1 Christian Express November, 1891. cited in: Hunt-Davis, Richard “Nineteenth Century African Education in the Cape Colony: A Historical Analysis” (Ph.D. diss., University of Wisconsin, 1969), 183. The claim that “The gospel of work does not save souls but it does save peoples” as implemented in the form of “agricultural education” for Africans in South Africa was not borne out.Google Scholar

2 Hunt-Davis, Richard “Charles T Loram and the American Model for African Education in South Africa“ in Apartheid and Education: The Education of Black South Africans ed. Kallaway, Peter (Johannesburg: Ravan, 1984), 109, 111–112.Google Scholar

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6 The debates around adapted, industrial and agricultural education in Africa were strongly influenced by the experience of the American South, and were echoed in other colonial contexts such as India. See for example: Christopher Brown, M. II “The Politics of Industrial Education: Booker T. Washington and Tuskegee State Normal School, 1880–1915,“ Negro Educational Review 50 (July-October, 1999: 123–28; Weber, Charles W. “The Influence of the Hampton-Tuskeegee Model on the Educational Policy of the Permanent Mandates Commission and British Colonial Policy,“ Africana Journal 16 (June, 1994): 66–84; Singh, Madhu “Reflections on Colonial Legacy and Dependency in Indian Vocational Education and Training (VET): A Societal and Cultural Perspective,” Journal of Education and Work 14 (June, 2001): 209–22.Google Scholar

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9 The period on which this study focuses, straddles the transition from colonial to Union government in 1910. For the sake of continuity, reference to the ‘Cape Colony’ is retained in the text.Google Scholar

10 The South African Native Affairs Commission (SANAC) was a critical event that informed racial discrimination and the harmonization of discriminatory policies through Union in 1910 and beyond. The collected evidence in the SANAC provides important insight into contestation among colonial protagonists over how to shape education in ways that would meet colonial interests within the changing political economy of Southern Africa. Cape Colony, Report of South African Native Affairs Commission 1903 to 1905: Minutes of evidence with written replies to questions and supplementary memoranda [hereafter SANAC]. (5 Vols.) (Cape Town: Government Printers, 1905)Google Scholar

11 Summers, Carol From Civilisation to Segregation: Social ideals and Social Control in Southern Rhodesia, 1890–1934 (Athens: Ohio University Press, 1994). This article also draws on the approach of Bob White in his comparative analysis of ‘signposts’ in the discourse of French and British colonial education. White, Bob E. “Talk about school: Education and the colonial project in French and British Africa,” Comparative Education 32 (March 1996): 9–25. The article seeks to contribute to the body of work associated with what may be called a critical social history of education in South Africa.Google Scholar

12 Hunt-Davis, “Nineteenth Century African Education,“ 220–224.Google Scholar

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42 SANAC Vol.2, Question put by Commission member Hamilton, 607[8388]; SANAC Vol.2, Evidence of Whitaker, G., MLA, 604[8344].Google Scholar

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76 Quist, Hubert has begun to address this question in Ghana. Quist, “Transferred and Adapted Models,” 411–432.Google Scholar