From: mokaba@binah.cc.brandeis.edu
Subject: Re: The point... why turn Gavin African?
Reply-To: mokaba@binah.cc.brandeis.edu
Organization: Brandeis University
Date: Mon, 27 Jul 1992 02:54:02 GMT

what is the value in rand i.e in 1981 rand.... or for that matter
how does this absolute value compare with the absolute value in
(soory) of whites...  6000% is a small figure gavan.. by how many
percent did the education expenditure of whites increase between
1948 and 1990..? avarge figure could be okay.. 

By the way, you still need to visit a rural school to see for yourself..
You don't have to be black to do so.. If you are not sure
try teaching Math in one of these school... you may come out with
a better understanding of what happens in those regions and not
what you think. By the way human resourse strategy i suggested 
embraces serveral aspect of government strategy.. unfortunately
such as strategy work when there is a large national agreement..
not when people still think that the problems in balck school are
a black man and women's problem... as a matter of fact ...you might
have to reade my other responds to your otherwise "angry" response".
For some reason..you came through as though you were angry with
some of the changes in education.. In fact you still do. 

"Crying crruption is no reason to prevent SA from moving ahead in a
national strategy that could laed us into the twenty first century a 
an economic powerhouse. The corruption in the government INFO scandal
and the afrekaner nepotism (which you probably know as apartheid) 
did not stop us from creating one of the best educational system for
children of "poor whites"... an education system that took the 
overt and covert taxation without representation of black.. and the 
overt taxation with representaion of white SA. Slogans such as
"Pass-one pass all." like those of "the no-vote", or for that matter
those that I am even reluctant to write hear.. should not prevent
normal thinking SOuth Africans from creating a coutry where the 
pie is growing...

In you response to my note you indicated that I should not epect
help from anywhere because I did things to myself... auch! that
hurt... I should'nt black everything on apartheid...but should 
address my own problem you said.. hm! you reaally have a point here
... I wonder what I was thinking when I decided that I was not going 
to allow black to participate in the politics of the country and that
I will create very interesting homeland.. and pay the education system there
hm let me see.. in Zululand I will pay at least 14 time less than whites
at least for some thirty years.. When they revolt,,, send in some police

when it world worse...state of emergency.. nxa! you know I did it..
I created a system that will effectively extract their labor without
remuneration fair enour... split labor markets are excellent.. I 
thought.,.. Well... my power is beyond human comprehension
and now I am to blame for the educational crisis we (oops sorry
Gavan) I find myself... But I have one little bit problem with
you acuzation... It is a simple proof and the temporal order of 
cause and effect..a method of thinking you are familiar with..
How could the crisis in the school cause the lack of education
that occuredc before them.? Failure rates, whites only schools
all have nothing to do with other aspect of our problems.. It is actually
the phenomenon that came way later (student revolt that is at falt)
fout i say. 

What am I doing... arguing against mlungi... Ek moet my bek
hou... nie so nie I wont get an increarse because by virtue of
his being white he already is at an advantage... I wonder
what happened to meritocracy.

"Two whte men are fighting ...
"Two white men are fighting  for the back man...
who's gonna win now... cause they both power
the otherone say the black must be free
back children say give say better education
the bad whiteman say shoot them before they grow...
Brenda Fasie

Madimetja Mokaba
Ka swele le matepe... ge e ka se rage e tla tlatsa kgamelo.
If the  cow does not kick it will fill the bucket.