t ' t o - ' t * * r

• i ' ' . ’ ^ " i r V _ -j ,

57 J* * • *JTB4H1 ,

w & r s s r ‘ u ~ * • « *

a s * r r * t o r r e ? ® 5 5 ’* ' ' " ’ *toiBth .r In the bea „ , i ’ “ * re1^ collected ny t W * t ’* ot 1 ° ° n» i 4 *

• ° « U 7 t ,c h n lci ls ;,' , “ • " • • t « w t ^ a S n i r S * * ; “f 1 * * » • »workin out detail- tn ♦ * outline his /o a l 3 ~-vi f C0 n a >ubject

who are adequately equipp^to0^ ^ ,trB t»^«t«‘ - 1 0 ^ 9 ^ ® J° b ° fq u ^ e d to opine on these matter. *>■«*

To me, 2klucatlon i * nn i»

- - t h / S train i-^ T * ^ statement * lja? J U 3 “ d 4*c i» i- •chool. 1- the couutp*- ? „ * alllU fr° ° the l o .„ ,t* 1the youac Bind. I ^ tho Process of iafuai, « 1 h * Bi“ «nd in itsdlf. lud* re«»*rch; the pursuit f * * id e o , lnto

the truth- which is

#7 OWl- ^nf|1 jg full 4fj

" ? S L r ; & H a r r i s * * 2 « * « — •

not a^ate ob.tinatelf?0 i0Ur° # U ■*«** coo*. Q *** 1**n the■ « and event* f r S th >Iie. b#lr^ "ho will

Joy in tte J ^ r * 10 *«*Jpo in t ani wj* °ppr° ftch^ cultures that exilf « 4 * “ '•ature.; one t r T J !,.** a *•■«!*• gratitude because it iK tM ^ #0®try will j* a SOuj ° n **▼»•«. ^of real w e a l t ^ M is t M " ^ * t y which i . crte T ° f cor^ <

“ * ®le of °ur chief source*

wide v o ^ a ^ ^ r c l tiren who w ill t ,

order to hare that f e a l i S " * ! * * abundance of a l l h° ° * ln 50(11»to derelcp hie o«-i „ 0 *a*e and comfort *v i * ^a it* lato human adranoeewnt fu l^ nad n.w, ^1 H1* ’ror1^; in o*derdevelop h i. per.onali'tr r« V * r 9a to be f ^ ! * mtrlbu*i<m““ te r .. if6 5»»«ly. He ha. to row \ * * * oannotchildren in a ^ o i e t T J ? ' ! J 0 lt* »• • • * * ? % £ * ' * * * ° M^ ••iie we need edu«wfi 6(1 our. ig t * *or ° uj *1w#* and otsr

to £ , t . T lon- ^ * • ^ - r i d „ ourin our

®y point c le lr !r d^ 1JP f r "*doB theme a l i t t l f l iV the ^item a: to sil«^*^ * 1 do not m®o Just I f ^ har» ^U8t to make tx'-nt we are ruler, f th Jhe more rocal amoz. ' ? 00~°— ^ a mad*

we con.ider best ^ *hat *• d .t m n \ * 'nnt to f *91 ^ c d for u ,. we niT®8t f ' ^ « l » e . , if pArf ! " n* / ur 0« ^Mtiny in

f re. to reject it °P1 lt* If ^ think it i . ofcll*r race. i*

V the frown, on t a <5hat w “ u«t not ln ^ 3U ,t

our /uide in these t h i ^ ! ? £ * £ own c ou . cT L T ^ * *I -*nve fceer. bri -ht»r my '-uiiJ« i alone must be

S P S f W

r r : t * ^ ^ ^

r « » « « . 7 1 par,a" hip ^ ^ . . .

Those which are aermaiie’ to £ L\ ?fi0U* *h* te* l — on the way t

r

f1

t(

I j y i P f I M I ■

controversy at the oonent, If I throw & few nor® pieces of firewood into

the ro,"iUo fire it Is because the subject affect* oe so vitally, both as nn African, and os a parent. But we raust always be on junrd against

beinc* aroused enotionolly end beinc stirred into purely enotional reactions

to a situation which we should approach with all possible clcalm and clear-headedness.

In viewing the presnet systen of Africa Education, then, we need to

see where it is bod and at the sane tine never cock an eye on its nerlts.

The joal of the white people who have forced the pres-.ot systen on us is

obviously to produce a type cf Africa who will be sufficiertly educated to be a useful instruner.t i-~. the whitenar^s enploy- one who will not, however, be so educated aa to attain conpleta equality with the 'ihiteocn,

lo nan has the riVJht to get a csllin ; beyond which the human perso­

nality ni^jht 3101 r.row. Thar presnet systea falls flat here. Vhat is

oore, it is lunorol because it seeks to defeat the whole purpose of Creation.

The principle which underlies the present systen it wron . fundamentally Se "re^.tior. cannot be convincingly defended. Learned ne:\ throu houf

history have tried to w^rk cut a case for it. That this cr.se crunbles

down fron centimy to century is proof «nou;h to ne that it is inherentlyagainst na'Jcind1 6 interests.

In our own special circuraetances, segregation of nny kind is a

dangerous incitement to chauvinisn. If Africa becones free in ny own life­

time, I shall ciye ny life Itself to see to it thr\t .liscrininatlor. based on race becones a crine. It can be seen how wron-; it is to build a

society on a foundation as dangerous as segregation. It shows how locking

in the qualities of true leadership and statesnanship the white rulinf,

Binority is. How can you boast of ^ivinc ^ood leadership in a situation

where you have built what you call a nation on foundations packed with dyhanite t Vhy should you be surprised if others lose confidence as nuch in your intentions as in your capacity to lew! ?

Tou see, ladies and £entleaen, we want to build up a civilisation that will weather the stores of Tine| somethin that will shine without

blemish for thousands of years. The tyranny under which we suffer is

but a training ground for this hi her duty we owe ourselves ord nonkind.

If the whitenan wants to dynamite his own civilisation by treatin'; us as

thou^ we were his enenies, t'-at is his own business. In so far as we are concerned, we nust never lose si ht of our own destiny. Hot even when

we are saddled with wicked systens of segregation in Bducotion.

The third eveil in the present systen is the emphases that it lays on men and events to cive a distorted picture of relations with one

another ae South Africans . The books which our children read at schoole have been written an', prescribed to create the inpression that in three

hundred years of white injustice to us, virtue has always been on the white side and vice on ours. Ooneequently I an never surprised when the

Union Parliament posses laws which, in effect, su,“ est t^at a white lunatic is considered superior tc nn African philosopher!

As I said at the becinnin;,, it is the i,oals which detemine strategy. Once the.oOals ore wronc, the strategies will be wron.;,. I am not surprised then to find that our own education l.as so nany fatal weaknesses.

But a trulj eclectic view of life will .:ot see only the bat’, points in anythin, devised by the huaan aind. It will b« or. the look-out for the Truth, no natter how faintly it ni ht clow; no natter how it mi ht

be surrounded with r’-arkness and lies. No does the truly eclectic outlook seek to pull down everythin, which has been buili by nan. On the contrary,

it seaks to be constructive; to week out eveil anil replace it with ^ood.

It is for this reason that I have not left out soue of the points I consider f ood in th* present system, I an sure all present to-ni:,ht

will atree that a e/steu which produce* world fi.7*res like Hr. A .J . Lutuli

^ or Professor/.. . . . . . .

■ mmm n v• n p M L J B j

or Professor Matthews cannot be without any ^ood in it build on its virtues. I wnr.t us to

The first and nost important of these, in ay view is its

or. uotner-toi^e iM t m t l o n . So ., thl. U „ .ubjlcTChich u S S E

explosive in the Africa, coununity. As searches for the truth, lot ua

ha/e our „i.x.s quite clear on the principle behind nother-ton ve instruc­tion. T’ne principle itself is sound. It has been acclaimed b i L

educa>ionndists ri ;ht round the w<ji:.. V* nust draw the line between"'- d ^od a . the ba^ in uother-tor^e instruction.

bet- 3= o 4 ^ 1 ^ lf ' ^ t | i « « * • « ‘ *»r » « « « . . .

Z Z ^ L m . b S -; . “ " v u ^ , f er- t!:’ chlK-i- it - L t ?! read literature written

? f a Jes * * * * * U a11 ^ all. use it as hiscountry’ s official- la;ua- ot

AfrniCr" * owe™ r ’ lanjttr.es have no official status.co ° l aoI' * nt«ati°» that the rulers are thinkin in the c>ire-

cti on of recocrisixv A ir ie r lavua-.es ns official laiv,ur. es. Ho has nuch

4 fv “° 6 ‘* Se l!tW e s to parity with the other !« • -un *s~ tc

the a iiiu n % ^ r l c j A ^ : . f iCh ^ ** aucca83f' ^ Pursued

It is clear to iae that the intention is to impoverish African ec’uczw

ln °^ foundations which the African pupil needs to stand

to l i v e r ^ ° ^ r i ? X??tUGi with the racss when it cones'** ! 9 r0D t h l * arv;le* th« P^*««ttt enphasis on

mother-ton^e instruction nijht very well be meant to pavs the war for

introducing; the colour bar in university education. Tor, how can you

^ lversity N a t i o n when, there have bsen I t o f l S a S diffo-v...ce& in the primary and secondary stages T

Is -or\hI ™ r .t t0i™ ,the thot lfrl0IC education hn. tokenis or the worst. t is desijnsd to stamp the nark of inferiority permanently on the African's forehead. leriorit,

to ’0* ^ 01 13 ,e ;r ' '> u °''- ‘ l»t m where It tries

hive J ^ ^ U o n ^ ■°‘ lTaUOr- >*• A *■' * * * *■ « » « • I

The second jood point in the present system in thorou^ stuxly of the f c j i * lK^ . . *e « * "

se e ^n : to create for itself a worlk after its own design. To do that

ur^erstard V Jj ^ t0 “ '*« which will nake us^ ** Africar*8- & « •* . also, a lan ua.~s which will

faciiitate conmu-.icatior. between ourselves and our frier/.s bev0r,l thesens That lan ^ ; e is Er.JLiah. K ^lish , then, i 8 R ^ t a l link of

survival foi us and we can never say that we have had too nuch Jnclisi--.

I uust not be misunderstood hers. As a ood South Africa I w>mt

l l l l S ^ at/ fri^ 8 18 ^ own l a n ^ e . I ^ t U ^ s t ^ ir ^

i t X ' J n l T d X ! *• “ chl1' t0 • * * • ' * * « . »«■ »

If we r.-d th? : o o t h e ba.J. pcir.ts i„ t>.e present s'-stem it i<i

W l r ' . It'becon.. nur

I i

1 2 »- 'j

k S

y'l

usinsss, as creators of a. Africa after our own d ate i whica will brh'., us near our ;oal

esiji., to evolve a

■ n i c l r , ! K “ * ° « Ul1'-8 that 87stOT lr « • » br^ I .hall

Let » start t ^ t S «

inter^rated/,

infrer^atau society where neither colour nor language will be a consi­deration, We nuat have connon schools for our children from the

kinder;;arten to the universities. If there has to be any segregation,

it nitJxt have to be on purely religious jrounds and, ever, then, only

whore it is desired.

v<V-ir0xt, all the major Inn ua_ es of the Union must be recoj.i3ed as official. I r.uB't o. Court and have my cr.se coniucted in Zulu, by a

JuV;e who speaks Zulu. .

. Thirdly, we uust avoid the narrower type of nationalism- with its

heavy enrphaais on race. The concept to which we raust be loyal must be the

broader ou«^ which embraces all the peoples of cur country. In our ideal

South Africa, there will be no distinctive national deatiny for any

of the national !rSI?Sf in our l i f e t h e only dewtiny we hhnll have shall

be the destiny c.' U3 all as r.enbers ahori:'..: a op^orate life.

Fourthly, we nust have a system which will strive to T'rP'.'i into bei:.^, a truly South African culture. There is nr such a thi , at present.

We have Zulu culture, Afrikaans culture, English culture but no South

Africa culture. To be truly South Africa, a South Africa culture will

be a merger of '.11 the virtues cf the ctne? cultures. These will have

to be blende'1 together to produce 3onethi v. wholly nevf in Africa n .

in the world, Let me show what I near*.

I should be the happiest nan if, one day, I net a distin uishei

African lady wearfcr. the sari with the ease whown when she puts on a costume, I shoudl be lfcli;hted to se,? Indian cr Ifuropenr. teams of youj\;

massed in the Udlamu dance. The whites almost did it durir the war; they adopted Zulu battle-cries and I an informed that they were formidable. I should like to see nixe.'*. con^re iations in Durban, the most 3Sr. lish of

all En iish-sjenkinj cities, where Afrikaans was freely used. I an

proud that I can address a ^jatherin" in the Ian, ua<~e of ny Jr. .lish

countrymen. So, you see the pattern befo e you.

But then to turn it into reality is the work of statesmen. And

I an o f r a i w e nuat fr.ce the fact that they will cone fron us-

sinply bec.'.uao we are the ,Toup everybody fears moat. We are too nany

for the other people and it ia for us to lead then tc the paths of peace,

I nuat a a; , no.ecver, that the patter;*- of life I woul like; that is,

the incidents I have mentioned, wouli net be mere concessions to the

various '.roups. Ty-e>* would be part of cur heritage; the result of

intercratiiVJ our cultures lr a way to produce a ne r a distinctively

South African culture; sooethin' we ahall be It m into; somethin., in

which we shall egress cur genius fully; somethi which shall be truly

our own, neither artificial nor imposed 01. ua.

There will be fori./. able Ov.de to this ideal. To overcome them- for

they muat be* because this ideal is the c .ly uarantee of racial peace- we need to sit down now m l work out a nnster-plan to turn our Ir^ru* into

reality over a certain perio Accordin .ly I sue. est that the African Eati.'nol Con,,ress should appoint a best-brains-ccinni3sion to work out

thi3 master-pl.vi; sonethi.\g which will co-or?.inate our political,

cultural, economic and other activities in o:*der to ~iVe direction to

our stru^ila for freedom.

One of the things the commie-.ion mi.'ht oonsi 'er very seri ously and

^ive immediate guidance thereon is the diversification of our Btru "e .

We ca. ot and nust not all be polititiar.3. Politics alone 'ill :..t wi the stru£ ,le for us. Ve nuat be on the march on all frcr.tB. X\ not in a random manner. We nuat be i.. step. The Church nust be brou ht i '.tc line. Wa must brini, it in as a matter of vital interest. So must b» the professions; labour ar.l what nr-t. We must nake better use cf <ur

resources- numerical, material, spiritual and cultural, W-e nuat be aile to place a man in a position where his talents qualify him to ive the best service, *e nu3t not take square pe;s and fit them into round

hoies/, , , . « • « •

• m .

to nato, ^ o r e ^ u [ n ^ ^ r o f ^ 0^ i o S c « " t o ' ’ * * * “ °“r lnablli*7

ttp tk0 roal to * » * “ • * - " 7 » - di.o icP“ ; * “ L 0?

are others whlch^ -r«'re~’ il^Prl^^loaT’ . '1" ’ ! • 1I \U i 0 m K ~ thil* Th,r* new cone. 7 practlc^ l e . It is to these t!mt we nust

to wreck everythin ^ t ^ W u i l t ^ u p ^ * ^ J* instrument

s s * a t s s E “ * !we ni ht bejin thinking seriously 0-r nr1 1 ^ * 1 * 'Z lr‘ thi3 r03Pect 'tha Bantu Education poiso- by vi orc'u! scnools. We oust counteract ;

of the AT ican chili Ln the direC1 ^ n ? ' * *° ori9r‘tGt« the outlook

realise th,t South l £ = “ l : 0k0i08: — j

not m i ,0 r - ir- fUr r0CkB- » • « « :™ached where the stru;; le ntut he here dlverslfu.; P° 1;' t ^ W I

written vcri wll prove n i f t i e r n ^ V l . ^ . * ! ? " 1’ ' * * " tt"

have had to face this reality1" ihen^h*" ^ enGi'cipfitlon »oveoa:its

o e e t i ^ s , the Chlr liuvtr* 2 ? * . £ o 2 Pn £ V “ U f « ^ written word. For this reason I J ! atrui~l« can ^ive is th*

look-out for talent and nake tetter use t f i T , ould aow be on the nake it our policy to . ____________? ! Ll our 8tr^iile . We

the

nustnake it our policy to i v T L l V 1:1 OUP Btru^ « .

Africa;', a rt ist , writer,’ poet, s l L ' r ^ s t c sncouf?G ,,n]fct to the

people can carry across to the 2 L w Y i d ' t ^ u r ‘ V i'°U c y ' Ths»e

cor, no l o n e r be effectively convey ,: by our p o l l t i c ^ ' w ^ s ! 0' * '

- i Afrlcan lllZ V T « " " « • •these people are sou, of the « . ^ a l ^

l l t . r ^ Z " l rS . » - l ^ ‘ ^ t ,tt*hr n° t^ r-‘ « - m-tructlon an, [their pride in their or. laB,-uc„ £ ‘ ^ ' * 1 ^ “ “ of showing j, ,0W“ whether In privet. or , ! ^ °J conversation in our

huy and read hooks ir. our own lan’w e ’s 1 w % *1« w h « e . »e must

W c H ^ aas, or to f39l ln * * »-

The popular fashion is to hJ T roth^ , ^ “ *olouly.to speak tijligh or Afrikaan. « « ^ little children

do this ima,4 ne that to over>u£«n tJe£ - Pe° ple wholan,3uace ehows up the littlA iHr» i < * c^ llirei1 with a foreit'ji*

it crushes the your^, anc’ t;rowin.'~8niiid 1®ctual ^rijitness whe, in fact

child, s niad, n forks' h ™ in t « rV ‘ - * 0T‘ Tl0^ E “ ■»confuse hin But the aost m .i 'hink in two lancuac** and tends to

forced to speak a ° f . a11 *?■ U thot th«thenselves do net know wery well V h J^th ^ t0 P111'®11** ; which they

the.Jselves forcefully; or when they rejoice7 ^ w h ^ t h * ^ t0 9XS>TB§Bwhom thw r«H73«r>t * J^ice, or when they address those

little one finds it hkni to u n L ^ * ^ ' '?** ih® oother-tonufi. The

lan-uvje; children do not ike t h l n S * * ^ ! 1? v !* * h® aUBt Use ft *P®cial-nee things especially reserved for them.

This burden/,

®hl« burden is also injurious to the sslf-respeot of the parent who

insists that his little chili nust speak In li«h or Afrikaona because

it is a ffalse value. Snobs are people who adhere So false value* in

life . Ye ourselves are producing African snob* who think it is rreai If their children apeak Bn^lish. Ho African Nationalist nust allow a thin/j

of that sort to happen to hinself or his childjfen if he understands fulljr

whr.t he is doi:%2 In the national stnv, le .

4 In tH6* forejoin-j I have tried to present in very broad outline the

picture of wh t I const der the best education for citizenship. I have confined itself necessarily to broad principles. But X have also

confined nyself to only the intellectual on- le of education. I w'nt

a balanced education ‘ which ’■fill produce nen and wonen who will be fit to be free.

For this r .-.son, while we nust insist on training the nind in reading for the hour of victory, the hands also must be trained to enabie us to

produce the wherewithal to create the world after our own desi'^i.

In this connection I want to nake only two proposals. Vs nust insist on developing in our people a very strong sense of social responsi dlity.

oust onet o*.ly convince our wealthy nen of the need to ~^ve ourcause

naterial assistance; we nustp produce younf, nen and woner. who will 3ive

up every joy in life nn.t dedicate thenselves wholly to doin,-; Confess

work* to educating the nosBes; to relieving suffering and sinilar work*

Our edcuation must produce such nen and woBen. People who will do

what we tell then for no profit whitsoever; bat for the Joy of serving

Africa.i

N

Finally, we mat plan to nake better use of our wealth- the land?, ' water, nunbers and build up a aysten of econony which will stand the

strains and stresses of the nost violent reactions to our denands forfreedon.

But to do all that we nust be clear on our goals; on the principles

alon_ which we shall stru. ,;jle and of the nethods we shall, use to attain our ends. When we have done that and applied ourselves without

regard for sacrifices, we shall then be fit to be foree free*

H A Y I 3UU T 1 i

Snandle:.i, P.O. IITAl'HA.

Collection Number: AD1812

RECORDS RELATING TO THE 'TREASON TRIAL' (REGINA vs F. ADAMS AND OTHERS ON CHARGE OF HIGH TREASON, ETC.), 1956 1961 TREASON TRIAL, 1956 1961

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