A mission and five commissions: a study of some aspects of the educational work of the American Zulu Mission, 1835-1910
- Authors: George, Ambrose Cato
- Date: 1989
- Subjects: Missions -- South Africa Missions -- Educational Work , American Zulu Mission , Natal , South Africa , Colonial government , Adams College , Newton Adams , Missions , Missionary education , Educational purpose , Zulu people
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1337 , http://hdl.handle.net/10962/d1001403
- Description: This thesis examines the work of the American Zulu Mission in Natal from 1835 to 1910. Of the institutions controlled by this mission, the most famous was that known in the 20th Century as Adams College, named after one of the founders of the Natal work, Dr Newton Adams. Although other research work has been done on this institution and this mission in general, this thesis attempts to examine the work in the light of the mission's own view of its educational purpose and the expectations of the Colonial Government of what could be expected of missionary education. To meet this purpose particular stress was laid first on the actual development of the mission's educational institutions, especially when reports and letters assessed the aims of the developments and the ways in which these aims were being met. Secondly, the aims of missionary education were explained through five capital Colonial Government Commissions, which looked, in a number of different ways, at the current position and future of the Zulu peoples of Natal. These Commissions reported in 1846, 1852-1853, 1881-1882, 1892 and 1902. Two major findings emerge from the investigation. The first was lack of clarity, not only on the part of what the mission was trying to do, but also on what the Colonial Government expected it to do. To this absence of clarity must be added the continuous shortage of finance, the reluctance of the Zulu themselves to accept the combination of education (which they wanted) and conversion (of which they were often suspicious). In these circumstances, their slow progress of the 75 years from 1835 to 1910 becomes understandable. Had these years been the total extent of the mission' s contribution to Natal, there would be little justification for any extended investigation, or any reason behind the high prestige which the mission enjoyed. It is shown, however, that from 1902 onwards a new, more incisive and directional policy, especially on the question of education, came from the mission. This emerged particularly under the leadership of Le Roy, Principal from 1903 to 1925. The last part of this thesis assesses this new direction. The detailed investigation comes to an end at 1910 when with the creation of Union, an entirely new organisation and dispensation came into being. In the last years of Le Roy's principalship the promise of the period of 1902 to 1920 came to fruition and in the final chapter a brief summary of these developments are given
- Full Text:
- Date Issued: 1989
- Authors: George, Ambrose Cato
- Date: 1989
- Subjects: Missions -- South Africa Missions -- Educational Work , American Zulu Mission , Natal , South Africa , Colonial government , Adams College , Newton Adams , Missions , Missionary education , Educational purpose , Zulu people
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1337 , http://hdl.handle.net/10962/d1001403
- Description: This thesis examines the work of the American Zulu Mission in Natal from 1835 to 1910. Of the institutions controlled by this mission, the most famous was that known in the 20th Century as Adams College, named after one of the founders of the Natal work, Dr Newton Adams. Although other research work has been done on this institution and this mission in general, this thesis attempts to examine the work in the light of the mission's own view of its educational purpose and the expectations of the Colonial Government of what could be expected of missionary education. To meet this purpose particular stress was laid first on the actual development of the mission's educational institutions, especially when reports and letters assessed the aims of the developments and the ways in which these aims were being met. Secondly, the aims of missionary education were explained through five capital Colonial Government Commissions, which looked, in a number of different ways, at the current position and future of the Zulu peoples of Natal. These Commissions reported in 1846, 1852-1853, 1881-1882, 1892 and 1902. Two major findings emerge from the investigation. The first was lack of clarity, not only on the part of what the mission was trying to do, but also on what the Colonial Government expected it to do. To this absence of clarity must be added the continuous shortage of finance, the reluctance of the Zulu themselves to accept the combination of education (which they wanted) and conversion (of which they were often suspicious). In these circumstances, their slow progress of the 75 years from 1835 to 1910 becomes understandable. Had these years been the total extent of the mission' s contribution to Natal, there would be little justification for any extended investigation, or any reason behind the high prestige which the mission enjoyed. It is shown, however, that from 1902 onwards a new, more incisive and directional policy, especially on the question of education, came from the mission. This emerged particularly under the leadership of Le Roy, Principal from 1903 to 1925. The last part of this thesis assesses this new direction. The detailed investigation comes to an end at 1910 when with the creation of Union, an entirely new organisation and dispensation came into being. In the last years of Le Roy's principalship the promise of the period of 1902 to 1920 came to fruition and in the final chapter a brief summary of these developments are given
- Full Text:
- Date Issued: 1989
An existential-phenomenological explication of being-a-black student at a predominantly white university, with special reference to Rhodes University
- Authors: Harilall, Rehena Ranir
- Date: 1989
- Subjects: Racism , South Africa , Black university students , College , Racism -- South Africa -- Psychological aspects , College students, Black , College students, Black -- South Africa -- Psychology
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2903 , http://hdl.handle.net/10962/d1002067
- Description: This study attempts to explore, theoretically and empirically, the experience of being black in a predominantly white university. It is more specifically concerned with perceived interaction between members of different cultural and ethnic groups, namely, between black and white. Using the existential-phenomenological method the experience of seven subjects, both male and female, were explicated. This explication revealed that black students become aware of their "difference" during interaction with members of the dominant white group. The black students perceive the behaviour of the white-dominant group to be racist and this creates a great deal of latent hostility, anger, and resentment. It is suggested that a programme be developed to diffuse the conflict situation during intergroup interaction at university.
- Full Text:
- Date Issued: 1989
- Authors: Harilall, Rehena Ranir
- Date: 1989
- Subjects: Racism , South Africa , Black university students , College , Racism -- South Africa -- Psychological aspects , College students, Black , College students, Black -- South Africa -- Psychology
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2903 , http://hdl.handle.net/10962/d1002067
- Description: This study attempts to explore, theoretically and empirically, the experience of being black in a predominantly white university. It is more specifically concerned with perceived interaction between members of different cultural and ethnic groups, namely, between black and white. Using the existential-phenomenological method the experience of seven subjects, both male and female, were explicated. This explication revealed that black students become aware of their "difference" during interaction with members of the dominant white group. The black students perceive the behaviour of the white-dominant group to be racist and this creates a great deal of latent hostility, anger, and resentment. It is suggested that a programme be developed to diffuse the conflict situation during intergroup interaction at university.
- Full Text:
- Date Issued: 1989
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