Met hierdie verhandeling is daar probeer om 'n leemte aan te vul wat bestaan ten opsigte van die vroee geskiedenis van die Durbanville-gebied voor 1863. Daar is min geskrewe werke wat uitsluitlik oor hierdie gebied handel en waar dit weI bestaan (byvoorbeeld A Dreyer se Kerksouvenir van Durbanville) is dit hoofsaaklik die kerk - en skoolgeskiedenis wat toegelig word. Die jaartal 1800 is as vertrekpunt vir die verhandeling gebruik. want deur proklamasies wat op 4 Desember 1800 en 13 Februarie 1801 van krag geword het om die "landbouwer alle mogenlyke aanmoediging te verleenen omme eene grootere quantiteit Koorn als gewoonlyk te cultiveeren," is die beslag gele vir 'n bedryf wat in die Durbanville-gebied sulke groot afmetings aangeneem het, dat dit spoedig as die graanskuur van die Kaapkolonie bekend sou word. Met die versnelling in tempo van die koring bedryf, moes groot hoeveelhede koring oor ontoereikende paaie na die regeringskure vervore word. Die lang afstande het 'n geskikte oorstaanplek met die trekvee gebiedend noodsaaklik gemaak. Pampoenkraal, 'n waterryke plek tussen die Tygerbergheuwels het die aangewse plek geblyk te wees.

South West Africa is in many instances a unique land. Its topography, climatic conditions, rainfall and vegetation are all facets of extremes. As far as it could be established the three European groups, the three Coloured groups and the eight Black nations (except perhaps the Bushmen) have all inhabited the land within the period of one century and they were still in the process of settling down during the nineteenth century. Each group and nation brought with them their own habits, language, religion and culture. The history of formal education in South West Africa dates from 1805, after trading and hunting expeditions from South Africa, as well as crew members from foreign ships visited the country and reported their findings. Prior to that, the country was unknown to the outside world. After the report of these expeditions were received in the different countries, missionaries were sent to South West Africa by various societies. Initially the missionaries carne from the London, Rhenish, Finnish, Wesleyan and Roman Catholic Missionary Societies. Missionaries from other societies followed later. After arriving in South West Africa, the missionaries found the country to be vast and inhospitable, with the most severe and extreme climatic conditions. Several of the native tribes were at war against each other and some were hostile towards the missionaries. No school buildings, furniture or equipment was available and the missionaries had to contend with only the basic amenities. The missionaries' initial attempts at formal education consisted of the study of the Bible, reading, writing, handcrafts and general discipline. There were virtually no text books available for school use and the lack of funds further hampered the educational movement tremendously. The nomadic nature of the inhabitants of the country made the missionary effort none the easier and the missionaries had to move with the tribes from place to place in an endeavour to continue the education of the tribes. The face that the different tribes were constantly in a state of war against each other, regarding territorial occupation and cattle thieving, also hampered the missionaries efforts. Communication in the educational process proved to be a major problem for the missionaries. There were no less than nine different Black nations in the country, each with its own language. Although these nine nations were in most cases territorially separated, it often happened that when a school was established, two of three different languages had to be spoken at the school. The inability to communicate in the mother tongue of each group at these schools caused further problems in educating the people. Because the missionaries could not speak the languages of the Blacks, they resorted to teaching through the medium of Dutch, which was the language most commonly spoken by the Whites who entered the country. A few of the tribes in the south, mostly of mixed origin and known as Coloureds, could speak Dutch because of their contact with the Whites of the Cape. Germany proclaimed South West Africa as a German colony in 1884. During the German occupation there was no mentionable advancement in the education for the Blacks in the country. The Germans did not find their stay in South West Africa a peaceful one. The occupational period was for the greater part, a time of turbulence, with wars between the tribes as well as between the Germans and several of the native inhabitants. This resulted once again in the scattering and dispersal of the different tribes. The only advantage to the missionaries during the German occupation, was a feeling of relative safety. The German government made a small grant available to the missionaries, on condition that German was taught and used as the medium of instruction at the missionary schools instead of Dutch, as had previously been the case. During the German occupation the need for schools for immigrant German children arose. Several schools were established with German as the medium of instruction. There were at that stage a number of Afrikaans speaking farmers as well as English speaking residents, whose children had to attend the schools established by the Germans and where they had to be taught through the medium of German. This caused conflict between the different White language groups, as each group felt that its culture and identity was being undermined. As a result, private schools for certain sections of the White population were established. When the South African forces conquered the territory in 1915, South West Africa became a mandate of South Africa through the treaty of Versailles. During the mandatory period the peoples of the country entered a period of peacefulness, stability, prosperity and security. Education progressed and an inspector of Education was appointed to investigate the educational system and the possibility of education for all the population groups at South West Africa. This investigation resulted in the publication of the first proclamation regarding education in 1921. Another proclamation followed in 1926 and in later years more educational laws, proclamations and ordinances followed, which were for the most part based on the original two proclamations or were supplementary to them. During the German occupation the Afrikaans speaking community entered into a language conflict that lasted for almost three decades. The Afrikaners insisted that their children be tutored through their mother tongue and by their own teachers. After 1915 when South Africa became the Mandator, the position was completely reversed and for decades the German speaking community pleaded for their children to be taught through the medium of German. Their pleas eventually proved fruitful and German schools were established. The Central control of education for the three main population groups, namely the Whites, Black, and Coloureds, was vested in the Department of education of South West Africa under the control of the Director of Education. It was only after 1958 that local control in the Non-White schools was granted to parents. It was, however, the duty of the Education Department to ensure that the prescribed policy of education was carried out. The control of Black and Coloured education changed hands at the beginning of 1969. It was felt that it would be more beneficial to both the Black and Coloured groups if Black education was controlled by the South African Department of Bantu Education and if Coloured Education was controlled by the Department of Coloured Affairs of the Republic of South Africa. Thus, since 1969 the South West African Department of Education has only controlled the education of the white inhabitants of the country. This study also illustrates the growth and expansion in the numbers of pupils of all the nations of South West Africa, the number of schools and of teachers. It was no mean task to comply with the demands that resulted from the extraordinary growth in education. Different types of schools became necessary as modern needs demanded and these were established according to the needs of the pupils. In order to provide teachers at the same rate in which the number of pupils and schools expanded, proved to be a further problem and a formidable task. Every possible effort was made to equip the schools with well qualified and well trained teachers as the demands increased. Other factors, namely differentiated education, community schools, parent participation, teaching through the mother tongue, development of orthographies for the different Black languages, the demands made by the United Nations, the intervention of other countries and tile new dispensations in South West Africa all added to make education a formidable task. / Proefskrif (DEd)--PU vir CHO, 1986

South West Africa is in many instances a unique land. Its topography, climatic conditions, rainfall and vegetation are all facets of extremes. As far as it could be established the three European groups, the three Coloured groups and the eight Black nations (except perhaps the Bushmen) have all inhabited the land within the period of one century and they were still in the process of settling down during the nineteenth century. Each group and nation brought with them their own habits, language, religion and culture. The history of formal education in South West Africa dates from 1805, after trading and hunting expeditions from South Africa, as well as crew members from foreign ships visited the country and reported their findings. Prior to that, the country was unknown to the outside world. After the report of these expeditions were received in the different countries, missionaries were sent to South West Africa by various societies. Initially the missionaries carne from the London, Rhenish, Finnish, Wesleyan and Roman Catholic Missionary Societies. Missionaries from other societies followed later. After arriving in South West Africa, the missionaries found the country to be vast and inhospitable, with the most severe and extreme climatic conditions. Several of the native tribes were at war against each other and some were hostile towards the missionaries. No school buildings, furniture or equipment was available and the missionaries had to contend with only the basic amenities. The missionaries' initial attempts at formal education consisted of the study of the Bible, reading, writing, handcrafts and general discipline. There were virtually no text books available for school use and the lack of funds further hampered the educational movement tremendously. The nomadic nature of the inhabitants of the country made the missionary effort none the easier and the missionaries had to move with the tribes from place to place in an endeavour to continue the education of the tribes. The face that the different tribes were constantly in a state of war against each other, regarding territorial occupation and cattle thieving, also hampered the missionaries efforts. Communication in the educational process proved to be a major problem for the missionaries. There were no less than nine different Black nations in the country, each with its own language. Although these nine nations were in most cases territorially separated, it often happened that when a school was established, two of three different languages had to be spoken at the school. The inability to communicate in the mother tongue of each group at these schools caused further problems in educating the people. Because the missionaries could not speak the languages of the Blacks, they resorted to teaching through the medium of Dutch, which was the language most commonly spoken by the Whites who entered the country. A few of the tribes in the south, mostly of mixed origin and known as Coloureds, could speak Dutch because of their contact with the Whites of the Cape. Germany proclaimed South West Africa as a German colony in 1884. During the German occupation there was no mentionable advancement in the education for the Blacks in the country. The Germans did not find their stay in South West Africa a peaceful one. The occupational period was for the greater part, a time of turbulence, with wars between the tribes as well as between the Germans and several of the native inhabitants. This resulted once again in the scattering and dispersal of the different tribes. The only advantage to the missionaries during the German occupation, was a feeling of relative safety. The German government made a small grant available to the missionaries, on condition that German was taught and used as the medium of instruction at the missionary schools instead of Dutch, as had previously been the case. During the German occupation the need for schools for immigrant German children arose. Several schools were established with German as the medium of instruction. There were at that stage a number of Afrikaans speaking farmers as well as English speaking residents, whose children had to attend the schools established by the Germans and where they had to be taught through the medium of German. This caused conflict between the different White language groups, as each group felt that its culture and identity was being undermined. As a result, private schools for certain sections of the White population were established. When the South African forces conquered the territory in 1915, South West Africa became a mandate of South Africa through the treaty of Versailles. During the mandatory period the peoples of the country entered a period of peacefulness, stability, prosperity and security. Education progressed and an inspector of Education was appointed to investigate the educational system and the possibility of education for all the population groups at South West Africa. This investigation resulted in the publication of the first proclamation regarding education in 1921. Another proclamation followed in 1926 and in later years more educational laws, proclamations and ordinances followed, which were for the most part based on the original two proclamations or were supplementary to them. During the German occupation the Afrikaans speaking community entered into a language conflict that lasted for almost three decades. The Afrikaners insisted that their children be tutored through their mother tongue and by their own teachers. After 1915 when South Africa became the Mandator, the position was completely reversed and for decades the German speaking community pleaded for their children to be taught through the medium of German. Their pleas eventually proved fruitful and German schools were established. The Central control of education for the three main population groups, namely the Whites, Black, and Coloureds, was vested in the Department of education of South West Africa under the control of the Director of Education. It was only after 1958 that local control in the Non-White schools was granted to parents. It was, however, the duty of the Education Department to ensure that the prescribed policy of education was carried out. The control of Black and Coloured education changed hands at the beginning of 1969. It was felt that it would be more beneficial to both the Black and Coloured groups if Black education was controlled by the South African Department of Bantu Education and if Coloured Education was controlled by the Department of Coloured Affairs of the Republic of South Africa. Thus, since 1969 the South West African Department of Education has only controlled the education of the white inhabitants of the country. This study also illustrates the growth and expansion in the numbers of pupils of all the nations of South West Africa, the number of schools and of teachers. It was no mean task to comply with the demands that resulted from the extraordinary growth in education. Different types of schools became necessary as modern needs demanded and these were established according to the needs of the pupils. In order to provide teachers at the same rate in which the number of pupils and schools expanded, proved to be a further problem and a formidable task. Every possible effort was made to equip the schools with well qualified and well trained teachers as the demands increased. Other factors, namely differentiated education, community schools, parent participation, teaching through the mother tongue, development of orthographies for the different Black languages, the demands made by the United Nations, the intervention of other countries and tile new dispensations in South West Africa all added to make education a formidable task. / Proefskrif (DEd)--PU vir CHO, 1986

No abstract available. / Dissertation (MA)--University of Pretoria, 1942. / gm2014 / Anthropology and Archaeology / Unrestricted

No abstract available. / Thesis (DPhil)--University of Pretoria, 1955. / gm2014 / Historical and Heritage Studies / Unrestricted

Please read the abstract in the dissertation. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Historical and Heritage Studies / unrestricted

Potgietersrus is one of the oldest towns in the Transvaal and at present no scientific study on the history of the town exists. It was therefore the aim of this study to obtain as much information as possible on the cultural and socio-economic lifestyle of the pioneers and to describe the events surrounding the foundation and establishment of the early white settlements in the Makapanspoort within a broader Transvaal milieu. Mutual differences between white and white and white and black led to the decision to found a town in the Makapanspoort but before the actual establishment could take place 28 whites were murdered in the Makapanspoort by the Ndebele. The founding of Potgietersrus is actually intertwined with the murders of 1854, the siege of Makapan's caves, the death of Piet Potgieter and the decision to name the proposed town Pieterpotgietersrust. The establishment of Potgietersrus as a town was gradual. Six years passed after the decision to found a town in the Makapanspoort (1852) and the actual occupation of Pieterpotgietersrust in 1859 because the Langa of Mankopane were only subjugated by the whites after various campaigns. The expected peace did not materialize and before the town could be permanently established it was burnt down by die Langa (1867) and in 1870 completely evacuated as a result of a serious malaria epidemic. After the evacuation of the town there was as period during which its history is obscure until the re-establishment of the town in 1890, that was followed by systematic development. The founding of Potgietersrus was finalized with the allotment of stands (1891-1894) and the provision of specific public services. Potgietersrus was still sparesely populated till late in the twentieth century. The hostile and aggressive attitude of the surrounding blacks; the unsuccessful attempts to subjugate the blacks to the ZAR; the regular threat of malaria, which strengthened the opinion that the area was more suitable for hunting, were possibly the most important factors which led to the drawn out establishment phase and also the slow growth of the town. In addition, the ruling social conditions, long distances and lack of efficient transport, and a self-providing economic system helped to slow down the establishment and occupation of Potgietersrus so that only minor signs of town development were discernible. Only after 1904 did actual town development start after the village council started paying attention to domestic matters in a more organized way. The general lifestyle of the inhabitants was poor. Church and spiritual work was made more difficult by die extended areas and formal school education only really began toward the end of the nineteenth century. In spite of this the people did grow spiritually. Hard work, perseverance and faith contributed to the establishment and development of Potgietersrus. / Thesis (MA)--PU vir CHO, 1990

Potgietersrus is one of the oldest towns in the Transvaal and at present no scientific study on the history of the town exists. It was therefore the aim of this study to obtain as much information as possible on the cultural and socio-economic lifestyle of the pioneers and to describe the events surrounding the foundation and establishment of the early white settlements in the Makapanspoort within a broader Transvaal milieu. Mutual differences between white and white and white and black led to the decision to found a town in the Makapanspoort but before the actual establishment could take place 28 whites were murdered in the Makapanspoort by the Ndebele. The founding of Potgietersrus is actually intertwined with the murders of 1854, the siege of Makapan's caves, the death of Piet Potgieter and the decision to name the proposed town Pieterpotgietersrust. The establishment of Potgietersrus as a town was gradual. Six years passed after the decision to found a town in the Makapanspoort (1852) and the actual occupation of Pieterpotgietersrust in 1859 because the Langa of Mankopane were only subjugated by the whites after various campaigns. The expected peace did not materialize and before the town could be permanently established it was burnt down by die Langa (1867) and in 1870 completely evacuated as a result of a serious malaria epidemic. After the evacuation of the town there was as period during which its history is obscure until the re-establishment of the town in 1890, that was followed by systematic development. The founding of Potgietersrus was finalized with the allotment of stands (1891-1894) and the provision of specific public services. Potgietersrus was still sparesely populated till late in the twentieth century. The hostile and aggressive attitude of the surrounding blacks; the unsuccessful attempts to subjugate the blacks to the ZAR; the regular threat of malaria, which strengthened the opinion that the area was more suitable for hunting, were possibly the most important factors which led to the drawn out establishment phase and also the slow growth of the town. In addition, the ruling social conditions, long distances and lack of efficient transport, and a self-providing economic system helped to slow down the establishment and occupation of Potgietersrus so that only minor signs of town development were discernible. Only after 1904 did actual town development start after the village council started paying attention to domestic matters in a more organized way. The general lifestyle of the inhabitants was poor. Church and spiritual work was made more difficult by die extended areas and formal school education only really began toward the end of the nineteenth century. In spite of this the people did grow spiritually. Hard work, perseverance and faith contributed to the establishment and development of Potgietersrus. / Thesis (MA)--PU vir CHO, 1990

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO