The beginnings of western missionary education in South Africa -- The state, education and the demand for labour: Grey's policy of educating and simultaneously subjugating Africans -- Skilled workmen, honest clerks and reliable domestic servants: Stewart of Lovedale and industrial education for Africans -- The 'school people' resist and start asserting African independence, 1880s to 1890s -- The Ethiopianists' and their struggle for religious and educational independence in the ZAR, 1880s to 1900 (56-59) -- The USA and AME Church connections -- The South African Native Affairs Commission reveals dissatisfaction with white missionary education, 1903- 1905 -- Edward Tsewu and local activists challenge the state and win lands rights for Africans in the Transvaal Colony, 1905 -- Land and Opportunity: The formation of Evaton, 1905 -- The long walk of J.Z. Tantsi: The beginnings of Wilberforce Institute, 1905-1914 -- Tolityi Magaya and the growth of Wilberforce, 1917-1924 -- 'Up from Slavery': The colourful Rev Francis Gow junior takes charge, 1924-1934 -- Born for leadership' but dragged down by patriarchy and the depression: The Eva Morake years, 1934-1936 -- Dr A.B. Xuma dips into his own pockets -- Doing Wright: The Reconstruction of Wilberforce, 1938-1940 -- The tenures of Dr Jacob Nhlapo and the sacrificing superintendent, Dr. Rev Josephus Coan, 1940-1947 -- Dr Nhlapo on national duty: The unification of African languages The Atlantic Charter and Africans' Claims, 1942-43 -- End of an era: The arrival of Bantu education, 1948-1955 -- The Wilberforce Legacy: Alumni during and after apartheid.
Summary:
"The Struggle for African Independent Education focuses on the Wilberforce Institute, one of the first major independent African schools in segregationist South Africa. It became the epicentre of the independent school movement in the Transvaal in the early twentieth century, demonstrating how newly urbanised mission-educated Africans, despite profound linguistic differences and regional backgrounds, shared far-reaching educational aspirations in the rapidly growing cosmopolitan, gold-driven Johannesburg after the South African War (1899-1902). The book examines how their common histories of oppression, segregation, displacement, dispossession, as well as despair and disillusionment with the mainstream missionary education, incited the new urban dwellers to wage the struggle for African independent education, and tells the story of how their determination led to the formation of the Wilberforce Institute."-- Back cover.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.