Education in pioneer days
Extract from “The Krynauw Family” by David Willem Krynauw, born 03/02/1908.
Language of instruction
In cultural life, schools posed the greatest challenge, particularly during the 19th century. The Proclamation of 1822 resulted in English becoming virtually the sole official language. Ordinance 7 of 1843 formally separated the Church from State ties, but the Church lacked the finances to establish schools and opposed Church schools on principle.
In the Cape’s two free schools, education continued in both languages even after 1822. However, suitable teachers were often unavailable, and attempts to improve education failed. English and Scottish teachers were imported, many of whom were incompetent and of poor quality. This initiative led to Dutch disappearing from schools. Subsequently, the pupil roll rapidly declined from 675 to 300. The schools were later amalgamated, but by 1839, the average annual attendance was only 84.
The Dutch-speaking population greatly outnumbered the English-speaking population, by approximately eight to one. Of the Dutch-speaking population, numbering around 60,000, only about 400 could manage basic English, and barely 150 could read and write it. Despite this, the majority of Afrikaners were likely eager to learn English, as it promised increased opportunities and prospects.
Early in British rule, the true aim of education was made explicit. On 8 December 1812, Sir John Cradock wrote to F.E. Turr, Principal of the Latin School, emphasizing the importance of cultivating English language proficiency among the highest-ranking pupils to secure their future success. He declared a perfect knowledge of English indispensable for administrative roles. This focus disadvantaged Afrikaner children, often subjecting them to humiliation as “ignorant Dutch.” The ability to speak English was equated with education, while its absence was deemed ignorance. Moreover, there was fear that English schools might alienate children from their families and church. Evidence suggests that Afrikaners were not opposed to learning English, as schools teaching both Dutch and English thrived, while exclusively English schools dwindled.
In addition to State schools, the “Tot Nut” school, founded by the Company for Public Benefit, also paid attention to educating the youth and improving the school system. Despite a lack of teachers causing occasional challenges, the school still enrolled 250 pupils in 1832. By September 1833, it moved into a building accommodating 600 pupils, with the inauguration attended by 2,000 people. By mid-1834, the pupil count reached 360, and the curriculum expanded to include practical arts such as drawing, singing, and handicrafts. Financial difficulties eventually hindered the school, as public support was insufficient to compete with State-aided schools.
Tertiary Education
Afrikaners faced even greater challenges in advanced education. Ministers like Dr. Abraham Faure facilitated the establishment of Het Zuid-Afrikaansche Athenaeum in 1829. Students there studied Dutch, English, Latin, Greek, French, German, Geography, Astronomy, and Mathematics, with Senior Division courses in Physics, Logic, and Psychology. Over time, the institution adopted an English character. Antoine Changuion, a Dutch professor who arrived in 1831, resigned in 1842, after which Dutch was no longer used as a medium. Despite the title of “Professor,” the education provided was equivalent to secondary school.
Between 1830-1839, while English public schools stagnated, private schools—predominantly Dutch—increased from 39 to 94. Additionally, Boer schoolmasters operated small private schools among the Boer population. For instance, in Caledon, where this branch of the Krynauw family settled, around 50 teachers taught 300 to 400 children. Despite limited educational quality, the connection between family, church, and school remained strong, preserving communal bonds. However, many Afrikaners faced setbacks, often trapped in an economic stranglehold.
