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University Campuses Cadets the Solomon Mahlangu Freedom College

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University Campuses Cadets the Solomon Mahlangu Freedom College UNIVERSITY CAMPUSES University Military Units (UMU1s) exist at Pretoria, OFS, UPE, Po tchefstroom, RAU and Stellenbosch. So far the English-speaking campuses have resisted efforts to form UMU's on their campuses. Where UMU's exist, all students who have completed their initial military training automatically become members. All universities and other tertiary institutions are incorporated to a lesser or greater extent into the State's research progranme. Through bodies like the CSIR and HSRC senior students and academic staff do research for the government which includes military research. The Official Secrets Act makes it virtually impossible to find out exactly what research is being done, and many of the grants are classified and therefore not publicly available. Some examples of those that are known: - "Soviet Military and External Policy towards SA" - "SA Civil Defence Adtainlstration and Organ i sa t ion" - "The Design and Development of Equipment to test Cun ranging equipment" Some of the Afrikaans universities run B Mil degrees (e.g. Krygskunde" faculty at SteI Ienbosch"). CADETS THE SOLOMON MAHLANGU FREEDOM COLLEGE ( SOMAFCO) "The cadet system has brought a new awareness amongst school boys of the nature of the onslaught against South Africa. They recognise and understand the threat and are highly Situated somewhere in Tanzania, this we I I-equipped college motivated to undergo training to aid them in began to take shape in 1979 and was built by the ANC to serve combating it." - Paratus 1980 ANC exiIes. (Quoted Tn J^n Whose Dejfence? 1984) * Primary school children begin the school day with the "While young black students fight in the clenched fist salute and the singing of Nkosi sikelel townships for a better future, we prepare our iAfrika. students for a state of siege." - White teacher (Argus 13.8.85) * At the secondary school, two days a week are set aside for political discussion, and senior students prepare a "The military, in the form of compulsory cadet nightly "news bulletin", compiled from radio news training, was part of my life from the age of 13. programmes from both the West and Socialist countries. "Instead of cowboys and Indians, at school we Said the headmaster: played 'nationalists vs terrorists'. We drilled with Rl's; we were trained to shoot; 600 boys "Of course we teach politics. Politics is the science of went on parade four times a year for the Eastern living. And we teach about the important contributions Province Command. made to society by people like Marx and Lenin. "Our cadet camp (and I quote from our school year "But I wouldn't say we teach any particular line. We let book) trained us in counter insurgency warfare the students decide. After all, we have many different and attacks on mock terrorist bases." - Speech schools of thought within the ANC itself - some very made by a CO in 1983 radical and some very conservative." Official SADF-assisted cadet training began in The curriculum Includes sport, political discussion and 1976 and cadets are now compulsory for white male labour. There is no mention of military training. schools. Before 1976 cadets at schools were run (From The Star 10.8.84) largely on an ad hoc basis with no necessary link to the SADF. The 1976 uprising changed this. Written reply to question asked of the Minister of Defence during the 1985 Parliamentary session: "During the period 1 May 1984 to 31 May 1985 no school cadet detachments were displayed in unrest situations. A few cadet officers who are members of Coirmanclo units were however incorrectly called up and utilized in an operations centre in Port Elizabeth. The matter has already been rect i f ied,, " The Motivation Role of the Teacher A military perspective By Captain Charles Cox (CF) Introduction b. A Sound Attitude to Life. The children B.F. Skinner said "Education is what f. Knowledge e. Cooperation with Other Groups. Does should also be introduced to a sound survives when what has been learnt, has i. Knowledge regarding matters of the teacher set a positvie example in attitude towards life and life style. It is been forgotten." current interest as well as national his relationships with people from a prerequisite for good motivation — and international occurrences pro­ other language groups and of different Teaching is more than offering also for national service. A high vides perspective on our own role colours? children knowledge as a commodity morale and morals constitute the and on our country’s role within a against remuneration for the teacher. basis of a sound view of life. A sound broad society. When we do not have f. Idealism. Is the teacher a pessimist Teaching is education ie the teacher attitude towards life can be conveyed sufficient knowledge regarding the who presents an image of no hope also has the task of guiding the child on in an informal manner during conver­ nature and scope of revolutionary and no future? The teacher should be his way to adulthood. Education, there­ sations on the sportsfields, during warfare, our people feel that we are an idealist who inspires people to fore. has as task the forming of the total cultural activities and on any other oc­ sold out to a mystical, secret power eagerly grasp the future. A prere­ person. casion which may arise. we cannot fight. quisite is that the teacher himself should believe in the future of our As believers we therefore believe that c.Set on the Future. Our present time is ii. Ignorance is often an important beautiful country. we should educate the child as a total characterised by a spirit of fatalism demotivator, as man feels threaten­ person to be a servant of God and His and pessimism. People no longer see ed when he is unable to understand g.General. All the qualities and proper­ Kingdom and to live in the glory of His the future as holding out possibilities. something clearly and cannot see it ties we would like to see in our young Name. This attitude, especially among young in proper perspective. people, which we ask you to convey to them, should however, first be evident in The teacher, together with the parents people, could lead to defeatism and an iii. Knowledge can help our people see yourself. Remember: "Example is better and the Church, is the most important attitude of carelessness vis & vis the revolutionary war in our country than precept." (Footprints in the snow!). educator of young people. In modern meeting obligations. The teacher as a challenge which must be ac­ society the teacher sometimes even has should be able to guide them and cepted. An attitude based on know­ Conclusion to take over a major part of the task of should inspire them with hope for the ledge is necessary to motivate our You are in the privileged position of the church and parents. future. It should be pointed out to them young people to defend their working with the youth of our country. that their personal future is closely The teacher, therefore, has the impor­ homeland. This gives a living proof of your belief in bound to what will happen to our coun­ tant task and responsibility of forming the future of our country and in the youth try in the future. National service as new generations of citizens who will of our country. Your contribution is serve their country and the Kingdom of such is already an investment in our personal future as the Defence Force therefore largely determinative of the God. This task is all-inclusive, and that is future of the country, for, in a few years' presents the opportunity and an en­ why Herbert Spencer could say: "Educa­ time, the products you have helped to vironment within which solutions can tion has for its object the formation of form, will themselves become the be brought to our country’s problems. The indirect motivating role of the character." leaders. This will be the major test of the The American economist Henry J. teacher quality of the work of your hands and of It is clear that the teacher plays a Kaiser said: "Problems are oppor­ Edmund Burke (1729 • 1797) said: "Ex­ your heart. You have the future of our determining role in the attitude of the tunities in working clothes.” Young ample is the school of mankind, and they country in your hands and you are the child towards his country and people people should also learn that their con­ will learn at no other." and. therefore, also towards national ser­ duct today has definite significance lor builders of our future. Roosevelt said: The example set by the teacher is an "We cannot always build a future for our vice and the way in which he will the future. important factor in determining the ultimately experience it. youth, but we can build our youth for the d.Religious preparedness. • future attitude of a child. Teachers are future." This role of the teacher can be I. Religious preparedness forms the idealised. As children identify them­ manifested in two ways, namely the basis of any motivation — it gives selves with the teacher and his/her direct motivation role and the indirect purpose and meaning to what one values of life and attitude towards life, motivation role. does. It is especially the task of the these are unwittingly transferred to the The direct motivation role of the teacher to guide the child to realise children. teacher that God has dominion over all the The teacher’s attitude towards things It is part of the task of the teacher also facets of life, over science, sports, often has a greater impact than any to prepare the pupil to be able to meet etc — also over the Defence Force direct transfer of knowledge.
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