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EDUCATION FOR KNOWLEDGE
The type of extramural education through informal group work envisaged in these proposals differs fundamentally from that provided in existing boys1 and girls’ clubs, youth groups, scouts and guides and other similar organisations, for the programme must be planned, not as complementary to primary school education, but as a direct alternative to the school education, which from now on will be Bantu Education, The aim is to provide, not an antidote to the sugar coated poison pill of Bantu Education, but a programme of activities which will bring the child, despite the absence of formal school education, to full development as a democratic citizen, and will enable him to compete in the labour market.
It is obvious that should it prove possible, legally and practically, to organise private schools, where the Bantu Education syllabus will not be taught, such schools must be the ideal solution of the problem of alternative education. Since, however, it is probable that no such private schools will obtain registration, apart from the difficulties of obtaining sites or buildings in municipally controlled townships, this memorandum is concerned solely with the possibilities of extramural education through group activities and home education,
A brief and necessarily incomplete outline of what might be achieved is submitted under the following headings:
I, A®S®MM©MTI®N ,
II. PERS0NNEL.
Ill, PRSSRAMME ®F 6H8UP ACTIVITIES
IV, H@ME EDUCATION.
V. EQUIPMENT,
VI, C®MP@SITION OF GROUPS,
VII. FINANCE,
I, ACCOMMODATION
1* Municipal Townships,
It must be accepted that large groups of children will have to be catered for; open sites must be sought, and the activities planned on an open air basis, since buildings will probably be unobtainable. Programmes must be flexible to suit weather conditions; in most parts of South Africa, however, weather conditions will probably not interfere too greatly, and programmes can be planned accordingly#
Churches should be approached for permission to use premises during the week, but conditions of leases may prohibit their co-operation#
The full co-operation of neighbouring house owners must be sought i for storage of light equipment, and for use of lavatories for the children, if no public latrines are nearby.
Separate sites should be arranged for Junior and Senior groups, but boys and girls can be grouped together, except for such activities as manual work and domestic science,
2, Non-Municipal Townships
In these areas small halls and churches can be obtained, which, although too small to accommodate large groups of children, will nevertheless be invaluable for storing of light equipment, and for accommodating handwork groups. If sites can be leased, or purchased, buildings could be erected, but in any case, wherever possible, sites *-
should be fenced, no matter how roughly, to facilitate control by group leaders*
II. PERSONNEL
1* Non*working mothers should be approached to give voluntary services, and in the first instance approach should be made to ex-teachers, exnursery school teachers, who have received some training#
2, Untrained volunteers should be mobilised and training groups should be instituted for practical instruction in handwork, games, etc., by volunteer instructors, either in the community or from progressive organisations* Intensive one-day courses or weekend groups could be organised*
3* It is essential that full time organisers be appointed in various districts to maintain activities and organise and direct volunteer group leaders* These organisers could be teachers dismissed from Verwoerd's schools; this would encourage non co-operation of other teachers* Social workers, nursery school teachers, would be excellent material but untrained or semi trained individuals with qualities of leadership and organisation should not be excluded*
4* Active women’s groups should be formed, e.g, A.N.C. Women's League, Federation of South African Women, and also individual women should be approached who can devote some leisure time and have transport, and who can assist in cultural groups. Women’s Branches of Liberal Party, Labour Party and United Party, and other women's organisations should be approached* Churches and Church committees both in Non- European areas and elsewhere should be approached* A large body of volunteer helpers should be mobilised as turnover in voluntary assistance is high, s African women become trained for group work, the need for voluntary assistance may decrease, but fullest use should be made of public good will and enthusiasm Tearly stages*
5* Older children should be organised into Youth Groups and trained as Youth Leaders at weekends and organised to give their services in taking groups one afternoon a week each*
III* PROGRAMME OF GROUP ACTIVITIES
1\JLThe aim is to do more than supplement school syllabus; it is to
provide education through recreation; group work must be planned so as to attract children initially and to retain their interest,
CLUB ACTIVITIES
(a) Physical recreation*
(b) Imparting of knowledge through (i) storytelling
(ii), Acting and recitation*
(N.B. To a large extent listening will have to be substituted for reading, and techniques must be developed of preserving the ^eard' information in the children's minds,
(c) Music, Through the medium of singing, both political and historicalknowledge can be instilled*
(d) Handcraft* Woodwork and painting/modelling groups, etc, can beestablished; youth instructors should be organised*
(e) Homecraft, Girls should be educated as homemakers, and possiblysympathetic housewives would offer their kitchens forsimple group demonstrations in cooking.
Through the Bed Cross it would probably be possible to arrange First Aid and Home Nursing groups and hygiene can be taught through this medium.
Reading groups must be stimulated by guidance of leaders# Small libraries can be established in private homes and a drive can be made for the collection of books. Organisations should concentrate also on the production of roneo’d childrens educational magazines in the African languages and in English or Afrikaans*
Clubs should be organised possibly on the same basis as Scouts, so that badges or some equivalent can be awarded to indicate knowledge and progress, and to stimulate effort through competition* Thus a standard can be set and achieved, and recognition can be obtained outside the group sphere, for purposes of further education or employment•
IV* HOME EDUCATION
This will be complfmentary to the group work which will be designed mainly to occupy constructively and educationally the daytime hours of thousands of children. But to enable the children to learn to read and write and to acquire basic knowledge of arithmetic, an intensive system of home education will be necessary, so as to equip the child for his place in life. This will be obviously the most difficult part of any educational scheme, but it may be possible to achieve it by
(i) Parent-teaching
(ii) Use of older children*
(f) Hygiene
I
(g) Library
(i) All educated parents should be mobilised as soon as possible and urged to organise their own children, with a few additional friends or relations either on one or two evenings a week or at weekends, if day time groups are impossible* Reading, writing and arithmetic will be the essential requirements. Obviously parents will need to be assisted with instruction and here teachers can be used to teach perents how to teach their children; written instructions can also be drawn up, e.g. a parents magazine, which will carry series of articles on how to teach the child to read* The system of literally training established by the Institute of Race Relations could be adapted for this purpose* Children will have to be taught English or Afrikaans as well as the home language* (_No definition of 'class* is given in the Bantu Education Act, and home education should be instituted at the earliest opportunity, so as not to lose valuable time in this fundamental part of alternative education* It might be necessary to test the law at a later stage on what is a C la s s’ in relation to home and family
A considerable amount of propaganda will be necessary amongst parents to inspire them with courage and confidence that they can undertake this task of providing simple home education for their children.
(ii) The services of older children and students must be used to thefullest extent, and extensive use can be made of their school books and their written work in exercise books* They can be used to assist the parents and others in teaching the younger children, especially once the child is able to read simple words*
V* EQUIPMENT
Groupwork: materials will be needed, such as paper, cloth, wood, wool, knitting needles, etc*
(a) C.O.D. and other organisations should institute immediately a drive to collect materials from the general public and from stores and shops*
f
(b) Press appeal could be made for clubs*
(c) Appeal to Nursery School Society, Race Relations, etc. to institute drives for collection of necessary materials and light equipment#
Home Education: In addition to necessary readers and text books, paper must be collected# Organisations and individuals can collect waste paper from offices, etc.} one clean side is all that is necessary. The children’s groups can cut and string or bind the paper into books* Offices and organisations should be approached for old pencils and rubbers* Rulers can be made in children’s handcraft groups. Newspapers can be approached for newsprint*
Games Equipment: Sports clubs must be approached and light equipment can be made by parents or children’s groups.
An organisation such as C.O.D. could be requested to initiate and maintain a drive for equipment on the lines suggested above#
Benches: Where halls or churches can be obtained in non-municipal townships, benches will be available; if buildings are to be erected, then parents groups or handcraft groups should make benches.
For outdoor groups, provided private storage can be arranged, a few folding benches would be valuable, or failing this, grass mats which can be rolled up when not in use#
VI# COMPOSITION OF GROUPS
The first groups should obviously be established in areas where the children are already out of school, and particular efforts should be made for their success, as they will to some extent be "window dressing” which will affect the withdrawal of children in other areas and which will affect the response of the public to whom appeal must be made for support* If people see what is being done, it will be easier to collect donations of money and materials*
The groups can then be followed by preparations for the establishment of groups in areas where the withdrawal is anticipated#
The children should be divided into two groups, junior and senior, roughly over and under 10 years, so as to facilitate discipline and coi>- trol, but except for specific subjects, boys and girls can be grouped together* With adequate personnel, obviously further grouping will be possible#
Some decision would have to be taken as to which children would be included in the group activities. When double sessions are introduced into the primary schools, the problem will arise of inclusion or exclusion of children attending Bantu Education schools* The desirability of inclusion of these children so as to limit the effect of Bantu Education is obvious, but care should be taken to prevent the swamping of the groups by such children# The main purpose of the group would be to compensate the children who are out of school and techniques and programmes would be designed specifically on these lines#
In relation to school holidays, again some clear decision would be necessary* If personnel is available it would be advantageous to continue throughout the school holidays, particularly with home education, as it must be realised that the amount of education which can be imparted informally will be less than that possible through intensively planned school syllabuses# The problem would then arise of the other children who would then be out of school, and probably it would be necessary to prepare special programmes for holiday periods, although the provision of compensatory education during the term should not be jeopardised by the further acceptance of responsibility for holiday periods for all children*
VII. FINANCE
(a) wDemoeratic Education Fund" should be set up immediately onnational basis* Since cultural groups are legal and presumably home education is also legal, there can be no legal obstacle in the way of setting up such a fund. Education is not compulsory for African children, therefore, no offence is committed in providing alternate informal education. Approach should be made to prominent people in Churches, U.P. Labour and Liberal Parties, etc., National Council of Women, Education League, Rotary d u b and other bodies. Trustees should be found amongst prominent people both political and non-political.
(b) Community Fund Raising
Fund raising should be developed also at the community level; sales of work made by children etc., could be arranged in addition to ordinary fund raising. Community responsibility for the clubs should be developed to the highest possible degree.
(c) Club subscriptions
Some system of club subscription is essential, both for the control of membership and for the development of the scheme. Under Bantu Education parents are expected to pay varying sums before their children can be admitted, to cover the cost of materials.Parents sending their children to clubs should therefore be prepared to make some contribution on a weekly or monthly basis for each child, provided arrangements would be made for the reducing or waiving of subscriptions in cases of hardship through illness, unemployment, etc.
(d) Club Feeding
This should be developed separately from the finance required for the clubsj possibly the African school feeding scheme could be expanded to cover the children at the clubs; public appeals will be made for the extension of the scheme, and it should not be impossible to arouse public sympathy. For open space clubs it would probably not be possible to organise more than supplies of milk, bread and jam, with possibly privately cooked soup in the winter. The community should also be mobilised for practical assistance in the Club Feeding Scheme.
These suggestions are intended as a basis for discussion and not as a blue print for group education; obviously they need considerable addition and modification, but it is hoped that this memorandum will be acceptable as a conr* tribution towards the important and urgent task of making provision for the correct education of the African child, and ultimately overthrowing the whole pernicious system of Bantu Education by the practical demonstration that alternative education is not only possible but effective.
SOUTH AFRICAN CONGRESS OF DEMOCRATS.
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Collection Number: AD1137
FEDERATION OF SOUTH AFRICAN WOMEN 1954-1963
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