SHAPING A SETTLER ELITE: STUDENTS, COMPETITION AND LEADERSHIP AT SOUTH AFRICAN COLLEGE, 1829–95

Abstract

Shortly after South African College, the predecessor of today's University of Cape Town, opened its doors in 1829 faculty members found that they had a problem. In one meeting of the Faculty Senate alone, four students were brought up on charges that one had been ‘fighting and noisy’, another ‘fighting – kicking open the door of the Messenger's Room’, another ‘writing on the Professor's desk with chalk’ the words ‘Ziervogel is a vagabond’ as well as ‘threatening the messenger with his fist’, and another ‘idle, insolent & insubordinate in writing class’ who, in replying to a reprimand from the writing master, said: ‘You may go to the Devil’. Several others were noted in the records as absent from class and lying about it. Moreover, the young college had only two dozen or so books, but already nine of them had been ‘mutilated by tearing out the leaves & c’. And virtually all the means for securing property from theft – ‘various locks, claps and staples’ – had been ‘broken in the College, apparently by some of the Students.’ So intractable had the students become, in fact, that the college authorities constructed a small one-room prison with no windows on campus, which they called the ‘Black Hole’, in which to confine offenders who could be identified and condemned. Students were regularly sentenced to terms of three or four hours per day without bread or water, usually in the early evening, the number of days depending on the severity of the offense.

Students at South African College engaged in violence and intimidation of all sorts in the first half of the nineteenth century. They attacked professors and townspeople in Cape Town, preyed on each other, stole and destroyed property, and continually disrupted the operations of the college. These were not boys striving to become upstanding citizens, yet in the end they did for the most part, largely because in organizing campus violence some SAC students produced a reputation for leadership and a constituency that followed them. And that reputation proved useful later in securing positions in the city's merchant houses and in the colonial government. Later in the century, however, the violence subsided and was replaced with different means by which to produce a reputation for leadership, mainly structured competitions among students in a debating society, in sports and for high rankings in the examinations offered by the University of the Cape of Good Hope. What I wish to argue here is that the social relations created among students at South African College were important to forming elites in each successive generation. Moreover, it is important to know how these social relations were formed – mostly in competitions among students which centered around acts of violence, at first physical and later symbolic.