2.
Before white settlers came to South
Africa from Europe in 1652, a number
of different groups of black people
lived in the land.
These where the pre-colonial times.
Khoi hunters and San herders lived
around the Cape (survival skills).
Economy - hunting and gathering
from the environment.
3.
traditional form of education– transmission of
cultural values and skills within kinship-based
groups.
education was based on oral histories of the
group, tales of heroism and treachery and practice in
the skills necessary for survival in a changing
environment.
Children learned(mostly informal) what they
lived(survivalistic education)i.e. education that
teaches people to adapt to their environment by
finding out means of surviving
learning correct behaviour and creating unity and
consensus
4.
The education that aimed at instilling the accepted
standards and beliefs governing correct behaviour
and creating unity and consensus
Children learned(mostly informal) what they
lived(survivalistic education)i.e. education that
teaches people to adapt to their environment by
finding out means of surviving
The education that aimed at instilling the accepted
standards and beliefs governing correct behaviour
and creating unity and consensus
5.
Eastern Cape - lived Xhosa-speaking
people.
Other Nguni-speakers lived to the north, in
present-day Natal.
And Sotho-speakers lived in the interior.
All were subsistence farmers (survival
skills).
They kept cattle and other animals, and
grew certain crops (survival skills).
.
6. Schools
In these pre-colonial African societies there
were no formal schools, as we know them
today.
It does not mean there was no education at all.
This doesn’t mean that there was no education
taking place - All societies had ways of
teaching people the knowledge that the
society values.
In pre-colonial societies education was part of
daily life.
Children learned about their society and their
work from older members of the community.
7.
They learned by experience, from doing
tasks.
This informal education did not stop when
children reached a certain age.
There were initiation ceremonies and rituals
which were part of people’s education.
People also learned about their history and
past traditions through the songs, poems
and stories that were passed on orally.
8. DUTCH UNDER DEIC
After 1652, Europeans from different countries
began to settle at the Cape.
The first settlers were part of a trading
company called the Dutch East India Trading
Company (DEIC).
The company did not intend to set up a
permanent colony at the Cape,
The DEIC did not pay much attention to
education.
9.
They learned mainly about religion
Education was not taken seriously as it was the
responsibility of the church or the missionaries
It was given through the instruction in the
doctrines of the Dutch Reformed Church.
Children learned mainly about religion and some
basic reading, writing and arithmetic
Schooling was not free and people had to pay for
their secondary schooling
10.
Mostly, education was in the hands of the church.
Even in the towns, not all white children went to
school.
And schooling was not free – people had to pay
for schooling they received.
In the countryside, the children of the trek Boers
had even less education.
There were no schools for trek Boer children.
Most of the trek Boers were religious, and parents
wanted their children to be able to read so that
they could read the bible.
11.
In 1815, the British took over the Cape, and the
attempted to gain control over the frontier area.
In the early days there were very few schools at the
Cape. They made English the medium of
instruction and spread their language and
traditions in the colony
They attempted to anglisice the schools, the church
and the administration
English was used as a means of social control
They brought teachers from Britain to come and
teach at the Cape
12.
The British authorities paid far more attention
to education than the Dutch had done.
They wanted to use education as a way of
spreading their language and traditions in the
colony - and also as a means of social control.
13.
They made English the medium of instruction and
spread their language and traditions in the colony
They attempted to anglisice the schools, the church
and the administration
English was used as a means of social control
They brought teachers from Britain to come and teach
at the Cape
The first school in the Cape was for slaves who were
mostly adults.
Were induced to learn Christian prayers,
In 1663 a second school was opened.
This school was attended by twelve white
children, four slaves and one Khoi.
14.
These first schools were not segregated along the
lines of colour.
Segregation was introduced quite soon, but at this
time lower class whites, slaves and Khoi often
attended the same schools.
Not many slaves or Khoi actually attended school.
And those who did go to school didn’t receive
much education.
15.
It meant indirect subjugation of indigenous people
– hegemony.
They declared English to be the official
language, and they attempted to anglicise the
church, the government offices and the schools.
They set up a number of schools in the British
tradition.
And they brought over teachers from Britain. In
1839 they setup a proper
16.
Department of Education, and also gave financial
help to local schools.
During this period, the schooling system gradually
became better organized.
Parents had to pay for secondary education.
Schooling was very uneven.
Education developed along the lines of social class.
17.
Richer parents could afford to send their
children to private schools.
Secondary schooling was not free, so it was
only available to those who could afford to
pay.
After 1893 the government gave funds for
mission schools to provide education for
poorer white communities.
But schooling was not compulsory, and many
children received no schooling at all.
18.
There were also great inequalities between town
and country areas – later more schools were set
up in country areas:
But many of the trek Boer children continued to
receive very little education.
In this period we see the development of more
complex system of schooling, as the society
became more complex.
19.
But it’s important to notice how the education
system both reflects and shapes divisions in
society.
In South Africa, divisions based on racial
classification are obvious to see.
20.
Khoi and slaves provided an important source
of labour, especially on the farms, but also in
the towns.
British rule brought changes to their position as
well.
These changes meant that white farmers could
no longer rely on a supply of free labour.
They needed different ways to ensure a supply
of disciplined labour that would be prepared to
work for them.
21.
And this is where education again was used.
There is no doubt that schooling was seen as a way
of ‘instilling social discipline’.
Some historians argue that schooling was an
important way of bringing ‘coloured’ people into
the dominant society, and preparing them to be
wage labourers.
Schools taught people basic reading, writing and
arithmetic.
22.
But they also taught discipline, obedience and
value of work.
In fact, many ‘coloured’ people received no
education at all.
The mission schools usually gave elementary
education only,
Secondary and higher education was for the
privileged few.
Education helped to create social class divisions
among ‘coloured’ people as well.
It reinforced their lower class position.
23.
Almost all of the education for Africans was
provided by mission schools.
Missionaries set up mission stations in the frontier
area, and also in other parts of the country.
Part of their work was to establish schools; so that
people will get educated enough to take part in
church activities.
Mission education also aimed to spread the
Western way of life among the ‘heathen’ Africans
and to teach them certain work values.
24. Mission schools
1799
The first mission school for Africans
was set up at King Williams’s town
1824
The famous mission
station, Lovedale, was set up in the Tyume
Valley. Many other mission stations and
mission schools were established at this time.
25.
Missionaries set up schools mainly for their own
religious purposes,
Mission schools were used by the British governors
of the Cape to bringing the frontier under their
control.
The government began to give financial aid to
mission schools.
In this way the government gained some control
over the schools.
There were a few well-educated Africans who could
take up positions as
teachers, clerks, interpreters, and so on.
26.
In the Cape there was also non-racial qualified
franchise.
But many of the Africans continued to live
independently, sometimes as subsistence farmers
and sometimes producing surplus to trade on the
market.
27.
In trekker states there was not much educational
provision.
Education was mainly in the hands of parents and
the church.
Travelling teachers provided some basic education.
In the country towns a few schools were set up.
They also gave basic education, with heavy
religious content.
28.
But the buildings were often derelict, teachers
were poorly qualified and attendance was
irregular.
In the Transvaal, education also gradually
became more organised.
It tells us a lot about the way education was
viewed.
Parents and the church had a strong influence
on schooling.
29.
The government subsidized schools which met
with its requirements.
Schooling wasn’t free: parents had to pay fees.
Inspectors kept some kind of connection between
subsidized schools and the government.
Most of these schools were in rural towns.
In both Transvaal and OFS almost all the schooling
was at primary level.
There was very little provision for secondary
schooling.
30.
There was even less schooling for African
children than for boer children.
Mission schools provided what little there was.
Two famous mission schools established at this
time were Botshabelo and Kilnerton. But there
was no system of funding for mission schools
31.
In the Natal the Trekker states were soon taken
over by Britain.
Education was then seen as a government
responsibility.
A schooling system was slowly established, with
state schools, state-aided schools and system of
inspection.
A number of teachers came from
England, bringing the influence of the English
system.
32.
There was also church schools and many private
academies providing education of different sorts.
Schooling was not free, nor compulsory.
As in trekker states, there was not much schooling
in the rural areas.
As far as Africans were concerned, there was a
general policy of segregation in Natal.
The government policy was to place Africans in
reserves, or ‘tribal locations’, and make them carry
passes.
33.
More attention was paid to African
schooling in Natal than in the trekker states.
The general segregation policy also applied
to schools.
The government set up mission
reserves, and granted land to mission
societies to be kept in trust for Africans
The missions were well allowed to use
labour of people in the reserves, and they
were expected to set up schools.
34.
Later, state aid was given to mission schools.
In 1884 the control and organization of African
schools became the responsibility of the
government Council of Education.
Separate curricula were drawn up for African
schools and a system of inspection was
introduced.
35.
It was also a way of teaching working class
children about work skills and work
discipline.’
Compulsory education came to be seen as an
important way of ‘rescuing’ the children, so as
to solve social problems.
After the war the British government
concentrated its efforts on developing a system
of free, compulsory education for whites.
In 1902 a new education ordinance was passed
in the Transvaal.
36.
The government introduced free primary
education ‘for children whose parents are of
European descent’.
It also provided for university and technical
education, teacher training – and reformatories.
This followed up in all the provinces with laws
for compulsory schooling for white children
between the age of 7 and 14.
In the years that followed, the amount of
compulsory was increased, so that today white
children between 7 and 16 must attend school
37.
At the time black education was not made free
nor compulsory.
Instead of becoming a state responsibility it
remained the responsibility of the church.
However, the state was more active than
before.
Financial aid was given to mission schools
throughout the country.
