Masters Degrees (History)

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Die politieke loopbaan van Jacob Daniel Du Plessis (Japie) Basson tot 1966
(University of the Free State, 1996) Adendorff, Willem Theron; Barnard, S. L.
Die tema wat in hierdie verhandeling onder die loep geneem word, poog om die orientering van 'n ervare politikus, Japie Basson, weer te gee in die tydperk van die dertiger- tot sestigerjare van hierdie eeu. Arthur Barlow, 'n bekende voormalige politikus, bet die wens uitgespreek dat Basson se loopbaan in die politiek opgeteken moes word. Barlow, outeur van Almost in Confidence, bet dié wens uitgespreek met 'n inskripsie in sy werk wat by aan Basson geskenk bet: ''𝘞𝘪𝘵𝘩 𝘣𝘦𝘴𝘵 𝘸𝘪𝘴𝘩𝘦𝘴 𝘧𝘳𝘰𝘮 𝘵𝘩𝘦 𝘢𝘶𝘵𝘩𝘰𝘳. 𝘐 𝘩𝘰𝘱𝘦 𝘵𝘩𝘢𝘵 𝘑𝘢𝘱𝘪𝘦 𝘉𝘢𝘴𝘴𝘰𝘯, 𝘰𝘯𝘦 𝘰𝘧 𝘵𝘩𝘦 𝘰𝘶𝘵𝘴𝘵𝘢𝘯𝘥𝘪𝘯𝘨 𝘮𝘦𝘯 𝘢𝘮𝘰𝘯𝘨 𝘰𝘶𝘳 𝘺𝘰𝘶𝘯𝘨𝘦𝘳 𝘮𝘦𝘮𝘣𝘦𝘳𝘴 𝘰𝘧 𝘵𝘩𝘦 𝘏𝘰𝘶𝘴𝘦 𝘰𝘧 𝘈𝘴𝘴𝘦𝘮𝘣𝘭𝘺, 𝘸𝘪𝘭𝘭 𝘰𝘯𝘦 𝘥𝘢𝘺 𝘤𝘢𝘳𝘳𝘺 𝘰𝘶𝘵 𝘪𝘯 𝘱𝘳𝘪𝘷𝘢𝘵𝘦 𝘢𝘯𝘥 𝘪𝘯 𝘢 𝘉𝘰𝘰𝘬, 𝘱𝘳𝘦𝘧𝘦𝘳𝘢𝘣𝘭𝘺 𝘪𝘯 𝘈𝘧𝘳𝘪𝘬𝘢𝘢𝘯𝘴 𝘵𝘩𝘦 𝘴𝘵𝘰𝘳𝘺 𝘰𝘧 𝘩𝘪𝘴 𝘭𝘪𝘧𝘦 𝘪𝘯 𝘗𝘢𝘳𝘭𝘪𝘢𝘮𝘦𝘯𝘵 ... 𝘐 𝘬𝘯𝘰𝘸 𝘪𝘵 𝘸𝘪𝘭𝘭 𝘣𝘦 𝘤𝘰𝘭𝘰𝘶𝘳𝘧𝘶𝘭 𝘢𝘯𝘥 𝘪𝘯𝘵𝘦𝘳𝘦𝘴𝘵𝘪𝘯𝘨. 𝘈𝘳𝘵𝘩𝘶𝘳 𝘉𝘢𝘳𝘭𝘰𝘸 𝘔.𝘗. 𝘏𝘰𝘶𝘴𝘦 𝘰𝘧 𝘈𝘴𝘴𝘦𝘮𝘣𝘭𝘺 𝘊𝘢𝘱𝘦 𝘛𝘰𝘸𝘯 15𝘵𝘩 𝘔𝘢𝘺 56" Barlow noem hiermee een van die belangrikste redes waarom hierdie tema in dié studie ondersoek is. Slegs enkele publikasies fokus op die opposisiepartye en die rol van individue in dié dramatiese tydperk in die partypolitieke geskiedenis. Oor die Verenigde Party se rol as amptelike opposisie na 1948 bestaan daar bloedweinig werke. Net so bestaan daar weinig sekondêre bronne oor politici van hierdie tydperk, met die uitsondering van werke oor sommige Eerste Ministers van Suid-Afrika. 𝗩𝗘𝗥𝗪𝗬𝗦 𝗡𝗔 𝗗𝗜𝗘 𝗔𝗔𝗡𝗚𝗘𝗛𝗘𝗚𝗧𝗘 𝗗𝗢𝗞𝗨𝗠𝗘𝗡𝗧 𝗩𝗜𝗥 '𝗡 𝗩𝗢𝗟𝗟𝗘𝗗𝗜𝗚𝗘 𝗢𝗣𝗦𝗢𝗠𝗠𝗜𝗡𝗚!
Open Access
The reasons for the annexation of Lesotho 1868 a new perspective
(University of the Free State, 1998-05) Lelimo, Martin Moloantoa; Barnard, S. L.
The annexation of Lesotho in 1868 by Great Britain has been interpreted by previous historians in various ways. Most have emphasised the economic, humanitarian and moral factors which compelled Wadehouse to declare Basotho to be British subjects. While these factors were real and cannot be ignored, the more important immediate cause of the annexation at that point in time were Britain's regional geo-political concerns: namely, the need Fa prevent the Orange Free State from breaking out of the neo-colonial framework imposed on it by Britain through the Bloemfontein Convention of 1854. In other words, if the OFS were to overrun Lesotho and head for the Transkei coast, it could then establish independent relations with foreign powers through Port St. John's. This factor has been played down or even forgotten by most historians. The new perspective articulated in this thesis seeks to place it back on centre-stage. In order to put the final act of annexation into proper historical perspective, this thesis explores carefully the various treaties and relations which existed between Lesotho and Britain from 1842 onwards. During the period 1842-47, Britain was pleased to assert Lesotho' s right to its land and protection for its citizens against the encroachments of the white settlers of Transorangia. This period of the Treaty States gave way to that of the Orange River Sovereignty in 1848, when Sir Harry Smith annexed the entire region for Britain and tried to establish proper mechanisms for peace and justice for both black and white. As this experiment failed, a scapegoat was needed. Moshoeshoe, previously viewed as the source of peace and as a man prepared to compromise for the common good, now became in Smith's view the source of tension and a proud ruler who needed to be put in his place. Attacked twice by the British, Moshoeshoe was not humbled militarily; through skilful diplomacy, he regained the confidence of Governor Cathcart. As Britain had already decided upon a policy of abandoning the Orange River Sovereignty, the only question which needed to be answered was this: What status would Moshoeshoe, her traditional ally, enjoy under the new dispensation. Clerk, entrusted with the task of disentangling Britain from the ORS, gave Moshoeshoe strong assurances concerning his land claims while at the same time he told the white settlers the opposite, thus leaving the border situation confused and unresolved. Clerk also agreed to the white settlers' request for an embargo on arms and ammunition against the Basotho. Britain's "neutrality" was thus highly advantageous to the newly formed Orange Free State. Nonetheless, during the First Basotho-Boer War of 1858, the Basotho emerged victorious due to their numerical superiority and the Boer's realisation .that they could win individual battles but they could not subdue the Basotho. The British, through Governor Grey, gave more land to the Free State however in the hope of persuading it to join a white federation of states. Moshoeshoe had thus won the war but lost the peace. Though disillusioned with the British, Moshoeshoe knew that in the long run, he had no choice but to seek closer ties with Britain ifhe was to have any hope of resisting the land hungry white settlers. In 1861, Moshoeshoe formally asked to become a subject of the Queen. This request was followed up carefully but, unfortunately, came to nothing. Seven more years were to pass and the Basotho would be terribly humbled in battle during the Second and Third Basotho-Boer Wars before the British finally acted to save the Basotho from complete defeat, fearing as has been said that a victorious OFS would then push on to the coast/and break out of the encirclement imposed on it by Britain. The historical legacy of injustice from this period has never been forgotten by the Basotho nation. The issue of Lesothos Conquered Territory, lost to the Orange Free State with the blessing of Britain, is still alive and perhaps the time has finally arrived for justice to be done now that South Africa is finally ruled by a government elected by all of her people.
Open Access
The development and role of the Qwa-Qwa campus of the University Of the North, 1982-1998: a historical case study
(University of the Free State, 1999) Semela, Mokena Stephen; Barnard, S. L.; Rademeyer, J. S.
The Universities are European institutions. It is the product of Europe's High Middle Ages, 12th and 13th centuries. It has developed and transmitted scientific and scholarly knowledge and developed from Christian schools.¹ In the process of developing universities lost their semi-spirituality and more and more were seen as institutions that could make a direct contribution to the acceleration of economic growth or the promotion of social justice. Knowledge itself was seen as the primary product of higher education not students.² The modern university however, is not concerned with the knowledge only, but is more closely interrelated with its surroundings, it is part of the context in which it operates. According to Khotseng³‏, the point of university education is not for knowledge's sake or providing elitist education to the selected few, but for the broad requirements of improving the quality of life of all people in the society. ⁴ The best universities are those which strove for excellence in teaching, expertise and research at an international level as well as within the communities they serve. The universities in South Africa owed their origin to pioneer efforts of private citizens rather than state initiative. They are not state institutions but state-aided. In establishing its own system of university education South Africa has followed the practice of those countries which have mfuirnized the exercise of state power at the university level. Each university is a corporate body established by an Act of Parliament which endows the Council with general control of all the affairs of the university.⁵ The post-apartheid era in South Africa and the advent of reconstruction and development campaigns have ushered in a revitalised interest in universitycommunity interaction. The South African universities are now transforming their roles within an emerging socio-economic and cultural milieu. This era sees the universities reaching out to millions of citizens. By so doing they are becoming community-centred institutions whose existence and relevance are to be determined by the manner in which they respond to the needs of their catchment areas. This process of change has brought into focus the crucial importance of the university's role in society and the societal clairvoyance of the university. In a quintessence the functions of the university should be guided by societal needs and the specific national actuality.

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Browsing Masters Degrees (History) by Author "Barnard, S. L."

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