX 396, CAPE TOWN ABOUT OURSELVES—THEN AND NOW absence of access to decent libraries and other sources of progressive ideas, the clinical bias in their B y R. O . D u d l e y . training, made this mental slavery all but complete. Despite this, the teachers regarded themselves as being a cut above the rest of the community. They [This is the first of a series of articles, by various had a constant income, however small, their educa contributors, on the history and role of teachers' tion was a little better than that of the rest, and organisations in this country. It deals with the their work had a vague, seductive, humanitarian origin, nature and development of the T.L.S.A. up nature about it that delighted the senses and greatly to the 1930 s and, in the October issue, will be pleased the humble pedagogue. And the people, the brought up to the present day. Subsequent articles hoi polloi, always spoke of him as “meester”. That will deal with the teacher-organisations of other was not the least of the small satisfactions the sections of tne population. bemused teached wrung from life. The purpose of the series is to recapitulate, analyse Shut-IN Minds and evaluate our own history, and to pose our own There was, too, a complete lack of conscious position and outlook, in contra-distinction to that of other teacher-organisations.—Ed.] understanding of the real nature of the difficulties that faced the Non-Europeans in education as else The air around us today is alive, buzzing, electric where. The savage weight of colour discrimination, with events. Some great Leviathan is stirring deep of frightful poverty, of a barren, boring existence down in the roots of society, and to us teachers, could easily crush the intellect which knew of no whose business is to interpret society for each new other standards or views, except those attitudes which generation, the rumblings have come in very measur had been so carefully cultivated by those institutions able force. We have been caught up in the midst (whether State or Church) which controlled the edu of the disturbance. True to our nature, we have cation of Non-Europeans. Having no ideas of their been the most sensitive barometers of the social own, no independent standards of comparison, they change going on and the first definite break, up took what was, to be the natural and' proper order heaval, is already five years old. We broke with of things. something, something alien to those who today are struggling for democracy in education. In this Toeing The Line article, I am going to try to recapitulate the historical If the fear of holding views contrary to the process through which the League went from just accepted ones was not always strong enough to before the first World War to the present day, and prevent the expression of them, there was one factor I hope to depict the past from which we broke and which unconsciously forced the teachers to toe the the present in which we work and live, in as sharp line. For not only were the employers, Church and a contrast as possible. For the sake of clarity on State, keepers of their ideas and ipso facto owners issues we contest today, it is essential to know for of their minds, but they were the people to whom what we stand and against what we struggle. the teachers were beholden for their jobs. They were tied to their purse strings. The iron grip which The League was formed 35 years ago during a Church and State had on teachers, coupled with the period vastly different from our own. Without any general fear of economic insecurity, exacted a hum heritage of independent outlook, educational Jradi- tion or political struggle, we had instead a band of ble deference to the employers. Teachers preferred teachers trained largely in mission training schools. the good graces of employers to the free and open expression of grievances, which might have invited The Church was virtually the only source of ideas dismissal, and it led to a peculiar cult whose central for the budding teacher. The teacher knew no other rite was the deputation—the idea of gaining improve inspiration, his mind was not his own. The same ments in education by prevailing upon the sym position existed in the political field. Here the ideas pathies of the authorities for their humble servants. were those of whatever political party or persons The entire system was kept working efficiently by the political-brokers of the Non-Europeans were an adequate squad of inspectors, managers and bargaining with, reflected in miniature. Little Sir ambitious members of the fraternity who were only Echoes of their political bosses. They used the too willing to please. same cliches, affected the same airs and mannerisms. Leadership Our Lowly Origin The general background of the teachers’ existence The fact that the League was formed under the must be appreciated if one wants to estimate the guidance of the then A.P.O., the main Coloured effects of the nature of the times on the leadership political body of the day, must remind us that the in the League. political tutelage of the leaders of that body was simulated in the intellectual tutelage of the League Leadership fell to some few who had had a slightly at its inception. The low level of scholarship, the better education than the bulk of relatively poorly annual deputations when a few members, dressed in informed teachers, or more experience, or both. their Sunday best, wore the most reverend masks and The fact that many of the officials were persons who filed with bowed heads and grave, measured strides held posts in high, secondary and training schools to audience with the high-ups—there to be com and large primary schools had several important mended for “the reasonable manner in which the consequences. teachers had put forward their case”, for flattery was The majority of the rank and file among the the food of fools. teachers had at some time or other passed through On the other hand, the organisation brought to the hands of these persons. This inevitably led to gether teachers from barren cultural deserts scattered two extremely dangerous attitudes on the part ot over the grim face of the Province. This was a most the ordinary teacher. First, the unhealthy obse important step. That to so many, Conference was quiousness of student to principal persisted when looked upon as a social event is not a fault rough y once the student became a teacher and met h to be cast at the teachers’ door. For hundreds it principal on a new footing—as an official in his was the first break from the cruel monotony ot a organisation. Secondly, the rank and filers mutely depressing existence in far-flung corners cut off from accepted these individuals as leaders Cowed an the refreshing, rejuvenating relaxation that could be often bullied into submission at school,^ they dimin got in a large town. And it was due partly to the ished their own stature besides these giants and mental bondage in which our teachers were caught elevated the latter to the position of venerable demi that so much emphasis was placed on the social side gods. And the “giants” played their parts. Part of Conference. Were there not symptoms of the of a community frustrated on all sides, theY malady itself in Conference? What of those two ploited and encouraged a situation which permitted prime aspects of the occupational therapy Confer- them to wallow in an aura of respect and awe whic ence-goers were notoriously keen on-knittmg and enveloped an official position. The presidency o chain-smoking? the T L.S.A. then was accepted as the natura an sufficient compensation in circumstances which did The teachers shared the same illusions as the n o t permit of ambitious Coloured men becoming principals who had taught them. Their blind wor members of parliament, knights or earls. ^ P er ship of the latter they took as a duty. They neve mitted them to mingle with the great-with the argued with them, still less did they disagree, for it Authorities-and their yearning for power■wasi satis is fatal for people who hold the same illusions o fied by the influence they wielded over the Coloured argue and disagree. So over all there hung a pall, feachers, for good ends or bad. Boyhood dreams a mask, a shroud of dignity, piety and hollow gravity. of becoming engine-drivers were supplanted by (To be continued.) maturer visions of b e c o m i n g presided of the Teachers’ League. Delusions of grandeur. They were happy about them, and their confident manner and better talents were misinterpreted by the rank IV.— IMPRESSIONS OF NORWEGIAN and file as a measure of the devotedness of the SCHOOLS bureaucratic conclave. Lest I be misunderstood, let me make it clear By B. M. K i e s . that the type of teacher-leader I am trying to e- scribe was not aware of these things. But 1 i not prevent him f r o m -working very hard, very [This is the fourth of a series of articles on sincerely, for what, he considered to be the good o Education in Europe Today. The first three dealt Education. with Yugo-Slavia; others will deal with certain features and problems of English, Scottish, French Nature of Conferences and Belgian education, which were studied by the writer during the eighteen months he recently spent The outlook of the teachers and the general in Europe. The primary purpose of the series is t conditions in the Provincestampcdnearyevery provoke'thought upon various aspects of schooUng Conference with a peculiar form The C; r^nC in this country, by examining the ways in which at first, and until very recently, took the form o other people have solved, or are attempting to solve, delineating the needs of Coloured education and similar or allied problems—Ed.] S S 'these needs. ■ * * * - , » Department. At the same time some stud>was The title of this article has been very carefully made of educational problems generally, but supe chosen, because I do not wish to be classified with ficially. This meagre, dumb and s o l e m n ritual was the H V. Mortons, Yankee Pressmen and others o the outcome of a cramped outlook, poverty of ideas the Genus hack, species happy, who view a country and a lack of adequate standards of educational through the windows of trains and planes, and the values The entire spirit that pervaded the League, write a book to tell you the “Inside Story . in fact, society in general, was caught up in those My qualifications for writing on Norway are very (i.e. parliamentary) means. In point of fact, it is a modest. I spent a few weeks in that country, visited form of political blackmail between two groups many schools, met leading members of the teaching which have vested interests in the status quo, namely, fraternity, taught a few English and Afrikaans the capitalists and the bureaucracy of the trade- lessons, chatted to school children, lectured to all unions and co-operatives. Based on the lamentably manner of people, from Rotarians to pupil-pilots, well-known principle of “You scratch my back and and spent many hours in discussions with teachers. 111 scratch yours , it is now coming to an end under In addition, 1 have read a few books on Norway, the sharpening economic struggle in Europe. But studied several official publications, some of them in it had a very good innings in Norway (for geo the original. All this, by the way, is meant as a graphical and commercial reasons) and it cannot be warning and not a testimonial. The warning is disputed that a great deal of democratisation, formal necessary because I once did a script on this subject and real, did take place during the honeymoon for the Continental Service of the B.B.C. and my period. The reflection of this in the schools is what Norwegian friends were unanimously of the opinion concerns us here. that I had been too kind to their educational system. In my own defence, however, I must add that the The tradition of the Folkeskolen or People’s School majority of them are teachers. . . grew up in the late nineteenth century. This is the One’s first impression of Norwegian schools is common primary school which everyone attends, that they are light, airy, happy places. The build rich and poor alike. It is 'the proud boast of many ings, even the older ones, do not look like the a Norwegian that the children of the Royal Family penitentiaries, orphanages and museums which have go to the ordinary schools with everyone else, so sprung from the brains of school-architects in South that you could borrow some of the Royal lunch or Africa and Britain. You can enter a school without punch a Royal nose, as the spirit moved you. [Unlike feeling entombed, as if the invisible motto over the the British Royal Family, which is regarded as a door decreed: “Abandon happinesss, all ye who semi-divine institution, the Norwegian Royal Family enter here.” And this was in mid-winter, too, with seem to be looked upon as domestic pets.] There the snow yards deep outside. As I peered through are very few private schools, and no public schools the gloom at my students this winter, telling them in the British sense, that is, schools from which the that we should have to do oral because we couldn’t public is excluded because of blood plasma. Less see to read or write, I have often thought of those than 0.5 per cent, of Norwegian children receive warm, cheerful classrooms in Norway—and, natur private tuition, and even this is under public super ally, of those poor souls freezing in the mausoleum vision. The local School Board can summon any at the corner of Wale and Queen Victoria Streets. child from a private school and make him or her sit for special examinations. If the result is un The first impression is fortified when you meet the satisfactory, the child can be ordered to attend the teachers and _ students. The boys and girls are People’s School. dressed in a most delightful array of the very brightest coloured'clothes, which would have cast The idea behind the People’s School is that a many a blue-serge mind into permanent disorder. democratic country should have a school which Their informal, un-self-conscious mingling at what caters for children belonging to the different social would correspond to our higher primary, secondary strata. It thus becomes everybody’s interest to see and high school levels, was a delight to watch. From that this school is the best possible one. And a not observation and from discussions with teachers, I unimportant consequence, too, is the building up of feel I am safe in saying that there is but little of a sense of co-operation between economic classes that vulgarity and obscenity and psychological upset whose basic interests are, in reality, antagonistic. which is so characteristic of our, more rigid, insti It helps to create what is known in some circles as tutions, where adolescent boys and girls are penned “national unity”, a commodity which, when stripped off by barbed-wire, and it is impossible for a boy of its mystique, reveals itself in a Western Democ to smile at a girl without being accused of violating racy as the belief that the interests of capital and a school rule, if not a higher Jaw. labour are reconcilable, if not identical. There is no gainsaying the fact that the Norwegian common From another angle, too, this free intermingling school has made a heavy contribution to the building of all the children is of social importance, because of this sense of corporateness and national unity. it reveals the application of democratic principles in the school system of a Social Democracy. For And so, while one cannot but be elated by the Norway is the classic example of Social Democracy impression of happiness and joie de vivre in the in practice, where the Labour Party, basing itself schools, further reflection brings the realisation that upon the trade-unions and co-operatives, runs the the structure rests on shifting sand. country without challenging its capitalist basis. It [The next article will deal with the Norwegian is often quoted as an example of how “Socialism” teachers and students during and after World War may be achieved by evolutionary and “democratic” II.] that the Government is determined to persevere in TRAIN APARTHEID its attempt to carry out its apartheid schemes for By A C orrespondent . the perpetual subservience of all Non-whites. Hence the numbers who have volunteered for the “resist ance groups” which will travel regularly in the The introduction of apartheid on Cape Peninsula coaches marked “Europeans Only”. trains has aroused the instantaneous resentment and The resistance to train apartheid may well mark opposition of Non-Europeans in the Peninsula. Re the turning point of the national liberatory move ports indicate, too, that this attack upon one of the ment from the defensive to the offensive. And so few remaining rights of the Non-Europeans, has had the struggle in the Cape Peninsula has more than repercussions throughout the Union. merely local significance. For the rulers it may be The new move has been expected since the official a “foretaste of things to come”. But the resistance termination of the Second World War, but the of the Non-whites may equally well be a “foretaste announcement that it was to be introduced on of things to come”. August 16, came with the dramatic speed formerly associated with the German Nazi blitz technique. But the reaction of the people was immediate. The Book Review. Anti-C.A.D. and A.P.O. issued statements expressing their uncompromising opposition; the Anti-C.A.D. TWELVE MILLION BLACK VOICES saturated the Peninsula with leaflets urging the people By R ic h a r d W r ig h t . to resist; the Local Co-ordinating Committee of the Non-European Unity Movement called all anti-segre- a gationist organisations together to discuss ways and means of defeating train apartheid. “Twelve Million Black Voices” adds a welcome volume to that growing collection of folk history Out of this meeting, so well attended that many of the American Negro. While Wright has made delegates had to stand throughout, while others no attempt at breaking new ground in the matter could approach no nearer than the corridor adjacent of research, his method of presentation and his to the hall, the Train Apartheid Resistance Com interpretation of the historical forces at work, add mittee was formed. It embraces many organisations to the social value of the book. His concept of the who have hitherto been outside of the Unity Move future of his people differs from that held by others ment and who still have not awakened to the neces like Du Bois. Wright sees the Negro as, at present, sity of joining it. Very strong representations are a distinct minority, whose future lies not in the being made to the Trade Union Federations to bring maintenance of its separation, but rather in its in them into the resistance movement. It would seem tegration into American society. as if many of the trade unions are sufficiently alive to the threat which apartheid holds for the trade The book is divided into four parts. It opens union movement, to join with those who are setting with the well-known history of the rape of Africa out to make the train apartheid regulations unwork by the European Slavers of the Seventeenth, Eight able. eenth and Nineteenth Centuries, and the consequent forced introduction of millions of Africans into the Meetings have been, and continue to be, held continent of America as chattel slaves in the plan throughout the Peninsula. There is a militancy and tations. The author clearly shows that when the resoluteness among the people, and a degree of unity, African was torn from his ancestral home, he was which surpasses anything observed during the past not a barbarian, but that he had a standard of cul few years. Without waiting for the organised ture. He was well-versed in the various arts. The groups to be formed in order to board en masse rising European Middle Class, breaking down the the coaches marked “Europeans Only”, many adults feudal bondage, is seen advancing at the expense of as well as groups of scholars have been breaking the sweated labour of the Black slaves and the the regulations. The T.A.R.C., however, is laying millions of poor, free Whites. The gold of the slave- heavy emphasis upon the necessity for organised, grown cotton concentrates the political power of the responsible and disciplined mass action in order to Southern states in the hands of the few “Lords of make the apartheid arrangements unworkable. the Land”. To protect their delicately balanced The Minister of Transport has threatened drastic edifice of political power, they sow seeds of hatred, action against organised flouting of the regulations, inciting the Poor White workers against the Negroes. but neither the T.A.R.C. nor the people is unaware In the north of the U.S.A., the power of the “Bosses of this or unprepared for such an eventuality. One of the Buildings” (the rising industrialists) is rapidly of the main reasons for the high morale is the increasing. The clash between the two opposing realisation, recently brought home again in quite economies could not be long delayed. In analysing unequivocal terms by Dr. Malan and Mr. Eric Louw, the causes underlying the emancipation of chattel I

Collection Number: AD1715

SOUTH AFRICAN INSTITUTE OF RACE RELATIONS (SAIRR), 1892-1974

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