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Die Skool Se Naam Is Sentraal Hoerskool. * Daar Is Twee Skole Met Die Naam Sentraal Hoerskool

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Die Skool Se Naam Is Sentraal Hoerskool. * Daar Is Twee Skole Met Die Naam Sentraal Hoerskool 'N ONOMASTIESE STUDIE VAN SKOOLNAME BY AFRIKAANSMEDIUMSKOLE deur ISABELLA ELIZABETH MARX voorgele ter vervulling van die vereistes vir die graad MAGISTER ARTIUM in die vak AFRIKAANS aan die UNIVERSITEIT VAN SUID-AFRIKA STUDIELEIER: DR. B.A. MEIRING NOVEMBER 1994 INHOUDSOPGA WE (i) INHOUDSOPGAWE BLADSY Erkennings (v) Opsomming (vi) Abstract (vii) Lys van terme en afkortings (viii) 1. INLEIDING 1.1 Aktualiteit van die onderwerp 1 1.2 Probleemstelling 4 1.3 Werkwyse 4 2. BELEID BY SKOOLNAAMGEWING 2.1 lnleiding 7 2.2 Riglyne vir skoolnaamgewing 7 2.3 Riglyne vir die skryfwyse van skoolname 10 2.4 Manifestering van die beleid t.o.v. die toekenning, skryfwyse en spelling van skoolname 11 2.4.1 Toekenning van skoolname 11 2.4.2 Skryfwyse van skoolname 13 2.4.3 Spelling van skoolname 16 2.4.3.1 Hoofletters 16 2.4.3.2 Morfologiese samestelling van spesifieke komponente 16 2.4.3.3 Koppeltekengebruik 18 2.4.4 Die spelling van nie-Afrikaanse skoolname 19 2.4.4.1 Nederlandse skoolname 19 2.4.4.2 Engelse skoolname 20 2.4.4.3 Khoek.hoense skoolname 21 2.4.4.4 Spesifieke komponente uit ander inheemse tale 21 2.4.4.5 Name uit ander Europese tale 22 2.4.4.6 Hibridiese vorme 22 2.5 Samevatting 22 3. SKOOLNAAMGEWING 3.1 Inleiding 24 3.2 Devitt se oorsaaklikheidsteorie 24 (ii) 3.2.1 Verwysing 25 3.2.2 Konvensie 27 3.2.3 Agtergrondbeskrywing 28 3.3 Vlakke in die naamgewingsproses 32 3.4 Kategoriee van skoolname 34 3.4.1 Antroponimies 36 3.4.1.1 Staatsmanne/vroue 37 3.4.1.2 Onderwysfigure 37 3.4.1.3 Kunstenaars/Skrywers/Digters 37 3.4.1.4 Militere figure 38 3.4.1.5 Historiese helde/heldinne 38 3.4.1.6 Skenkers/Plaaseienaars 38 3.4.1.7 Kulturele leiers 39 3.4.1.8 Vooraanstaande figure 39 3.4.2 Toponimies 39 3.4.2.1 Stede/Dorpe 39 3.4.2.2 Stasies 40 3.4.2.3 Woongebiede/Voorstede 40 3.4.2.4 Kleinhoewes/Parke 40 3.4.2.5 Plase 40 3.4.2.6 Myne 40 3.4.2.7 Gebied 41 3.4.2.8 Wonings/Geboue 41 3.4.2.9 Oronimies 41 3.4.2.10 Hidronimies 41 3.4.2.11 Eiland/Pas 41 3.4.2.12 Nedersettings 42 3.4.3 Simbolies 42 3.4.3.1 Beskerming/Behoud 42 3.4.3.2 Persoonlikheid 42 3.4.3.3 Strewe 43 3.4.3.4 Religieus 43 3.4.4 Histories 43 3.4.4.1 Gebeure 43 3.4.4.2 Simbolies 43 3.4.4.3 Polities/Kultureel 44 3.4.5 Omgewingsgerig 44 (iii) 3.4.5.1 Flora 44 3.4.5.2 Minerale e.a. bedrywighede 45 3.4.5.3 Topografies 45 3.4.6 Ligging 45 3.4.6.1 Esteties 45 3.4.6.2 Geografies 45 3.5 Same vatting 46 4. DIE BETEKENIS VAN SKOOLNAME 4.1 Inleiding 47 4.2 Konsepsuele betekenis 48 4.2.1 Leksikale betekenis 48 4.2.2 Grammatiese betekenis 49 4.2.2.1 Die skoolnaam en bepaaldheid 49 4.2.2.2 Die skoolnaam en getal 50 4.2.2.3 Die skoolnaam en klas of soort 53 4.3 Pragmatiese of assosiatiewe betekenis 55 4.3.1 Konnotatiewe betekenis 55 4.3.2 Affektiewe of emotiewe betekenis 56 4.3.3 Stilisties of sosiaal 64 4.3.3.1 Skoolname en geslag 64 4.3.3.2 Skoolname en ideologiese gemerktheid 65 4.3.3.3 Skoolname en kulturcle gemerktheid 71 4.3.3.4 Die multilinguistiese aard van skoolname 73 4.3.4 Fonies assosiatief 75 4.4 Samevatting 77 5. NAAMSVERANDERING 5.1 Inleiding 78 5.2 Agtergrondbeskrywing en houding 78 5.3 Botsende sosiale faktore wat naamgewing be'invloed 80 5.4 Sosiaal-maatskaplike implikasies van naamsverandering 82 5.5 Verandering van skoolname 85 5.5.1 Verandering van Jigging 87 5.5.2 Nuwe skoolgebou 88 5.5.3 Verwarring 89 5.5.4 Sentralisasie 90 (iv) 5.5.5 Verering/Erkenning 91 5.5.6 Amalgamasie 92 5.5.6.1 Skole van dieselfde aard 92 5.5.6.2 Dalende getalle 92 5.5.7 Relevansie van 'n naam 92 5.5.8 Taalmedium verander 93 5.5.9 Grafies/Fonologiese besware 94 5.5.10 Status van skool verander 94 5.5.11 Omgewingsinvloed 95 5.5.12 Gestigmatiseerde skoolname 95 5.5.12.1 Omgewing 95 5.5.12.2 Status 96 5.5.12.3 Aard van skool 96 5,5.12.4 Etnisiteit/Sensitiwiteit 97 5.5.12.5 Politieke/Historiese figure 97 5.5.13 Afstigting 97 5.5.14 Historiese gebeure 91:-l 5.6 Samevatting 99 6. SAMEVATTING EN AANBEVELINGS 6.1 Inleiding 100 6.2 Nasionale identiteit ten spyte van kulturele diversiteit 101 6.3 N avorsingsmoontlikhede 103 6.4 Slotopmerkings 104 7. BRONNE 105 8. BYLAAG A 117 BYLAAG B 1H~ BYLAAG C ll9 BYLAAG D 121 BYLAAG E 123 BYLAAG F 124 BYLAAGG 125 BYLAAG H 126 ERKENNINGS (v) ERKENNINGS Hiermee word opregte dank en waardering betuig aan die volgende persone en instansies wat op verskeie wyses tot hierdie navorsing bygedra bet: * Die liefde vir my moedertaal bet ontkiem uit 'n saadjie wat baie jare gelede aan die knie van 'n liefdevolle vader geplant is. Uit erkentlikheid daar­ voor is hierdie werk aangepak en daarom word dit postuum aan hom opgedra. * Dr. B.A. Meiring bet met entoesiasme en volgehoue belangstelling Ieiding gegee. Sy bet op simpatieke dog wetenskaplike · wyse bystand verleen en deur openhartige samesprekings kundige advies gegee en eerlike, opbouende kritiek gelewer. * So baie instansies en persone, o.a. Onderwysdepartemente, stadsrade, skole en privaat persone, bet uit hul pad gegaan om my van die nodige navorsings­ gegewens te voorsien. Daarsonder sou hierdie werk nooit kon realiseer nie. -* Die netjiese tikwerk is te danke aan mev. Sannie Smit. * My huisgesin moes soms veel ontbeer om hierdie studie voltooi te sien. Sonder bulle begrip sou die pad baie moeiliker gewees bet. * Dankbare eer kom toe aan my Hemelse Vader wat my m staat gestel bet om hierdie werk te voltooi. OPSOMMING I ABSTRACT (vi) OPSOMMING In hierdie verhandeling word skoolname as onderafdeling van die Onomastiek behandel. Die gee van skoolname is 1 n am pte like aangeleentheid en daarom is die beleid onderlig­ gend aan die handeling onder die loep geneem. Beleid bepaal die ortografiese aard van skoolname en die manifestasie daarvan is sosiolinguisties van belang. Skoolname, wat onder eiename ressorteer, is hoofsaaklik oor In semantiese en sosio­ linguistiese boeg gegooi, daarom word terme soos verwysing, konvensie en agter­ grondbeskrywing aan die hand van vera! die teoriee van Devitt, Strawson en Kripke beskryf. Van Langendonck le vera! k1em op die pragmatiese aard van die eienaam en daarom vorm sy teorie, die hetekenisparadoks van die eienaam, 1 n belangrike uit­ gangspunt by die konsepsuele en pragmatiese aard van skoolname. Die gee van name is In suiwer menslike handeling wat selde ooit ongemotiveer geskied. Die ontstaansmotiewe wat skoolnaamgewing ten grondslag le, word bespreek aan die hand van die verskillende kategoriee. Botsende sosiale faktore soos vera! teweeggebring deur kulturele diversiteit belnvloed naamgewing en daarom verander name. Die faktore onderliggend aan naamsverandering word uitgelig en bespreek. Die moontlikheid om ten spyte van 1 n multikulturele en multilinguistiese samelewing tog 1 n nasionale identiteit te vertoon, word ten slotte ondersoek en bespreek. (vii) ABSTRACT In this dissertation, names of schools as a subdivision of Onomastics are dealt with. School names are researched mainly under the cloak of Semantics and Socio-linguistics. Therefore, terms like reference, convention and a backing of descriptions are re­ ferred to according to the theories of Devitt, Strawson and Kripke. Van Langendonck specifically emphasises the pragmatic nature of proper nouns in his theory the para­ dox of the meaning of proper nouns which is an important point of departure in the conceptual and pragmatic nature of the names of schools. The underlying motives in respect of school naming are categorized and discussed according to the motives of origin. Conflicting social factors play an important role in the naming of schools and there­ fore names also change. These changes are accentuated and discussed. The possibility for a country to reflect a national identity in spite of a multi­ cultural and multilingual society, is explored and discussed. KEY TERMS Names of schools; Proper nouns; Semantics; Socio-linguistics; Reference; Convention; Backing of descriptions; Paradox of meaning; Conceptual and pragmatic nature; Under­ lying motives; Conflicting social factors; Cultural diversity; National identity; Multicultural and multilingual society. LYS VAN TERME EN AFKORTINGS (viii) LYS VAN TERME EN AFKORTINGS TERME akroniem 1 n woord gevorm van die eerste letter van elke woord in 1 n saamgestelde woord bv. SANRA - Suid-Afrikaanse Nasionale Raad vir Alkoholisme antroponiem persoonsnaam choroniem naam vir 1 n entiteit in die ruimte bv. Mars endoniem 1 n naam wat vir 1 n plek gebruik word in .die taal wat hoof­ saaklik in 1 n streek gepraat word bv. Kaapstad eksoniem 1 n naam wat in 1 n spesifieke taal gebruik word vir 1 n plek buite die gebied waar die taal amptelike status het bv. Kaapstiidt (Duits) element: generiese element die deel van 1 n skoolnaam wat uit 1 n generiese term bestaan bv. (Brak)bult spesifieke element die deel van 1 n skoolnaam wat nie 1 n generiese term is nie en die skool identifiseer bv. Laerskool Beestekraal Hoerskool Drie Riviere eponiem 1 n antroponiem (persoonsnaam) wat deel vorm van 1 n toponiem (pleknaam) bv.
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