An.si

CONTENTS

WHO CALLS THE TUNE

General overview

TEACHERS L SOLDIERS The structure of Cadets

SERVING THE NATION

Alternatives to Cadets

FACTS k FIGURES

PREPARING FOR THE ENEMY

A look at the CED

Cadet Training Manual

SELECTED NEWS CLIPPINGS

ARTICLES» • *.

______________________________________________________________________________________________ _____________________________________________________________________________________________ /*

WHO

CALLS

THE

TUNE?

General overview

For m o s t parents, t e a c h e r s an

pupils, c a d e t s h a v e b e e n an

a c c e p t e d part of the sc hool

s y s t e m for m a n y g e n e r a t i o n s .

C a d e t s h av e e x i s t e d in this

c o u n t r y s i n c e the f o r m a t i o n o-f

the -first c a d e t d e t a c h m e n t in

H e r m a n s b u r g in 1869. C a d e t s

o f f i c i a l l y b e c a m e p ar t of the

e d u c a t i o n a l c u r r i c u l u m as a

r e s u l t of the 191.2 D e f e n c e

Act.

R e c e n t l y , howev er , a n u m b e r of

c o n c e r n e d p e o p l e have

e x p r e s s e d a n x i e t y as to the

p r e c i s e f u n c t i o n of c a d e t s in

p r e p a r i n g w h i t e y o u t h for a

m i l i t a r i s e d societ y. Wh ile, on

the s u r f a c e C a d e t t r a i n i n g

o f t e n s e e m s to be a f a i r l y

i n n o c u o u s d i s p l a y of m i l i t a r y

p ag ea n t r y , it is in f ac t an

integral part of the SADF.

And, j us t as t h e r o l e of the

S A D F c a n n o t b e s e p a r a t e d f ro m

the b r o a d e r s t r a t e g i e s of the

n a t i o n a l i s t g o v e r n m e n t , so

c a d e t s h a ve to b e s e e n in a

b r o a d e r po l i t i c a l cont ex t.

A c o h e r e n t c a d e t s y s t e m has

o n l y e x i s t e d in s c h o o l s s i n c e

1976. B e f o r e then, t he o nl y

S A D F i n v o l v e m e n t in s c h o o l s

had b e e n t h r o u g h a■Citizenship T r a i n i n g -

p r o g r a m m e s . T h e s e w e r e not

f el t to b e a d e q u a t e by

P . M . B o t h a , t h e n m i n i s t e r of

Defence. I m p r e s s e d by the

Israeli c a d e t syste m , he

a r g u e d for an e x t e n s i v e

s t r e a m l i n i n g and d e v e l o p m e n t

of a c ad e t s y s t e m d i r e c t l y

u n d e r the SADF, s a y i n g that:

•If we want to o p p o s e the

f o r c e s of r e v o l u t i o n , of

c h a o s and a n ar ch y , we

m u s t b e g i n w i t h our y o u n g

p eo pl e at s c h o o l . - *

Th e role of c a d e t s in f o s ­

t e r i n g a l o y al t y to the S AD F

and a b e l i e f in t he total

o n s l a u g h t t h e o r y h as b e en

b l u n t l y s t a t e d by a n u m b e r of

people.

■The o b j e c t i v e s s p e c i f i e d

... i n v o 1ve ... the

a c c e p t a n c e of c o m m o n

r e s p o n s i b i l i t y f o r the

s e c u r i t y of the c o m m u n i t y

in w h i c h he g r o w s up, and

a r m i n g him w i t h k n o w l e d g e

in r e ga rd to the n a t u r e

and e x t e n t of the t h r ea t

to the R S A and e v e r y t h i n g

it entai ls *.

M . J . V a n Zyl,

B r e n t w o o d ■

Nat Mp,

in the•Cadet t r a i n i n g

S o u t h A f r i c a n D e f e n c e

F o r c e c o n t e x t s e r v e s as a p r e p a r a t i o n f or na t i o n a l

ft x r r m i m m t »S70

a 1TOOH4ZO

s e r v i c e and ... m a k e s him

a w a r e of s p e c i f i c n e e d s

and f a c e t s of civil

d e f e n c e and i n f o r m s him

of the n a t u r e and

m a g n i t u d e of the t h r e a t

to t he c o u n t r y and h o w to

c o m b a t it."

Mr P . H . P r e t o r i o u s ,

N a t MP M a r a i s b u r g 3

The s u c c e s s of c a d e t s in

a c h i e v i n g t hese a i m s has also

b ee n c o m m e n t e d on:

•The c a d e t s y s t e m has

b r o u g h t new a w a r e n e s s

a m o n g s t s chool b o y s of

the n a t u r e of t he o n ­

s l a u g h t a g a i n s t S o u t h

A fr ica. T h e y r e c o g n i s e

and u n d e r s t a n d the

threat, and a re h i g h l y

m o t i v a t e d to u n d e r g o

t r a i n i n g and aid in

c o m b a t t i n g it." *

•The p o s i t i v e i n f l u e n c e

w h i c h the s y s t e m

e x e r c i s e s on the c a d e t’s

later natio na l s e r v i c e is

a l r e a d y n o t i c e a b l e . . .

(this) m a y be l a r ge ly

a t t r i b u t e d to the

e x c e l l e n t c o - o p e r a t i o n

b e t w e e n the six e d u c a t i o n

d e p a r t m e n t s and th e S ou th

A f r i c a n D e f e n c e F o r c e - .0

M a n y of the s t a t e d a i m s of

cadets, s u ch as l o y a l t y to

o n e ’s c o u n t r y and a s e n s e of

c i v i c r e s p o n s i b i l i t y , m a y

seem, on the surface,

laudable. Howev er , in the

9 XV«aicol 173

< P«r«%u«, July X »7?■ Whit* ■n

D«f*na« an4 Ar««M«nka

•uMlyi iso

c o n t e x t of the i n cr ea si n g

m i l i t a r i s a t i o n of o u r s oc i et y

- b o th o v e r t l y and co v e r t l y

t hr o ug h s t r u c t u r e s s u ch as the

J oi n t M a n a g e m e n t Centres! of

the g r o w i n g r e l i a n c e by the

g o v e r n m e n t on m i l i t a r y f orce

to s u p p r e s s l e g i t i m a t e p o l ­

itical and e c o n o m i c a s p i r a ­

t io n s of the b la c k c om munity!

of the g r o w i n g spir al of

v i o l e n c e . and confl ic t, a

numb er of p e o p l e are r a is in g

the question, "l o y a l t y to whom

and to w h a t ? -

The r ecent e x p o s u r e of the

Cape E d u c a t i o n D e pa r t m e n t

C adet T r a i n i n g Ma nual has done

little to r e a s s u r e co nc e r n e d

parents, teachers, and pupils.

D es c r i b e d b y PF P MP Ken

A nd re w s as a " t e rr if yi n g

d ocument", t h e manual

included, a m o n g s t other

c o n t r o v e r s i a l items, a

f a v o u r a b l e d e s c r i p t i o n of the

Nazi y o u t h prog r am me , and

e n c o u r a g e d p u p i l s to p as s on

i n f or m at io n "which he o b t a i n s

as r e g a r d s the actual or

potential e n e m y " *

W hi le g o v e r n m e n t sp ok e s m e n

have i n d i ca te d that the

c o n t r o v e r s i a l items of the

manual will b e revised, they

have a ls o e x p r e s s e d their

i ntention to e x p a n d the c ad et s

system. In t h is conte xt , there

is a d e s p a r a t e need to

q u e s ti on the r ol e and f u n c t i o n

of cadets. And, m o r e p a r t i c u ­

larly to f i n d w a y s of

p r e p a r i n g s chool p u p i l s for a

peaceful and c o n s t r u c t i v e

future, r a t h e r t ha n for a life

of hatred, s u s p i c i o n and

c o n f 1i c t .

Z- ••• th« «r* »«!•« r « l n t n « 1 n % h l *

The structure o-F Cadets

T E A C H E R S fe SOLDIERS

"The S A D F is a pa r t n e r in

the t r a i n i n g of y o u n g

c ade t s. T h e o ther

p a r t n e r s a r e the

e d u c a t i o n d e p a r t m e n t s * . *

T he c a d e t s y s t e m is m a n a g e d

j o i n t l y by the S A D F and the

e d u c a t i o n d e p a r t m e n t s . S i nc e

1979, s e l e c t e d t e a c h e r s have

been s e c o n d e d f r o m the

e d u c a t i o n d e p a r t m e n t s to the

S A D F to s e r v e at tfie A r m y C o m ­

m an d H e a d q u a r t e r s in P r e t o r i a *

in o r d e r to " i m p r o v e i n t e r d e ­

p a r t m e n t a l c o - o p e r a t i o n to the

b e n e f i t o-f the c a d e t s y s t e m " 3 .

T h e r e is a s t a n d i n g i n t e r d e p ­

a rt m e n t a l c o m m i t t e e which

m e e t s o n c e a y ea r and o ve r s e e s

the c a d e t prog ra m me .

S c h o o l s a re d i v i d e d into c o m ­

m a n d s w h i c h c o r r e s p o n d to S A DF

d e l i m i n a t i o n s , w i t h e q u i p m e n t

b e i n g p r o v i d e d to s c h o o l s by

the d i f f e r e n t a r e a c o mmands.

S om e c a d e t d e t a c h m e n t s are

a ls o a f f i l i a t e d to local p e r ­

m a n e n t f o r c e and c i t i z e n f or c e

r e g i m e n t s .■*

The SAD F is r e s p o n s i b l e for

the f i n a n c i a l a s p e c t s of the

c ad et s ys tem. T h e y a l s o p r o ­

v i d e the i n f r a s t r u c t u r e w hi ch

1 n « n i « P 4 1vazI col *74 9 nwpor t Sipvctor o +■ 4 u c * t l a n ,• Whit* Paatr, 1*T** «AZRN «UPV«V, 1»7«

w ou ld r a ng e f r o m u n i f o r m to

rifles, and they t a ke r e s p o n ­

s i b i l i t y for the t r a i n i n g of

cadets. T h is o f t e n t a k e s p l ac e

i n d i r e c t l y t h r ou gh the t r a i n ­

ing of t e a c h e r s as c a d e t o f f i ­

cers, at the O u d t s h o o r n m i l i ­

tary base. C a de t o f f i c e r s are

e x e m p t f ro m camps. Often, e x ­

t ra s t af f a l l o c a t i o n s are m a d e

on the b a s i s of the n u m b e r of

c a d e t s at the school.

T he C o l l e g e for E d u c a t i o n a l

T e c h n o l o g y of the S A D F is r e ­

s p o n s i b l e for d r a w i n g up c a d e t

c u r r i c u l a and g u i d e l i n e s for

trai ni n g. T he c u r r i c u l a i n ­

c l u d e s m i l i t a r y d i s c i p l i n e ,

civil defence, m e t h o d s of w a r ­

fare, i n t e l l i g e n c e a n d s e c u ­

rity, m e t h o d s of w a rf ar e, i n ­

t e l l i g e n c e and s e c u r i t y , r a d i o

proc ed u re , m a p - r e a d i n g , n a v i ­

gation, drill, r i f l e r a n g e

p r o ce d ur e, track in g ,

b u s h c r a f t .”

Im p o r t a n t a s p e c t s of the c a d e t

p r o g r a m m e i n cl ud e a r a n g e of

drill and b a nd c o m p e t i t i o n s

held a n nu al ly , and r e g u l a r

c a m p s held by the SADF. A

total of 4 2 7 c a d e t c a m p s w e r e

held in 1 98 5. -

C a d e t s is d o n e b y b o y s at all

s c h o o l s w i th d e t a c h m e n t s . At

T T s T i c o l 1 7 4 <u««tlonai l * * 2 lcol

\

\

s o m e schoo ls , b o y s a re trai ne d

f r o m S t d . 6 to m at ri c, w h i l e

at o t h e r s t he y a r e t r a in e d

f r o m Std 8.

C a d e t s for g irls

At prese n t, c a d e t s is not c o m ­

p u l s o r y f o r girls, a l t h o u g h

s c h o o l s m a y i n t r o d u c e c a d e t s

on t h e ir o w n i ni t iative. The

S A D F is i n v ol v ed in t r a i n i n g

girl c a d e t s and in a d j u d i c a t ­

ing t h ei r drill c o m p e t i t i o n s .

T h e r e a r e no f i g u r e s a v a i l a b l e

for the n u m b e r of girl c a d e t s

in S o u t h Af rica. H ow ev er , in

1977, P a r a t u s p r o u d l y re p o r t e d

the p r e s e n c e of 4 "Pigtail

p l a t o o n s’ at a W e s t e r n

P r o v i n c e C o m m a n d c a d e t c o m p e -

t i t i o n . ^

At a s i m i l a r c o m p e t i t i o n in

t he O F S in 1980, 10 girl d e ­

t a c h m e n t s and 2 girl b a n d s

p a r t i c i p a t e d . T h e r e are also

d r u m m a j o r e t t e s at t h e s e c o m ­

p e ti ti on s . and the a l s o o f t en

p a r t i c i p a t e in m i l i t a r y p a ­

rades. T h e y s o m e t i m e s c a r r y

m i l i t a r y rifles.

C o l o u r e d and I n d i a n C a d e t s

In 1978, t he M i n i s t e r of D e ­

f e n c e P . U . B o t h a a n n o u n c e d that

l e g i s l a t i o n was b e i n g d r a f t e d

to e x te n d c a d e t s to c o l o u r e d

and Indian pupils. A s t e e r i n g

c o m m i t t e e was set up w it h r e p ­

r e s e n t a t i v e s f r om the d e p a r t ­

m e n t s of N a ti on al Educa ti o n,

Co l o u r e d Affairs, I nd ia n a f ­

f a i r s and the SADF. T he C P TA

r ej ec t ed the idea, b e l i e v i n g

that the i n t r o d u c t i o n of

c a d e t s at s c h o o l s w a s u n a c ­

c e p t a b l e until all r a c e s had

full c i t i z e n rights.

D e s p i t e this, the c o m m i t t e e

r e c o m m e n d e d the i n t r o d u c t i o n

of c o l o u r e d and I ndian cadets,

and m o n e y w as v ot ed in p a r l i a ­

m ent for t h is purpose.

W i d e s p r e a d o p p o s i t i o n c a u se d

the in tr od u c t i o n to be

shelved. Mr P P P r e t o r i o u s (Nat

MP M a ra is b ur g) p o n d e r e d on the

f o l l o w i n g point in p ar liament:

■One w o n d e r s wh e t h e r

c ad e t t r a i n i n g and the

d i s c i p l i n e a s s o c i a t e d

w i t h it c o ul d not have

pr e v e n t e d a g reat deal of

the u n d i s c i p l i n e d be-

' h a v i o u r w h i c h o c c u r r e d in

s c h o o l s of t h ese p o p u l a ­

tion group s" *.

f Alternatives to Cadets

SERVING

THE

NATION

T he D e f e n c e A ct s t a t e s that

p a r e n t s h a v e the r ig h t to e x ­

e mp t t he i r s o n s f r o m cade t s.

H o w e ve r, v e r y f e n s c h o o l s have

c o n s t r u c t i v e a l t e r n a t i v e s to

the c a d e t system.

W e b e l i e v e that t h e re a r e m a n y

m o r e c o n s t r u c t i v e w a y s of

s e r v i n g o ur c o u n t r y that

p a r t i c i p a t i o n in th e SADF.

And, we feel t h at is e s s e n t i a l

for s chool p u p i l s to d e v e l o p

s k i l l s and u n d e r s t a n d i n g m o r e

o r i e n t e d t o w a r d s a pe a c e f u l

and j us t s oc i e t y . F o r this

reason, w e feel that the d e v ­

e l o p m e n t of c r e a t i v e and

d y n a m i c a l t e r n a t i v e p r o g r a m m e s

to c a d e t s is e ss e n t i a l .

In c o n s u l t a t i o n wi th a n u m b e r

of p a r en ts , p u p i l s and t e a c h ­

ers, we h a v e d r a w n u p a list

of ideas f o r p o s s i b l e a l t e r n a ­

tive p r o g r a m m e s . T h e s e need to

be d e v e l o p e d and d e e p e n e d by

p a r e n t s and e d u c a t i o n a l i s t s .

F ur th e r, c o n c e r n e d p a r en t s,

t e a c h e r s and p u p i l s need to

e n c o u r a g e t h e i r s c h o o l s to i m ­

pl e m e n t t h e s e p r o g r a m m e s . We

h op e t ha t t h e s e i deas will

p r o v i d e a s t a r t i n g p o i n t for

d i s c u s s i o n a r o u n d t h is issue.

S oc ia l a n d C o m m u n i t y S e r v i c e

* w o r k i n g w i t h w e l f a r e i n s t i ­

t u t i o n s and o r g a n i s a t i o n s ,

s u c h as Red Cross', C h i l d

We l f a r e , Eros, St Lu kes,

o r p h a n a g e s , v a g r a n t’s s h e l ­

ters, old age homes, m e a l s

on w h ee ls , life line

* e d u c a t i o n on s o c i a l p r o b ­

lems s u c h as a l c o h o l i s m ,

d r u g abuse, c r i m e

* l e a r n i n g b a s i c c o u n s e l l i n g

ski 1 Is

* h e l p i n g

t r a i n i n g

with 1 i te ra cy

* b r e a k i n g d o w n r a ci al b a r r i ­

e rs by c o n t a c t w i t h o t h e r

r ac ia l g r o u p s

* L e a r n i n g to r e l a t e to o t h ­

e r s and c o p i n g w i t h . i n t e r ­

p e r s o n a l c o n f l i c t

F i r s t Ai d

* St J o h n s A m b u l a n c e c o u r s e

* S p e c i a l c a t e g o r i e s of f i r s t

aid eg. life s av ing, m o u n t ­

a in r e s c u e

E n v i r o n m e n t a l A c t i v i t i e s

* e d u c a t i o n on a n i m a l rights,

and h e l p i n g o r g a n i s a t i o n s

s u c h as SPCA, A n i m a l W e l ­

fare, S A AP EA , S A N C O B , S a v e

the Wh a l e s , B e a u t y w i t h o u t

C r u e l t v

* e d u c a t i o n on n a t u r e c o n s e r -

v a t 1 on

•* C l e a n i n g p o l l u t e d a r e a s D r a m a

* C l e a r i n g T a b l e M o u n t a i n and

o th er a r ea s of a l i e n v e g e ­

ta tion

* h e l p i n g c o m m u n i t i e s with

p l a n t i n g t r ee s and f l o w e r s

* l ea r n i n g bush

t echn i ques

su r v i v a l

•* l e a r n i n g about w i l d l i f e

* P a r t i c i p a t i n g in camps,

t r a i l s h i k e s etc.

B a s i c legal s k i l l s

B a s i c c o m p u t e r s k i l l s

D r i v i n g

B a s i c s e c r e t a r i a l and a d m i n i s ­

t r a t i v e s k i l l s

S u p p l e m e n t a r y c a r e e r g u i d a n c e

A r t s and C r a f t s

* t h es e c o u ld be linke d w i th

c o m m u n i t y s e r v i c e - eg.

r u n n i n g art c l a s s e s in

c h i l d r e n s homes, p a i n t i n g

m u r a l s etc.

* A r a n g e of c r a f t s not c o v ­

e re d in the a r t s s y l l a b u s

c o u l d be learnt, eg. p o t ­

tery, batik, ti e dying,

b a s k e t maki ng , jewelry,

M us ic

•* le a r n i n g a bout d i f f e r e n t

t y p e s of m us i c

A f r i c a n

* M a k i n g m us ic a l i n s t r u m e n t s

# L e a r n i n g a bout

M u s i c

■* L e a r n i n g r t r a d i t i o n a l

A f r i c a n d a n c i n g - eg. gum-

b oo t d a n c i n g

* can also be linked with

c o m m u n i t y s e r v i c e - eg.

p e r f o r m i n g for c h i l d r e n’s

homes, ru n n i n g d r a m a w o r k ­

s h o p s for u n d e r p r i v i l e g e d

c h i l d r e n etc.

* d e v e l o p i n g d r a m a t i c s k i ll s

such as v o i c e and s peech

training, mijne, di recting,

s t a g e ma na g e m e n t , lighting,

m ake-up, s t y l e s of acting.

M e d i a

learning a r an ge of m e d i a

skills, eg. w ri ti ng , la y ­

out, p h ot o gr ap hy , graphics,

p oster design, silk s c r e e n ­

ing, v i d e o prod uc ti on s ,

m a k i n g s l i d e - t a p e shows.

FACTS It FIGURES

No. o-f Cadets1978 125 0001979 154 0001980 164 869 1985 178 240

No. schools with/without cadets

With Without TVL 262 22 Natal 69 1 OFS 90 0 Cape 237 12

Cadet Q-f-ficers (1985)

TVL 1201 Natal OFS 593 Cape

214 1 934

Cadet Camps held

1980 4391984 3611985 422

Schools without Firina Ranaes

TVL 54 Natal □FS 11 Cape

1259

PREPARING FOR THE

D p LEARNING ABOUT

BOGEY MAN?A look at the CED Cadet Training Manual

S TD SI XThe v a r i o u s s e c t i o n s c o v ­

e red b y the c a d e t s y l l a b u s

include the f o l l ow in g:

1. T h e a d v a n t a g e s and

m e a n i n g of C a de ts (l )

2. M u s k e t r y and r i f l e

r an ge p r o c e d u r e (20)

3. Drill, c e r e m o n i a l and

b an d t r a i ni ng (2 0 )

4. S a l u t i n g and c o m p l i ­

m e n t s (3)5. R a d i o c o m m u n i c a t i o n

p r o c e d u r e (5)

6. I n t e l l i g e n c e a n d s e c u ­

r i t y <1>7. D i s c i p l i n e and l e a d e r ­

s h i p ( I )8. O r g a n i s a t i o n s in the

SADF(l)

9. In t e r n a l s e r v i c e s of a

uni t <1)(The n u mb er of l e s s o n s a l l ­

o c a t e d to e ac h s e c t i o n is

indi ca t ed in b r a c k e t s

a f t e r w a r d s . )

'young p e o p l e

h a v e b e e n

s e l e c t e d a s t h e

t a r g e t g r o u p

•for

r e v o l u t i o n a r y

a t t a c k *

In t h e f i r s t l e s s o n on the

a d v a n t a g e s and m e a n i n g of

Cadets, Std 6 p u p i l s are

w a r n e d of the " t h r e a t to

p e a c e f u l c o - e x i s t e n c e and

p r o s p e r i t y In S o u t h A f r i c a

(p.l). T h e y a r e t ol d that

C a d e t t r a i n i n g is t he w a y

In w h i c h t h ey p r e p a r e t he«-

\

s e l v e s a g a i n s t t hi s threat,

an d that y o u n g p e o p l e have

b e e n " s el e ct ed as the t a r ­

get g r o u p for r e v o l u t i o n a r y

a t t a c k ( p . 2)• T h e y a r e told

t ha t d i s c i p l i n e is v e r y i m­

portan t, and that d rill is

an i mp o r t a n t part of c a d et

t r a in i ng , w h i c h w il l lead

to s e l f - d i s c i p l i n e , s h o w

t h e m how " u n i t y - las o p ­

p osed to c o n f o r m i n g to an

i mp osed set of ‘norms')

leads to ‘s u c c e s s’ -and

t h r o u g h t hi s they will

• be co m e p ro ud of t h e m s e l v e s

as a h um a n b e i n g’(p.3)

It is c l e a r f r o m the a l l o ­

c a t i o n of lesso ns that the

e m p h a s i s of c a d e t t r a i n i n g

is on drill and r i f l e r a n g e

p ro ce d u r e s . But w ha t is of

c o n c e r n is that this is t o ­

t a l l y d e c o n t e x t u a l i s e d . T h e

f o c u s is on the ' c o rr ec t

p r o c e d u r e s’ and ‘c o r r e c t

d e f i n i t i o n s’ - in h i g h l y

t e c h n i c a l and e x t r e m e l y l»-

* p e r s o n a l l anguage. T h e r e is

c e r t a i n l y no s p a c e f o r p e r ­

sonal, m o r al or e t h i c a l

q ue st i o n * .

12 y e ar o ld b o y s a r e told

t ha t the a i m of d r i ll 1« to

d e v e l o p *n t h em

‘■instinctive’ (and c l e a r l y

u n c r i t i c a l ) o b e d i e n c e , and

drill l» the f o u n d a t i o n of

all d i s c i p l i n e . It Is an

e x e r c i s e in ‘a l e r t n e s s and

o b e d i e n c e’ (p.28). S e l f -

d i s c i p l i n e , it appe ar s,

d o e s not s t e m f r o m a set of

m or al c o d e s w h i c h o n e has

c h o s e n to a do p t - b u t from

an " i n s t i n c t i v e (fearful?)

ob e dience* to an i m p o s e d set

of a b b r e v i a t e d c om m a n d s .

' T h e e n e m y a i m s

t o o v e r t h r o w

t h e p r e s e n t

g o v e r n m e n t a n d

t o c r e a t e a

b l a c k m a j o r i t y

g o v e r n m e n t ^

S td 6 b o y s a re t ol d t h at it

is a b s o l u t e l y n e c e s s a r y

that I n f o r m a t i o n (about

‘actual and p o t e n t i a l ' e n e ­

m i e s ( p . 7 4) )b e c o n t i n u o u s l y

ga t h e r e d . P u p i l s a r e not

r e q u i r e d to m a k e d e c i s i o n s

a b o u t the s i g n i f i c a n c e of

t h i s i n f o r m a t i o n (nor, it

seems, a b o u t w h a t t h e y are

d o i ng ! ) - t he y s h o u l d s i m ­

p ly r e p o r t it to t h e c a de t

o f f i c e r ‘as soon a s p o s s ­

ible'. T h e e n e m y is

d es p a r a t e , and ' ai ms to

o v e r t h r o w t he p r e s e n t g o v ­

e r n m e n t a nd to c r e a t e a

b l a c k m a j o r i t y g o v e r n m e n t’

(clearl y the f ac t that this

d e f i n i t i o n m a k e s the m a j o r ­

ity of S o u t h A f r i c a n s ‘the

enemy' Is not a p r ob l em .)

E v e n t h o u g h t h er e ‘m a y not

be any v i s i b l e s i g n s of

t h r e a t’, the e n e m y * is c o l ­

lect in g i n f o r m a t i o n (years)

b e f o r e d i r e c t a t t a c k’

(p.76). C a d e t s m us t c o n ­

s t a n t l y be on t heir gu ard

not to be 'sou rc e of

i n f o r m a t i o n’ to this enemy.

C adet t r a i n i n g thus o f f e r s

Std 6 p u p i l s t h e o p p ­

o r t u n i t y to m a k e a

’persona l c o n t r i b u t i o n’ to

c o u n t e r i n g the t h re at to

S ou th Africa. It is c lear

f ro m the pupil a c t i v i t i e s

d es c r i b e d in t h i s lesson

that they a r e not requ ir ed

to quest ion w h at is b e i ng

said, m e r e l y to a nswer

q u e s t i o n s on what t h ey have

been told.

The c a de t is told that ‘to

be r e a l l y d i s c i p l i n e d . . .

they m u st id e n t i f y w it h the

b as ic o b j e c t i v e s of the

c a u s e for w h i c h the d i s c i ­

p li ne is r e q u i r e d’, and

that d i s c i p l i n e inclu de s

• lo y a l t y to o n e ’s s u p e - i o r s

and s u b o r d i n a t e s’. D o e s the

Std 6 pupil r e a l l y know

w h a t the the o b j e c t i v e s of

the SADf a r e ? And, if he

d o e s n’t ide n t i f y w it h them,

is he ' u n d i s c i p l i n e d’? What

sort of d i l e m n a d o e s he

e x p e r i e n c e w h e n told that

‘p u n i s h m e n t is e n f o r c e d’

when t he r e is a ‘lack of

d i s c i p l i n e’(p.79)

r

M u c h of the Std 6 s v l l a b u s

is r e p e a t e d in S t d . 7. The

d e f i n i t i o n of the e n e m y and

his (her?) m a c h i n a t i o n s are

m a d e c l e ar e r. T h e y learn

a b o u t the ’ i m p o r t a n c e of

e n e m y p r o p a g a n d a , and how

it p l a c e s our s e c u r i t y in

d a n g e r (p.57) T h e e n e m y can

b e r e v e a l e d by a ny person,

d oc u m e n t , a r ti cl e, object,

p h o t o g r a p h or r e po r t, and

t he v s h o u l d t h e r e f o r e

' r e p o r t or hand in a n y t h i n g

that c o m e s t he ir a t t e n ­

t i o n’ (p.57)

^ C a d e t s a r e

w a r n e d t h a t t h e

c o l l e c t i n g o-f

i n f o r m a t i o n c a n

b e d a n g e r o u s - . ,

b u t s o i s w i t h ­

h o l d i n g

i n f o r m a t i o n *

O n l v the e x p e r t or

s p e c i a l i s t c an a s s e s s this

i n f o rm a ti on . T he f a c t that

h a v i n g in i n f o r m a t i o n

p r e s u m a b l y d e m a n d s s o m e

s ort of a s s e s s m e n t is i g­

nored. C a d e t s a r e w a r n e d

t ha t the ’c o l l e c t i n g of in­

f o r m a t i o n c a n b e d a n g e r ­

o u s ’ (p.58), b u t t h e n a gain

s o is the ’w i t h - h o l d i n g of

i n f o r m a t i o n’. W h a t p a r a n o i a

this i n v o k e s in th e m i n d of

a s u s c e p t i b l e a d o l e s c e n t

o ne f a i l s to imagine!

The p r o p a g a n d a of the e n em y

it a p p e a r s is a imed at:

d e s t r o y i n g f a i t h in the cadet, his land, h i s p eo p le and h is leaders!

c r e a t i n g the i m p r e s s i o n that t he r e is no need for war and that a c o m p l e t e v i c t o r y o v er them is i m p o s ­s i b l e

d i s c r e d i t i n g the army... in t h i s w a y the e n e m y has s u c c e e d e d in h a v i n g e c o ­n o m i c p r e s s u r e s p l a c e d on us (p.60)

In o r d e r not to p l a y into

the h a n d s of the enemy,

c a d e t s m u s t b e a w a r e of the

d a n q e r s of ’boas t i n g , idle

talk and rumours.'

* T h e p r o p a g a n d a

o f t h e e n e m y is

a i m e d at

c r e a t i n g t h e

i m p r e s s i o n t h a t

t h e r e is no

n e e d f o r w a r

. . . 9

S T D E I G H T

T h e r e is a s i g n i f i c a n t

c h a n g e in a t t i t u d e to w a r d s

the c a d e t in S t d 8 - which,

c o n s i d e r i n g that this is

the y e ar he r e g i s t e r s for

n a t i o n a l servi ce , is not

s u r p r i s i n g . N e w s e c t i o n s

e m e r g e in the t r a i n i n g c o m ­

p o n e n t s of the syll a bu s,

i nc luding: the n e c e s s i t y of

c o m p u l s o r y m i l i t a r y s e r v i c e

(1); the m e a n i n g of N a ­

tional S e r v i c e 11); Ma p

r e a d i n g and n a v i g a t i o n (5);

and p r o t e c t i o n of h e ar t h

and home.

T h e c a d e t is c l e a r l y seen

at t h i s s t a g e to b e part of

t he SADF. N o lo nger d o e s

o n e read of t he e n e m y - it

is n o w our enemy.

T h e c a d e t l ea rn s that the

g o v e r n m e n t is r e s p o n s i b l e

f or (a) m a i n t a i n i n g law and

order, w h i c h is the task of

• v e r y citizen) a n d (b) s e e ­

ing to it that the i n d i v i d ­

ual is not e x p l o i t e d (p.l)

To a c h i e v e this, 'each

c i v i l i a n m us t be t ra i ne d

p r o p e r l y ... p h y s i c a l l y and

s p i r i t u a l l y ' . It is 'our

d ut y to s e e " that we are

prepared, s ince e ac h c i v i l ­

ian is thr ea t en ed . The g o v ­

e r n m e n t has the r ight and

p ower to use a n y t h i n g

a qa in s t the aggre s so rs .

S i n c e t hi s right is g r an te d

by the popu la t io n, they

t h e r e f o r e have the r ight to

c l a i m o b e d i e n c e and c o- o p-

e r a t i o n f r o m the p o p u l a ­

tion, and m i l i t a r y se r v i c e

(p.l) T he qu e s t i o n of who

has s e l e c t e d the g o v e r n m e n t

is not a d d r e s s e d honestly,

and the ident it y of the

' a g g r e s s o r s’ is eq u a l l y

vague. C a d e t s are told

that ’some g o v e r n m e n t s look

w it h e n v i o u s e y e s at the

r e s o u r c e s of o t h er c o u n ­

t r i e s’ (p.2) It s e e m s that

• t h e y’ ac h i e v e w h at they

w an t by c r e a t i n g 'a r e v o l u ­

t i o n a r y c l i m a t e t hr ou gh

g e t t i n g p eo pl e to c r e a t e

v i o l e n c e’, and incit in g

’peo p l e not to do m i l i t a r y

t r a i n i n g’ b e c a u s e 'a p e r so n

w ho is not a b l e - b o d i e d c a n ­

not r e s i s t a nv a g g r e s s i o n .’

'The s t r o n g e s t will s u r ­

v iv e . •

* 1 n N a z i

G e r m a n y , t h e

p h y s i c a l

p r e p a r e d n e s s of

t h e w h o l e

n a t i o n Ma s v e r y

g o o d ^

C a d e t s are c o n v i n c e d of the

v a l u e o-f m i l i t a r y s e r v i c e

b e c a u s e it will m a k e them

‘p h y s i c a l l y a b l e ’.

'P hysi ca l f i t n e s s is a p r e ­

r e q u i s i t e -for p hy si ca l p r e ­

p a r e d n e s s’! 'physical

t i r e d n e s s a f f e c t s the w h o l e

f u n c t i o n a l life of a h uman

being. (The f o l l o w i n g a f ­

t e r t h o u g h t is t h r o w n in: If

y ou d o n ' t b e l i e v e in the

c a u s e for w h i c h y o u are

w or k in g, v o u c a n n o t be able

b od ie d . Th er e f o r e , on e m u st

b e l i e v e in the c a u s e of the

S A D F if o n e w a n t s to be

a b 1 e - b o d i e d ? !)

P h y s i c a l p r e p a r e d n e s s is

the d u t v of e a c h c i t i z e n -

* H i s t o r y p r o v i d e s q u i t e a

f ew ex a m p l e s . In the c as e

of N a z i G er ma ny , the p h y s i ­

cal p r e p a r e d n e s s of the

w h o l e n a t i o n w a s v e r y good,

b e c a u s e t h ey u s e d e v e r y o p ­

p o r t u n i t y by w a y of p h y s i ­

cal e x e r c i s e , s p or t etc. to

i m p r o v e the n a t i o n p h y s i ­

call y. S t a t i s t i c s s h o w that

8 0 % of the A m e r i c a n y o u t h

do not c o m p l y w i t h the

m i n i m u m s t a n d a r d s -for p hys-

ical fitn es s . T h at is w h y

p r e s i d e n t K e n n e d y said:

'This in a v e r y real and

i m m e d i a t e sense, our g r o w ­

ing so f t n e s s , and o u r i n ­

c r e a s i n g lack of p hy si ca l

■fitness is a m e n a c e to our ■ecur i t y■’

The s e c t i o n on the m e a n i n g

of Na t i o n a l S e r v i c e d oe s

not e x a m i n e h ow o ne can

s e r v e o n e ’s cou n t r y , or

w h a t s e r v i c e to o n e ' s n a ­

tion is - it is an e x a m i n a - 1

tion of the b e n e f i t s of

m i l i t a r y trai ni ng . T h e s e

c o n s i s t of b o th d i r e c t and

i n d ir e ct p er s on al b e n e f i t s

(the c o s t s of m i l i t a r y s e r ­

vice, at an e co n o m i c ; pei—

sonal or m or al level a r e

not e x am in e d) Th e g a i n s are

e n d l e s s - self k n ow l ed ge ,

f o s t e r i n g h u ma n r e l a ti on s,

r e s p o n s i b i l i t y , le ad ership,

insight, s e l f l e s s n e s s , e n ­

dura nc e, s e l f - d i s c i p l i n e ,

s e l f - c o n f i d e n c e , j u d g e m e n t ,

i n d e pe nd e nc e, p r i d e (in

c o u n t r y and u n i f o r m ) ,

k no w l e d g e , s p i r i t u a l d e v e l ­

opme nt , s po r t . . . . to n am e

but a few!

fIt i s g e n e r a l 1 y

c o n s i d e r e d t h a t

t h e D e f e n c e

F o r c e t a k e s a

m a n o f b o y s . . .J

“Na t i o n a l S e r v i c e m a y v i r ­

t u a l l y be r e g a r d e d as a

m o d e r n i n i t i a t i o n school.

It is g e n e r a l l y c o n s i d e r e d

that the D e f e n c e F o r c e

m a k e s a m a n of boys. In b e ­

t we en t e a r s and r e p r o a c h e s

of loved ones, e v e r y n a ­

tional s e r v i c e m a n is n e v e r ­

t h e l e s s a d m i r e d and t hose

w h o h a v e a l r e a d y c o m p l e t e d

n at io n al s e r v i c e e n j o v a

p a r t i c u l a r s t a t u s in their

f a m i l y c i r c l e and in s o c i ­

ety. As t h e y a r e d e ni ed

t hi s o p p o r t u n i t y , w o m e n e s ­

p e c i a l l y a d m i r e a national

s e r v i c e m a n .” (p.6)

Std 8 b o y s a r e e n c o u r a g e d

to ta ke r e s p o n s i b i l i t y for

the s a f e t y of " h e a rt h and

home*. T h i s i n c l u d e s e n s u r ­

ing that the t e l e p h o n e is

w o r k i n g b e f o r e y o u go to

sleep, w o r k i n g o ut a l t e r ­

n at e r o u t e s to school, a l ­

l o c a t i n g e a ch f a m i l y m e m b e r

w i t h h i s / h e r d u t i e s in case

of attack.

T h e e n e m y’s p r o p a g a n d a is

f u r t h e r r e v e a l e d to Std 8 ’s

as “not r e s t r i c t e d to v e r ­

bal stat e me nt s, r a di o

b r o a d c a s t s and TV, b ut can

be used in m a ga zi n es , a r t i ­

cles, music, books,

posters, art and the media.

It aims to c a u s e d e m o r a l i ­

s ati o n am o n g s t us... we

must be c a u t i o u s not to

fall into the e n e m y’s trap"

(p.45).

STD N IN E

Std 9 p u p i l s are told that

one of the g o l d e n r u le s of

s e c u r i t y is the need to

know principle. 'This m e a n s

that a p er so n o n l y n e ed s to

know that i n f or ma t io n w hich

will a s s i s t him in the e x e ­

c ut io n of his t a s k’(p.29)

(Given w h at we as m e m b e r s

of the p u bl ic are a l l o w e d

to know in the i nt e r e s t s of

s e c u r i t y and p u b l i c safety,

it s ee ms that the thre a t to

our s e c u r i t y is e n o rm o us !)

‘Su b v e r s i v e a c t i o n s of the

enerov a t t e m p t to ’des t r o y

morale. d i s h e a r t e n p e o pl e

so that t he y lose the will

to f i g h t’. T h e y ‘promote

disl o ya lt y* by i n ci ti n g 'as

m an y p e o p l e as p o s s i b l e

agai ns t the e x i s t i n g g o v ­

e r n m en t ’ and t he y a i m ‘to

c a u s e d i s o r g a n i z a t i o n

w i t h i n the d e f e n c e force'

(p.29)

C O M M E N T

A l t h o u a h we too m a v be

d e c o n t e x t u a l i s i n g the

c o n t e n t s of the C ad et

S yl l a b u s . we do -feel that

this s v l l a b u s is a

" t e r r i f y i n g d o c u m e n t " . The

a s s u m p t i o n s u n d e r l y i n g the

t r a i n i n g of c a d e t s a re that

p u p i l s a re i n c a p a b l e of

b e h a v i n g in a d i s c i p l i n e d

way, or of b e i n g

d i s c i p l i n e d w i t h o u t drill.

T he s e c t i o n s on s e c u r i t y

c o u l d p r o m o t e a p a t h o l o g i ­

cal fear, not o n l y of a i d ­

ing t he e n e m y u n i n t e n t i o n ­

ally, but of the o m n i p o ­

tent, o m n i v o r o u s e n e m y h i m ­

self' T h i s subtle, d a n g e r ­

ous e n e m y r e q u i r e s a c o n ­

s ta nt s u s p i c i o u s w a t c h f u l ­

ness, not p a r t i c u l a r l y a p ­

p r o p r i a t e in a s c ho o l c o n ­

text. Th e a c t i v i t i e s of the

p u p i l s ar e limit ed to

a n s w e r i n g ' q u e s t i o n s and

s e e m i n g l y m e a n i n g l e s s p r a c ­

t ic es .

The s y l l a b u s s p e a k s for i t ­

self. C er t a i n l y , a m o r e

c o n v i n c i n g d o c u m e n t a r g u i n g

for the need for v i a b l e a l ­

t e r n a t i v e a c t i v i t i e s to

c a d e t s w o u l d b e hard to

f i n d ! .

1, TO M H '/, b o t E 1(ENH KS LE K R . H T W A R

VS a h OOT-DKTET) AiN^> I'KWVP.oVfcvKXt

T H A T 'S W H A T S C H O O L PARADE TRAINING M ANUAL IS A LL A B O U T. £■= S AYS ED U C A TIO N BOSS

clS S jfaw ar* -of m atters peru im n< M1 the 1),p' Uu“ * “ *llo intelligence and security". accord in j to the D epot. Director ol M “ ,c “001'Education in tbe Cape, FL Knoetze. children .

He a bo said a manual jiv ing instructions on in teU ijence-iathenni Tbe E C C l ^ Clay10nwas compiled by a “joint inter-departm ental cadet committee" and ? t r a in in gcirculated to all Cape Educatioo Department schools trainm f cadeu. 6e* ‘“ ln Su,,,tirl1 4 ,od

Mr Knoeue was responding in writing tills week to questions from fo u n j Khooichlidren areU>e Swaday TrilxiM. force-fed Nationalist mil-

Tbe contenu 0/ the manual, which u used to instruct cadeu from l u r “ !5 unuI Uley leaveStandard 6 upwards, caused a storm when they were revealed earlier *°

tins month.

ca d e u must "realise that as collecting miormauoo in c e ru in instances can be dangerous for the av­erage man. ca d eu should no t a t te m p t to a c t as

but should rather ears and eyes im m ediately

pass on any miormauoo".M r Andrew said the

m anual appeared at first sight to be a "terrifying docum ent and certainly

J-ape Ugh schools a re Issued with guide­lines on the basic tene ts o f in telligence g athe ring and how to com pile La/orma- lion about “citizens".

A sec re t m anua l conta in ing these guidelines is issued by the Cape E duca­tion D epartm en t.

In a w ritten response to questions fro m the Cape T im es, the d ep a rtm en t •aid It ca tegorica lly denies tha t this d e u " * C * ^ r in g ) is requ ired of ca-

H ow ever, it said cadets w ere taught to be m ade aw a re o f “m a tte rs perta in ing to In telligence and secu rity".

P resse d fo r de ta ils , a CED spokesm an said yesterday th a t suggestions th a t c a ­d e u pass on in fo rm ation re la ted to “sen­s itiv e In fo rm ation" th a t w oaid preven t loss o f life, in ju ries o r o th e r s im ila r Inci­dents, like sabotage.

i w r r u g re i* n * r w era! P arty spokesman 00 ed u c atio n in the Cape, Ken Andrew, said the un- p lic a u o h s of the docu­m ent w ere "horrendous''.

End Conscription Cam­paign press officer Tracy C layton sa id th e docu­m ent revealed “the real in ten tions behind cadet training"., The docum ent is issued by the Cape Educauoo D epartm ent and is enti­tled C a d e t T r a in in g P r o g r a m m e : M a n u a l (1986).

The m anual describes an aim ol cadet training as "to supply cadeu with in fo rm a tio n on the on­slaught against RSA".

The Tribune asked Mr K noe tze w h a t the aim was of the intelligence- g a th e r in g th e c a d e ts w ere asked to do.

"The sec tion seeks to m ak e c a d e ts aw are of m atters pertaining to in­telligence and security,’* be responded.

“Cadet training is edu­cational. not operational. No c a d e u are required to o perate as gatherers of s e n s i t iv e in fo rm a tio n . C adets a re specifically warned against trying to ac t as agenu."

Would this intelligence g a th e r in g e n c o m p a ss m atters of a political na­ture? “There u no specif­ic instruction to that ef­fect." said Mr Knoeue.

He sa id th e m anual had been con\piied “to

provide basic m ate ria l for the use of cadet offi­ce rs in s tru c tu rin g the program m e for the use of cadeu".

“ It is not a textbook for the use of cadeu .”

Mr K noetze said the d e p a r tm e n t could not c o m m e n t on w h e th e r other education depart- m enu had sim ilar man­uals.

He sa id th e m an u a l was not “secret", as de­scribed in press reports, but c e ru in sections were classified as "restricted".

ln the manual’s section on S tandard 6 pupils it deals with "Intelligence and Security".

“it ts the duty of each c i t iz e n to s e r v e as a source of information as a country's security is in­separably dependent on the knowledge of those activities which place na­tional security in jeopar­dy.“The cadet m ust re a ­

lise that all information which he obtains as re­

g ard s tbe ac tual or po­te n tia l enem y m ust be conveyed without delay to his cadet officer or a m em ber of the SADF or SAP."

It adds that "any little s c r a p of in fo rm a tio n m ust be conveyed to the security forces".

In S tandard 7 tbe in­s t ru c to r s a re told tha t

T G-U\*DE L.AUTMHG. TO BE

EitmingPost I U FEB 1988tical Correspondent S o c ia l is t G e rnPo litica l Correspondent S o c ia l is t G e rm a n y tb e

CAPE TOWN - The coo- physical p reparedness oftroversial “Cadet Training Program m e; Manual 1986" issued by the Cape Educa­tion D epartm ent is to be “revised" and those sec­tions “which can give of­fence" deleted.

This announcem ent by House of Assembly Educa­tion and Culture M inister P iet Clase follows an out­c ry o v e r a p u b lic a tio n which not only contained guidelines 00 intelligence gathering but also con­tained approving referen­ces to the fitness of the youth in Germ any a t the s ta rt of the Second World War.

Dealing with instruction for Std 8, the m anna | stresses the need for m ili­ta ry service and the m ean­ing of national service.

Physical preparedness is the duty of each citizen." it points ouL “History pro­vides quite a few examples.

"In the case of National

the whole nation was very good, because they used every opportunity by way of physical exercises, sport etc to im prove the whole nation physically."

Against this, the manual adds, statistic s showed that 80% of the youth of the un ited S tates did not reach m in im u m s t a n d a r d s of physical fitness as laid down for the H itler Youth.

On the question of the so­cial significance of national service, it is stated that it generally m akes "a m an of boys".

"As they are denied this opportunity, women espe­cially adm ire a national servicem an."

In w hat am ounts to an exposition of the total on­slaught theory, the manual sta tes under “Intelligence and S ecu rity ' tha t Std 8 boys should be taught that “to be adequately prepared to re act effectively against any th rea t or to any situa­

tion by timeous and appro p n a te action, it is abso lu te ly n e c e s s a r y th a in fo rm a tio n be con tinu oculy gathered".

“Each citizen can thus be a source of information. Understanding the various ty p e s o f in fo rm a tio n sought, and by whom they are sought, places the citi­zen in a position timeously to pass on information which com es to his atten­tion."

H ow ever, th e m an u a l issues a warning against the notion of “Jam es Bond- style agents”.

It is essential, it adds, “to realise that as collecting inform ation in certain in­stances can be dangerous for the average m an. cadets should not attem p t to ac t as agenu.

“They should ra th e r keep their ears and eyes open and im m ediately pass on any information which they by chance obtain, for a fol­low-up "

Govt favours extended school cadet systemCD utDali K sea . . V

It was an integral part of

POLITICAL STAFF THE Government would like to see the school cadet sys­tem expanded, the deputy M inister of D efence, Mr ffynand Breytenabch. said resterday.

that the cadet system was "militarising” South Africa's yosth. be said that far from doing away with this tra i l­ing. he would prefer to aee it expanded and developed.

"The cadet system has a kaog and proad tradition.* he

C.P. HtRAv- D IS i t ? . said, rejecting as "utter rub-

‘S-tThe youth had to be pra­

w n recent attacks on the pared far the training they system is s certain news- would receive la ter ia the P*P*r - Defence Fort*.

Thaee who attacked the system did not recognise the "We will not end cadets, realibes of the terrorist os- We would prefer to see It

expanded further"

net be placed under mipiriou In any circumstances.

Young men should be moti­vated to participate ia the c a d e t sy s te m s a t th e ir

Oeenced by “scandal stones” s f I *H»ti organisations.

c a t >e t t j o s s » e p . e x p o s e dLesson One for Standard 8 cadets aims to m ake them “ understand the necessity o f com pulsory military service”, reveals a secret cadet manual issued by ih e Cape Educa­tion D epartm ent.

This restricted manual fo r cadet instructors was recently exposed by the Cape Times in an exclusive report. The m anual was drawn- «P by the jo in t SADF-Cape Education D epartm ent's Cadet Com m ittee and contains the Cadet Syllabus from Standard 6 to Standard 10.

Apart from sections dealing w ith m usk­e try , Drill, Ceremonial and Band training, it also contains lessons o n the preparation o f cadets for m ilitary service, the im port­ance o f inform ation gathering for security forces and the p ro tec tio n o f hearth and hom e.

Since the early 1970* , a new cadet system , modelled along Israeli lines and m otivated by P W Botha in Parliam ent, has been in troduced to schools. By 1985, 237 o u t o f a possible 249 schools in the Cape Province had Cadet D etach­m ents. The restricted m anual provides detailed inform ation concerning “ Lessons in Cadet Training” .

Cadets is seen as a p reparation for National Service. A lesson en titled the “ Necessity o f Com pulsory M ilitary Ser­vice* describes foreign governm ents look­ing “w ith envious eyes at the RSA ’s resources", and cadets are w arned abou t

the onslaught facing S ou th Africa. Cadets are taught th at the aim s o f foreign governm ents will be to " in c ite people not to do m ilitary training*’.

Nazi you th set good exam ple

The necessity for m ilitary service is also justified in term s o f the governm ent’s responsibility for the “ physical p repared­ness o f young m en".

“ Physical preparedness is the du ty o f each c itizen ," it sta tes. “ History provides qu ite a few exam ples. In the case o f N ational Socialistic G erm any, the physical preparedness o f the w hole nation was very good, because th ey used every o p p o rtu n ity by way o f physical exercise, sport, e tc . to improve the whole nation physically .”

In ano ther lesson, the “ Meaning o f N ational Service” is ou tlined . It sees the social significance o f m ilitary service as the “ m odern in itia tion schoo l".

“ In betw een tears and reproaches o f loved ones, every national serviceman is nevertheless adm ired and those w ho have already com pleted national service enjoy a particular sta tus in their fam ily circle and in society. As th ey are denied this o p p o rtu n ity , w om en especially adm ire a national servicem an.”

Cadets are taught th at participation in the SA DF is “ d irectly linked to events in and the fu tu re o f the RSA.”

“ The co n trib u tio n which a cadet makes to the Defence F orce, is an investm ent in

OvA. o f S t e p Vol 1 Ho Khis ow n personal fu tu re and ideals."

U nder sections en titled “ O rganisation in the SA D F” and “ The In ternal Services o f a U n it", the m anual m otivates th a t “ It is necessary to m ake cadets aw are o f the unit organisation typical o f (in fan try batta lions) so th at th ey will adapt m ore easily during national serv ice." O ther areas covered in detail include saluting, the national flag, ranks in th e SA DF and p ro toco l a t m ilitary funerals.

Intelligence gatherers

In the ‘Intelligence and Security**sectionprescribed from Standard 6 to S tandard 10, it suggests th at S tandard 6 boys are. taught “ to be adequately prepared to react effectively against any th rea t o r to disclose any dangerous s ituation by tim eous and appropriate action . It is absolu tely necessary that in fo rm ation be continuously gathered . Each citizen can th u s b e a source o f in fo rm ation .”

The im portance o f inform ation is stressed. D espite the danger, cadets should realise th at "an y person, d o cu ­m ent, article , photograph o r report can yield in fo rm ation and th at as only the inform ation personnel concerned are in a position to ascertain w hetlier the in fo rm ation is o f im portance o r not, m em bers o f the public should report o r hand in anyth ing th at com es to their a tten tio n .**

The public should be urged to “ rather n o t make assessm ents (o f in form ation), bu t should rather report in fo rm ation as soon as possible.**

Protecting “hearth and home”

From S tandard 8 to m atric , the m anual contains lessons which aim “ to teach cadets responsibility in protecting hearth and hom e.* The initial lessons deal w ith security at hom e. Cadets are warned that telephone lines can easily be cu t, “a telephone can be checked every night before going to bed , b y picking up the receiver and listening to the dialin* to n e .”

Standard 9 lessons concern the princi­ples o f p ro tec tio n and stresses that m em bers o f the household should

m aster the a rt o f shoo ting” .

“ S hoo t so as to hit the target. Rem ember the enem y m ay have m ore am m unition than yo u have. Aim properly and prefer­ably at th e belt.**

The co n ten t o f Lesson 3 consists o f identifying w hen terrorism is planned. Indicators Include the “ behaviour o f black em ployees*, th e d ea th o f a guard dog and the presence o f forefen persons.

The em phasis o f the "h ea rth and hom e" syllabus in S tandard 10 is o n the aophistl- cated defence o f farms. It is suggested th at cadets are taught about electronic observation system s and the M ARNET radio system s.

Lesson 4 for m atric cadets encourages the cadet in structo r to involve the local SAP and C om m ando units in a sim ulated a tta c k on cadets "on an empty stand or in an old building.’*

c o m m e n t :

the education o f young w hite South fricans.

The shrill call o f m ilitary com m ­ands, the drum m ing o f marching feet, the crack o f rifle fire — these are some o f the sounds we can hear a t alm ost every w hite high school in South Africa. Not content to wait for o u r young men to com plete their schooling before drawing them in to the Defence Force, the SADF has now spun an extensive web o f m ilitarisation right in to our schoob.

Cadet training, under the w atchful eye o f the SA DF, is now a standard aspect o f

And although pupils have the right to refuse to do cadets, th ey are usually n o t inform ed o f th is . Those th at have drum m ed up the courage to say no , have often fallen prey to bullying and victimi­sation from the cadet m asters.

This kind o f behaviour fits very com ­fo rtab ly in to the fram ew ork o f cadet tra in ing . A recently exposed dossier detailing the lessons to be taught to scholars during cadet periods further highlights this so rry sta te o f affairs.

The cadet syllabus is preparing our young for w ar. A war psychosis is being instilled, w ith the result th a t scholars are entering the SA D F, the labour m ark e t, o r tertia ry

education w ith a value system wfiicFi says we m ust fight a war to defend w hite in terests . This is an untenable situ a tio n .

We need viable alternatives to cadets for pupils. T hey should be given the o p tio n o f doing courses and tasks which are socially useful and engender a com m itm en t to justice and peace. Else­where in th is pub lication , we highlight one such alternative already operating at a Cape Tow n school. We need to sink o u r energies in to finding m ore p ro jects such as th ese . We need to en ­courage the au thorities to m ake pro­vision for them .

W ith one voice w e need to call, “S top tra ining o u r young for w a r!"

OuV S t e p

Schoolboy speaks outThe ECC asked a school boy to write about cadets a t his school. He provides an interesting perspective on the role o f cadets.

At m y school, the cadet corps form s an integral p art o f the school prefect m anu­facturing and choosing system .. The cadet system em ulates th at o f the state and the prefects. All th ree teach boys and girls the au thoritarian ism th at is necessary in a m ilitarized society; they m ust listen to those in a u th o rity , to o .

To quo te a m aster in charge o f the cadet corps: T h e r e is little likelihood th at any o f you w ho d o n o t take p a rt in

the cadet system will becom e school p refec ts .” He said this to us to scare boys in to cadets.

M any, however, will m arch voluntarily . “ I t ’s really fu n ” is the reaction o f som e. To o th ers , it is p art o f their o rchestra ted drives to becom e school prefects.

O ur cadet system consists o f a num ber o f m ilitarized sections: Drilling (M arch­ing), Navy, O rienteering and Shooting, all o f w hom w ear the dark brow n cadet uniform . There is also a pipe band . M any people jo in “ N avy" and the band so that “they can avoid border/tow nsh ip du ty w hen the call-up arrive*.*

The last alternative is In te rac t. While some boys are m arching, o th e r b oys can d o “alternative service" such as visiting old age hom es, pain ting m urals a t m ental hom es, co n tac t groups (w ith o th er schools from “o th e r” group areas), and a group w hich teaches Langa school­children sports, using o u r facilities. A bout 1 /6 o f the school tak es p a rt in In te rac t.

U nfo rtuna tely , m ost pupils will never hear any c o u n te ra rg u m e n ts against cadets, and th u s, the general m entality is th a t taking p art in cadets “ can only coun t in o n e * fav o u r”.

S E U N S u e S R Te?.fco«.\srE se

W M > E * T U \ f c -

I >B) W i Wm h •" d*a dti plaa«7«.lrxj Kampo««ntar>ng b H K N bagtnta* artgte an akiktwagla an ba l itH vatdtunitagniaka « H van d « va»ka

randa hiardta nawaak »ag van baafca- wing

DM hala kamp It rtaut ON aauna N < ba- pl«n an O u in i opgaa'aan Vk aakara van d* Hunt »a t dit talfa n aartta ondarvtrv drng van tant optiaan Wata< la.vanuit n watarkar varkry an alia koa hat baataan uN d'O* rantaoana Sakarlik la d'l nia atka dag da' n mana n ha>a nawaak aa maal- tya uit bhkkiai botiata o» pakka variiry nta' VakJkombuiaa hat datam gahaip mat d>a op*»'m *an dia buttybaa' an d>a maak van kotl* Biikoopmakart hat gawit oortyd gawark an aommtga van d « aauna hat voorwaar aooa oopmakara gavoal

Hiardia biikoopmakara' aauna *at aan ot andar r btaam gahad hat an aodoanda nta aan ai d>a andar akt>wttaiia lion dat»ntam nia Hard* mad»*a gavaiia la daur iwaa ma- d*»a ord©nnanaa varaocg Oatukkig «sa daa> gaan atnatiga baaaringa. hootpyn* o' varit jumga daut d*a loop van dta na-

Can van d«a ofliaiara. kapt C North- nxva hat agtar gaduranda n nagma.i in n gat gaval an ay knia aflana baaaa* Mlar-

c

c

van d<a kamp a' bagm Mattel d-a aauna aar* goad daurmakaar gary a » huKa m groapa van IwmH op varakmanda p4a*ka a'gaiaai

E'k* g'oap hat n kompai. Marl. flittlig an radio bydarhand gahad natuurtik mat n inaiiuktaur an wag a* batktrmtng

hutta dan waar na dia aindpunt dia kamp, ta>uggakaar H«a»dia oafantng a voorat- gagaan mat p>akiaaa karnaat an i*dta- ap'aakp'oaadwra>aata

latta a tn d<a butta'ug aangabtad M la a'gawittai mal damonttratiat daur apava'iata op dia gab*ad van mynvaama-

hadandaagaa p'oiftowwa an patrol- bomma Mm kiam la gait op arartiifca «<*- *r*rk Dia aauna »raa agtar ataadi baia moag an dankbaat vtr hwl kampbadfiee •nag*

C'ka kadat kon nat aan kaa< gaduranda d>a haia nawaafc aton D*a iragtaworvniga vatdi'ort la dam n maat mat n a n w vo« waiar gamaak Dia aaun ondar dia a»*1 kon dan dia doppta onda* aan dia a*ofi

•ada hat dia kamp ook tarda* ganial an v>a< dankbaar dai aHaa to viot varloop hat Ooata organiaatia an voorbaraiding daur hiardia manaa hat lot Mardta tufcaaa gaWf

A DUTY TO HELPPROTECT FATHERUKVlfc

THE aims of the cadet programme are fourfold:• To prepare the cadet for National Service by providing him with a body of

basic knowledge of certain military subjects without attempting to m ake a soldier out of him. '

•T o encourage a love for his fatherland and to heip the cadet realise that he has a duty to help protect his fatherland.

•T o introduce the cadet to the use of certain weapons and equipment by presenting camps and courses.

•To identify and develop leadership qualities.

S ANDOWN S cadets utilise the specific abilities and training of pupils in all cadet activities. Specialist instructors are ap­pointed for each aspect of the cadet sylla­

bus. Emphasis is placed on practical, out­door and problem solving activities.

avoiding lectures and theory whenever possible

By utilising and reinforcing the house system. By using the house units as the basis for organising courses and by com­pleting each course with an inter-house competition or test, the aims of the cadet

MATP.»eKM6*SI€s S 1 6 N HOG

■ >H e e lw a t m a t r itk m e liie t het sek er al g e w o n d e r w a t m et hul se u n sk la sm a a ts gebeur ty d e n t die eer*te drle m aa nde van hul d le n sp llg ja re . 'n Qroepie wan so w a t 250 sko olm e isies se w o n d e r is onlangs b e antw oo rd toe hulle gen ool i t o m *n oplei- d ln g se e n h e id in K aa pstad te be so ek.

DIE Le#rdamesveremging van Kommandement Westelike Pro- vmsie het dit goed gedink om hierdie meisies van nege ver-

tkiiiende skoie in Kaapstad uit te nooi om te sien hoe die seuns opgelei word en so- doende hoi eerste groot stap na volwas- aenheid neem

Met die aankoms by die Pom Pom-saal van LA Skool en 10 LA Regiment m Youngsfield is die meisies hartii* deur mev M de Jagei gade van die Bevel voerder van Kmdmt WP. welkom geheet Die meisies is toe in groepies van vyf ver- deel met n troepie as begeieier deur die •enheid

Nadat die gashere hulseH bekend ge stei net en daar n paar woorde gewissei is het die groepies afgesit na die menasie

om te sien en te proe hoe daar omgesien word na die manne se innerlike Net soos hulle gedmk het moes hulle in rye staan en uit varkpanne eet

Tot hul grootste verbasing het die kos net soos Ma se kos geproe Die gashere het hul hande voi gehad om al die vrae te beantwoord want die meisies wou seker maak dat die kos aityd so goed voorberei word

n Toer deur die eenheid het hierna ge- voig Die trotse gashere het eerstens hul netjiese siaapkwartiere aan hul gaste ge- wys Met ongeioot in die oe het die mei­sies na die blink vloere en perlek opge- maakte beddens gekyk Hulle kon n»e gio dat hul eie skooimaats en broers tot so iets in staat is me*

Die beddens en kaste is letterlik van

P < x c < x \o s

■lie kante besigtig om te sien hoe di£ wonderwerke tot stand gekom het Hulle het dit moeiiik gevmd om die gashere te gio toe hulle s i dat dit aiies elke oggend. in sowat n uur of twee gedoen word

Vanaf die siaapkwartiere het die gaste hul toer voorigesit om te sien waar die troepe lesmgs ontvang en driiwerk doen Daar is ook n spesiale uitstalling van ver- skillende vuurwapens in die Lugafweer- afdeimg gehou Sommige van die meisies het die geleentheid gehad om die wapens uit te toets Gelukkig was daar geen am- mumsie in die wapens nie'

n Kort dnlverloning deur n peioton ou manne het aan die trompoppies on-

der die besoekers n paar nuwe bewe- gmgs en idees gedemonstreer

Vanaf die paradegrond het die gaste weer na die Pom Pom-saal beweeg om daar n kompetisie met die gashere aan te gaan n bedopmaak-kompetisie!

Nege van die skooimeisies een uit elke skool hei teen dne van die gashere mee- gedmg om die beste bed op te maak Na sowat dne minute het die emdfluitjie ge- blaas en. siedaar' Drie netjiese opge- maakte beddens het op die verhoog ge- staan Daar was me |u« n probleem om te *ien wie se bed die beste gelyk het nie!

Aan die emde van die dag het die gas­here aan elke meisie n seriifikaat as aan- denkmg van die dag gegee Dit was vir die manne moeiiik om na d*e aangename dag afskeid te neem van hul nuwe vrtende

Mev De Jager het aan die Diensplig- tiges be I owe dat Kmdmt WP Le#rdames- vereniging hierdie besoek n jaarlikse instelling gaan maak (Wat laat julle dink dat die meisies nou al gaan oefen om n bed soos n vuurhoutpedosie op te m aak17)

9 a . r c x . V v j s

F e b . w s s

policy are emphasised.Thus, a body of information is built of

activity sheets and equipment so that the courses become more meaningful and practical each year'

The organisation of cadet activities takes the form of five courses of five weeks each. Four activity periods are fol­lowed by a practical inter-house com pe­tition or test. The courses cover a wide range of subjects including buddy aid, first aid, drill, group work, obstacles, fit­ness, maps, navigation, radio procedures, search patterns, survival (rural and ur­ban), cam ouflage, Judging distances, bush craft and observation.

The following areas are covered in talks, discussion groups, lectures and ac­tivities between the five courses men­tioned above.

• Types of warfare and the threat against the Republic.

•Organisation of the SADF.•c iv ilian action.• Military discipline.• Saluting and complimenting.•Intelligence and security.• Equipment control.After each five week course, a written

analysis of the training and the results of the competitions are submitted to the Commanding- Officer.

Cadets are encouraged to attend train­ing and adventure camps every year.

PARATUS spoke to Lt B.H. Brooks. OC of the Sandown cadets. The response to the programme by the pupils had been very enthusiastically received, he said. The programme prepared pupils mentally and physically, not only for their every­day, but also for military training.

! \V V Y M B E R G - S O V s t tw wS C V X O O L •S C O R E S T O P

“ I T I* Important for our boys to be-I come aware of certain military asI pacts and in to doing, be prepared

for National Service, " I t A.J. Blackboard told PARATUS. Me la the Senior Cadet Officer of the Wynberg Boys High School cadet detachm ent where he hat undertaken the task of generating en­thusiasm among pupils to be proud of their unit s traditions and to display de­dication and eacellence In cadet activi­ties.

The schools cadet history reveals the enthusiasm of its members in practical cadet activities Not only have the cadet band, prestige platoons and shooting team won prizes for efficiency In compe­titions. but many cadets have even re

ceived top marks in training courses.Already in 1949 rt was decided to

make cadet training more realistic and to give the boys something beyond the basic Infantry squad, platoon and company drill activities which tended to weary many of the senior cadets In that year the cadet detachment was therefore affiliated to 2nd Heavy Battery (Coast Artillery) in Simon s Town where cadets were given tiam ing on how to use and maintain the guns Lt Blackbeard said They even at­tended training camps at Noah s Ark Bat­tery m Simon s Town where they gained valuable training and experience

In 1955 this battery became obsolete and K it cadet detachment later affiliated with Lions Head Commando situated in the Cape Peninsula

Today one of the highlights of cadet ac­tivity is the annual naming camp held at different venues in the Western Cape In 1902 a camp was held at the Flying Train­ing School at Langebaan Road near Sal- danha Bay Cadets were each given the opportunity to fly the Impala flight simu­lator

The following year a camp was held at the South African Cape Corps near Eer- stenvier Cadets were shown how to shoot with a Rl rifle and were given a demon­stration on the setting up of trip flares.

According to Lt Blackbeard the cadet band and shooting teams have, over the years, been able to raise their standard of performance and improve their skill con­siderably "Ten years ago. the cadet de­tachment started taking shooting as a physical activity seriously It began on a very modest scale, but with more experi­ence and better coaching the standard gradually rose until, in 1978. the senior team won the Western Province compe­tition " he said

In the same year, the team was invited to the National Bisley competition in Bioem lontem For three consecutive years the cadet detachment also had the best senior shottists at the WP compe­titions

Lt Blackbeard believes that he has Some very promising |umor shottists and that the chances ere good that, withm a law years, they will also perform well

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CAPE TIMES * SEP 1987 S C H O O L C f t D t T S ' « O L C I H ^ , > € C U R l T V f ro * SADF b o o k . ' W__A___ i.___ .A /*__— tAllA«»n«l no<l nUosionl Aonihil itu “ I n t h o 1 i a h f nf f h o ahnuo it ie s ib le"CADET instruc tors a t Cape

high schools are issued with guidelines on the basic tenets of intelligence gathering and how to com pile information abou t “c it izens”.

The Cape Times is in possession o f a secre t m anual containing these guidelines, which is issued by the Cape Education D epar t­ment.

In a writ ten response to q u e s ­tions from the Cape Times, the d ep a r tm en t said it “categorically den ies that this (intelligence gath­ering) is requ ired of cade ts”. How­ever. it said that cadets were taught to be made aware of “mat­te rs pertain ing to intell igence and secur ity”.

Pressed for fu r ther deta i ls yes­terday. a CED spokesman said it was the normal duty of every c it i­zen to pass on "sensitive in form a­tion" that would prevent loss of life, in juries o r o ther s im ila r inci­dents . like sabotage.

Only a small portion, about 2.56rc. of the “Cadet Train ing P ro ­g ra m m e : M a n u a l (1986)'' c o n ­ce rned "Intelligence and Secur­ity” — the section from which pup ils were taught the value of in te l l ig e n c e g a th e r in g — w ith most of the manual, about 72%, concerning musketry and drilling, he said.

In its in troductory Std 6 lesson on the “advantages and meaning o f cade ts”, the manual stated: “ In­

te l le c tu a l and physical capabili ty is of grea t im portance to young p eo p le in our country. The revolu­tio na ry attack against our country h as se lec ted our young peop le as

• th e ta rg e t group. Young people r e p r e s e n t the leade rs o f tom or­row.

"T h e aim of cade t tra in ing is to supp ly cadets with the in form a­tion on the onslaught o f South Africa. Cadets are taught how to com ba t the in tellectual onslaught

»•

InformationLater , u n d e r “In te ll igence and

S ecu r i ty ”, the manual suggests th a t Std 6 boys be taught th a t “to b e adeq ua te ly p rep a red to reac t effectively against any th re a t o r to d isc lose any dangerous si tua t ion by t im eous and ap p ro p r ia te ac­tion, it is absolutely necessary th a t information be continuously ga thered .

"E a ch citizen can thus be a s o u r c e o f in fo rm at ion . U n d e r ­s tan d ing the various types of in­formation sought, and by whom they a r e sought, places the cit izen in a position timeouslv to pass on in form ation which comes to his a tten t io n ..

G uidelines about the “ enemy" a re also given: “The enemy's aim is to o v e r t h r o w th e p r e s e n t governm ent and crea te a black m ajority government. To achieve th is th e enemy must, in te r alia, n eu tra l ize the SADF

“In the light o f the above it is c le a r tha t the enem y will contin­ually make a t tem p ts to obtain in­formation on the SADF. The ANC has had this as its p roposed ob jec­tive s ince being b an ned on April 8. 1960."

G uide lines for Std 7s s tress the im portan ce of information.

A p ar t from revision, ins tructors should advise tha t "cade ts must not a t tem p t to act as agents , but must never th e le s s keep th e i r ears o p e n ”.

The notion o f “Ja m e s Bond-style a g e n t s ” m us t be avo id ed , the m an ua l suggests. “To rea l ize that as collecting in form ation in c e r ­tain ins tances can be dangerous fo r th e a v e r a g e m a n . c a d e t s s h o u ld no t a t t e m p t to a c t as agents, bu t shou ld r a th e r keep th e i r ea rs and eyes open and im­m edia te ly pass on any in form a­tion which they by chance obtain, for a follow up."

D e s p i t e th e d a n g e r , c a d e t s should rea l ize tha t "any person, docum ent, a r t ic le , object, photo­graph. or rep o r t can yield infor­mation. and tha t as only the infor­mation p e rso n n e l concerned are in a position to a sce r ta in w hether th e in form ation is of im portance or not. m em bers of the public should rep o r t o r h and in anything tha t comes to th e i r attention".

The public should be urged to " r a th e r not make assessm ents (of information), but should ra the r repor t in form ation as soon as pos-

Also in this lesson are guide­lines to ins truct cadets on how “host i le p ro p ag an d a th rea ten s ou r safety and influences the strength of the SADF".

The dangers of spread ing ru ­mours and “id le talk" were also discussed.

“When such ta lk takes p lace in your p resence , you must report the person to your cadet officer or the secur ity forces."

American youthIns truc tion for the next year,

Std 8. concerns the necessity of mili tary service and the meaning of na tional service.

"Physical p rep a red ness is t h e ’ duty of each citizen." it states. “History provides qu ite a few ex­amples. In the case of National Socialistic Germany, the physical p rep a redn ess of the whole nation was very good, because they used every opportun ity by way of phys­ical exercises, sport, etc. to im­prove the whole nation physically.

"Statistics show that 80% of the A m erican youth does not comply with the minimum s tandards for physical fitness.”

D ef in in g th e “ soc ia l s ig n if i­cance" of na tional service, the manual states: “ It is generally c o n s i d e r e d t h a t th e D e fe n c e Force makes a man of boys. As they a re denied th is opportunity, w o m e n e s p e c i a l l y a d m i r e a na tional serviceman."

HOTR equir­e d toGatherih f o

ISO cadets were "required wopOTntte as gatherers of sensitive informa­tion". the deputy director of educa­tion in the Cape Education Depart­ment. Dr F L Knoetze. said this week.

Dr Knoetze was responding to ques­tions put to him by the Cape Times concerning guidelines for cadet in­structors as contained in a manual issued by the CED.

Pupils were not taught from the manual, he said.

“The manual contains guidelines for instructors, it is not a textbook for cadets. The instructors (cadet offi­cers! are teachers wbo are able to adapt the material provided as a

IJtOifle to the needs of the lessons to be taught."

The manual was drawn up by a “joint inter-departmental cadet com­mittee" and the CED was aware of its contents, be said.

“The manual is available to all schools with cadet detachments."

Asked whether the document was not in part aimed at teaching pupils to gather information about citizens and pass this on to the authorities. Dr Knoetze said: “The department cate­gorically denies that this is required of cadets.

“The relevant section is intended to make cadets aware of matters per­

taining to intelligence and security, terms which they come into contact with in everyday news, and which w ill be of importance to them wh»n they enter adult life and employment.

“Cadet training is educational, not operational. No cadets are required to operate as gatherers of sensitive information."

Pressed for further comment, a CED spokesman said the guidelines that cadets “pass on any information which they by chance obtain” related to “the normal duty of all citizens to report matters of a sensitive nature” or information that would prevent possible loss of life or injury.

SCHOOLCADET TRAININGThe cadet system gives pupils tne opportunity to prep*/* themselves lor their rote m tne task of national defence - a task wnich is the responsibility of every cttuen It serves twin to pot nauonai service n perspective and to ease the transition from school to tne military Participation m caoel training cap also be meanmglui lor the personal development of the pupil and provides advantages and opportunities which cannot be anamed in any other way.

Schooling plays a vital pan m preparing the compiei* human Demg lor the ule wrucn awaits him Cadet trammg forms a pan of this preparation because the delence of our country is one of the responsiculities of ail mate citi­zens and is thus a reality of an our lives

Menial and physical preparedness is of great impor­tance to our youtn The revolutionary onsiaugnt being conducted agamsi South Alnca nas our youth as a parti­cular target Not only is the youtn of a target country rela­tively more vulnerable to the blandishments ol revolutio­nary propaganda than the aduH population with its experience of the realities of hie. the youth also repre­sents the generation wntcn wiu be m control tomorrow

The purpose ot cadet training is to prepare and mlorm Our youth about the nature and scope of the revolutio­nary onslaught They learn not only to delend them­selves but also how to repei the mental onslaught Pan of this is discovering naiure during camps and bivouacs. The experience ol nature bnngs one to a profound awareness of God s omnipotence and bnngs one into a direct relationship with God and His creation

Cadet framing provides the opportunity lor each cadet to excel and to develop his particular skiUs and talents and take part m activities wnich can be meanmglui and satisfying It also oilers opportunities to experience leader snip and to enhance serf knowledge U is up to the individual cadet 10 exploit this opportunity to the lull

Military OrientationCadets are a military orientated organisation The uni­form worn by cadets corresponds to that of our soldiers who are ligntmg on the border The cadet thus m a sense represents tnese soldiers when he puts on his uniform Together witn ms uniform he also puts on au the rmktary traditions and usages Cadets also leam some of the basics ol rmktary ufe whicn gives them an advantage dunng their National Service over those who did not en­joy this training - easing the transition from school to file in the military _

Discipline is an important aspect of bemg a soldier and therefore provision is made lor drill and reiaied framing m the cadet trammg programme A cadet m uniform repre­sents this (Asciplme Tne dtsapime learned by a cadet also has a personal meanmg to rum «s * results m the development of self discipline Parade ground work - dnH - is also an illustration of the fad that group action taking place on a co-ordmated basis ensures success The pa­rade ground also teaches pride m seif

The cadets are given the opportunity to take part m rmwary activities, to handle rmktary equipment and to de­velop skills m trus held Adventure is an important part of the activities dunng cadet camps and bivouacs, laok- tatmg both general character development and the pain­less aosorotion of some basic serm-mikury skills Cadet officers are men with rmktary experience and trammg who provide good leaoersmp id the cadets The cade! therefore has the opportumty also 10 get to know hie teacher m the role of a military officer, further easing the later transition to rmktary Me

Collection Number: AG1977

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