page 168 - Long Walk Original Manuscript [LWOM_168.jpg]

In the Transvaal the Transval African Teachers Association (TATA), noted for its militant demands was the principal voice of the African teacher until the late 50swhen a section broke away and formed the Transval African Teachers Union (TATU) which immediately enjoyed the blessing of government officials. But the schisms in TATA's ranks had been evident as far back as the early 50s and became particularly acute at the time of the introduction of the Bantu Education.

The point of departure was the exact role of the African teacher under the new system. Some held that a teacher was not concerned with politics and that his duty was to give lessons in the classroom in accordance with the prescribed syllabus. If a teacher wished to suggest changes in that syllabus or any other aspect, he could do so through his organisation, or by sending delegations to the official of the Department or through his circuit inspector. They maintained that a school boucott was a double edged weapon and would hit the African child more than the government. They concluded that in the absence of some thing better, Bantu Education was better than turning children into the streets.

Others argued that the role of the African teacher could not be compared with that of the white teacher who was in an entirely different position. The white teacher was a member of the ruling class who fully enjoyed all the basic human rights and who could influence government policy by exercising his vote. They pointed out that the African teacher was part of the oppressed and that all his difficulties as a teacher were due mainly to his political disabilities. Consequently the winning