UNEDITED FROM LINDSEY, END APRIL 09:
author’s blurb suggestion for KROS: Seeds of Separate Development:

As the memory of apartheid recedes it becomes ever harder to capture what philosopher Hannah Arendt might have described as its appearance of normality – which is not to deny in any sense that it was a cruel and destructive system which has left a deeply ingrained legacy of bitterness and harm in its wake. But, how was it that so many people who thought of themselves as just and decent citizens subscribed to the ideas of apartheid, and believed that it was the only way in which South Africa’s many diverse ‘communities’ could live in harmony?

This book, through tracking the intellectual development of one of apartheid’s deftest ideologues, W. W. M. Eiselen, explores how the seeds of separate development were sown in at least one quarter of apartheid’s toxic fields, and the conditions under which they began to take root.

Description
‘As the memory of apartheid recedes it becomes ever harder to capture what philosopher Hannah Arendt might have described as its appearance of normality – which is not to deny in any sense that it was a cruel and destructive system which has left a deeply ingrained legacy of bitterness and harm in its wake. But, how was it that so many people who thought of themselves as just and decent citizens subscribed to the ideas of apartheid, and believed that it was the only way in which South Africa’s many diverse ‘communities’ could live in harmony?’

Cynthia Kros’s study tracks the intellectual development of one of apartheid’s deftest ideologues, W. W. M. Eiselen, exploring how the seeds of separate development were sown in at least one quarter of apartheid’s toxic fields, and the conditions under which they began to take root.

The book opens with a location of the topic within the literature on apartheid and Bantu Education, and goes on  to examine the shaping of Eiselen’s discourse over several stages of his career before he entered politics. Later chapters explore the world of the 1940s, emphasising both the upheavals and the sense of possibilities that were its defining characteristics. The study concludes with an examination of the context, procedures, and finally the Report, of the Eiselen Commission.

 ‘Many students have been battling to overcome the treacherous legacy of Bantu Education. What this means, I think, from my work with them, is that they have been deprived of essential language skills: their reading and writing abilities have been almost irredeemably stunted by the time they come to the university. They have been so conditioned to rote learning and authoritarian styles of teaching that, at first, they can make no sense of a question that asks for critical evaluation or an argued response. And this continues to be the case for many black students, despite the advent of Outcomes-Based Education, which is aligned to the democratic principles of our fabled constitution. For those children obliged to go on attending township schools – for the most part (though there are some honourable exceptions) – Bantu Education continues to exercise its brain-numbing potency, transmitted by new generations of hapless teachers.’ -Cynthia Kros

Contents
TABLE OF CONTENTS

	Acknowledgements	ii
	Table of Contents	vii
INTRODUCTION		1
	Why Not a Biography?	2
	The Politics of Knowledge	9
	Mixing Modes of Analysis?	10
	What Follows…	11
CHAPTER ONE	REVISING NATION AND NATIONALISM	12
	Introduction.	12
	On Nation and Nationalism	12
	An Early Digression	14
	O’Meara Revisited	15
	Giliomee’s Retort	17
	Discourse Theory?	19
	Hyslop and Education History	21
	Taking Ideas Seriously	23
	Conclusion	26
CHAPTER TWO	SON OF THE BERLIN MISSION	27
	Introduction	27
	The Impact of the BMS	28
	‘Place of Refuge’-- Botshabelo	29
	The Press Battle	33
	The Turning Point	42
	The Naturellevraagstuk	43
	Conclusion	46
CHAPTER THREE	THE STELLENBOSCH ACADEMIC	48
	Introduction	48
	Eiselen and the English-speaking anthropologists?	48
	Not Quite at Home	52
	The Anthropology of the ‘Changing Native’	54
	Inter-War Optimism	61
	Face-Off	66
	Conclusion	68
CHAPTER FOUR	CHIEF INSPECTOR OF NATIVE EDUCATION	69
	Introduction	69
	Eiselen Leaves Academia	69
	The Impasse	71
	Not at Peace	72
	Eiselen the Afrikaner Nationalist?	76
	The Taalstryd (Language Struggle)	78
	The Other Language Struggle	80
	A Feeble Bureaucrat?	85
	Conclusion	87
CHAPTER FIVE	THE 1940S – CHANGING HORIZONS	89
	Introduction	89
	Economic Features	89
	The UP Government and its Advisers	91
	SEPC’s Report Number Nine	95
	Smit and the DNA	99
	The Smit Report	100
	Smit and the ‘New Hotheads’	102
	Conclusion	103
CHAPTER SIX	THE RIOT AT LOVEDALE	105
	Introduction	105
	Not only Sugar	105
	The Riot	107
	Not the ‘bumptious’ City Lad	109
	Domestication of the Elite?	111
	Not the Lambeth Walk	113
	But Where Did They Get Their Ideas?	115
	Conclusion	117
CHAPTER SEVEN	PRELUDE TO THE EISELEN COMMISSION	119
	Introduction	119
	Fagan	120
	Sauer	123
	The Fagan Critics	125
	Appointment of the Eiselen Commission	128
	Conclusion	128
CHAPTER EIGHT	THE EISELEN COMMISSION AND ITS REPORT	133
	Members of the Commission	133
	The Commission’s Work	136
	Social Planning	138
	Findings	140
	Culture	142
	The Report: Culture, Development and Modernity	148
	The Report and the Curriculum	151
	The Report and Administrative Structures	153
	The Report and Mother Tongue Instruction	154
	Conclusion	155
AFTERWORD		158
NOTES		162
SELECTED BIBLIOGRAPHY		191

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