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 Fundamentals of Human Resource Management, 8e Instructor’s Manual

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Chapter 1
Managing Human Resources
This chapter provides the introductory foundation for students. Elements include HRM’s role in
organizational success, skills for effective HRM, and how these skills are necessary for all
managers, not just HR managers. The chapter concludes with discussion of careers in HRM,
ethical considerations and an outline for the rest of the chapter.

Chapter Outline
Human Resources and Company Performance
• Human resources are valuable.

Responsibilities of Human Resource Departments

• Human Resource Management (HRM) consists of an organization's "people practices,”
including:
• Policies, practices, and systems that influence employees’ behavior, attitudes,
and performance.
• Who works for the organization and how those people work.
• A variety of functions related to acquiring and managing employees.

Skills of HRM Professionals

• HRM requires human relations skills, including:
• Communicating.
• Negotiating.
• Team development.

• HR professionals also need to:

• Understand the language of business.
• Be a credible with line managers and executives.
• Be strategic partners.

HR Responsibilities of Supervisors

01-1
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Fundamentals of Human Resource Management, 8e Instructor’s Manual

• Non-HR managers, such as supervisors, typically have responsibilities related to all HR

functions such as analyzing work, interviewing, training, and writing performance
appraisals.

Ethics in Human Resource Management

• Make consistently ethical decisions.
• Understand and enforce employee rights.

Careers in Human Resource Management

• Careers in HRM may involve specialized work in fields such as recruiting, training, or
compensation.

Learning Objectives
LO 1-1: Define human resource management, and explain how HRM contributes to
organization’s performance.

LO 1-2: Identify the responsibilities of human resource departments.

LO 1-3: Summarize the types of competencies needed for human resource management.

LO 1-4: Explain the role of supervisors in human resource management.

LO 1-5: Discuss ethical issues in human resource management.

LO 1-6: Describe typical careers in human resource management.

Society for Human Resource Management Body of Competency &

Knowledge
This chapter contains content, which may be identified within the following content areas:

• Talent Acquisition & Retention

• Learning & Development
• Total Rewards
• Structure of HR Function
• Business & HR Strategy
• Organizational Effectiveness & Development
• Workforce Management
• Risk Management

01-2
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 Fundamentals of Human Resource Management, 8e Instructor’s Manual

Human Resource Certification Institute’s A Guide to the HR Body

of Knowledge
This chapter contains content, which may be identified within the following content areas:

• Business Management & Strategy

• Workforce Planning and Employment
• Human Resource Development
• Compensation and Benefits
• Employee and Labor Relations
• Risk Management

01-3
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Fundamentals of Human Resource Management, 8e Instructor’s Manual

Question Guidance to Vignettes and Discussion Questions

Best Practices
HRM Helps Abbott Laboratories Thrive

1. How could a company such as Abbott benefit from sending an employee to school to
study finance or another business subject?

Answer: Students should identify the reduction in training costs while further developing
the employee. Students may also identify the outside knowledge and skill gained, while
potentially improving employee morale and, thus increasing retention.

2. How do you think hiring and training could work hand-in-hand to help a company such
as Abbott meet its business objectives?

Answer: Discussion should consider how training initiatives may be viewed favorably by
potential candidates, and thus lead to both the acceptance of a job offer and retention.

HRM Social
Social Media Tools for HR Professionals

1. Of the social-media applications described here, which, if any, have you already used?
On which, if any, have you observed messages from employers or co-workers?

Answer: Expect many student answers to center around the largest and most popular
social media sites/apps. This is both true for the first and second parts of Question 1.
Consider moving the conversation to tools such as Google Drive, Dropbox, or other
sharing tools that are used for both personal and work projects.

2. Based on the descriptions here and your experiences with social media, briefly describe
one way the use of social media might help you stat or advance your career.

Answer: Students will probably focus on their network and how job postings can be
made and spread very easily. Instructors will want to guide the conversation to targeted
strategies, where students can research a company the same way a company can research
potential applicants.

HR How To
Applying HR Data to Solve Business Problems

1. Review the categories of HR responsibilities (see Table 1.1). For any of the categories
write a question that analytics might be able to answer.

01-4
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 Fundamentals of Human Resource Management, 8e Instructor’s Manual

Answer: Responses will vary, but instructors should be sure to help students first
understand HR responsibilities, and then discuss how analytics can help improve those
skills.

2. In light of the tips listed here, how should an HR professional use data to address the
business issue you identified in question 1?

Answer: Students should be able to identify how both statistical and communication
skills are necessary in human resources management.

HR Oops!
Zenefits Runs into Its Own HR Issues

1. What do you think of the description of HR being “essentially pretty boring”? How well
does that statement take into account the competencies Zenefits has defined for HR
professionals?

Answer: Students will respond with their own experiences of being hired, trained,
appraised, or terminated. Instructors should consider flipping this model and have the
students re-do those problem situations with their own answers.

2. Review the competencies in Figure 1.3 and the example behaviors listed in the
accompanying text discussion. Which ones are the areas you would advise Zenefits to
strengthen so it can better meet its internal needs or serve its customers?

Answer: Students should be able to rationalize any or all of the competencies within the
figure. Group work could be a recommended method of instruction or activity.

Did You Know?

Employers’ Reputations Have Value

1. If you were an HR manager, how could you use the survey results to make a business
case for rewarding ethical conduct?

Answer: Students should identify how businesses with a bad reputation could lead to
higher compensation costs to attract and retain employees. Active learning strategies are
strongly recommended here based on personal experience and improving the response of
HR in ethical dilemmas.

01-5
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Fundamentals of Human Resource Management, 8e Instructor’s Manual

End of Chapter Questions and Cases

Thinking Ethically
Whom Does the HR Professional Represent?

1. Consider a situation where a new sales associate complains that a top-earning sales
manager has been harassing her. Who would be affected by (a) a decision to fire the sales
manager; and (b) a decision to tell the employee the manager is valuable, and she should
figure out how to handle the situation herself?

Answer: Responses should indicate a consideration as to how both sides’ rights may be
impacted, while also considering the legal and publicity ramifications of either action.

2. What duties does the HR department receiving this complaint have to (a) the sales
associate; (b) the sales manager; (c) the company that employs them?

Answer: In today’s age, instructors should anticipate this to be a hotly debated topic in
the classroom. Students answers should be respectful in considering both parties and how
the process should play itself out. In addition, decisions must incorporate the business
decisions of maintaining profitability. Refer back to the section on reputation of the
business in creating a positive culture.

Review and Discussion Questions

1. How can human resource management contribute to a company’s success? (LO 1-1)

Answer: Human resource management consists of an organization’s “people practices”

such as the policies, practices, and systems that influence employees’ behavior, attitudes,
and performance. HRM influences who works for the organization and how those people
work. These human resources, if well managed, have the potential to be a source of
sustainable competitive advantage, contributing to basic objectives like quality, profits,
and customer satisfaction.

2. Imagine that a small manufacturing company decides to invest in a materials resource

planning (MRP) system. This is a computerized information system that improves
efficiency by automating such work as planning needs for resources, ordering materials,
and scheduling work on the shop floor. The company hopes that with the new MRP
system, it can grow by quickly and efficiently processing small orders for a variety of
products. Which of the human resource functions are likely to be affected by this change?
How can human resource management help the organization carry out this change
successfully? (LO 1-2)

Answer: The sort of change described in the question above would most likely affect, to
some degree, all nine of the functions of human resource management. The analysis and
design of work would need to be considered in a decidedly different manner than it was
01-6
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 Fundamentals of Human Resource Management, 8e Instructor’s Manual

before the newly implemented automated process, as the “job” itself would be changed
under the new system. Recruitment and selection as well as training and development
would require adjustment to secure those individuals with the necessary skills,
knowledge, and abilities to perform at expected levels under the new system.
Performance management, the process of ensuring employees’ activities and outputs
match the organization’s goals, would need reevaluation due to the changes created by
the new process. Compensation would require adjustment because of the changes caused
by the automation. Employee relations and human resource planning to support the
organizational strategy would require adjustment to bring harmony and balance back into
the workplace as individuals are noted to fear and resist new changes.

Human resource management can help the organization successfully carry out this
change by combining its knowledge of human behavior with performance management
tools in order to assist the organization in constructively managing the change process.

3. What competencies are important for success in human resource management? Which of
these competencies are already strengths of yours? Which would you like to develop?
(LO 1-3)

Answer: Human resource management requires substantial human relations skills,

including skill in communicating, negotiating, and promoting team development. Human
resource professionals also need decision-making skills based on knowledge of the HR
field as well as the organization’s line of business. Leadership skills are necessary,
especially for managing conflict and change. Technical skills of human resource
professionals include knowledge of current techniques, applicable laws, and computer
systems.

The student responses will vary as to which skills are their current strengths and which
skills they would like to develop further.

4. Traditionally, human resource management practices were developed and administered

by the company’s human resource department. Line managers now play a major role in
developing and implementing HRM practices. Why do you think non-HR managers are
becoming more involved? (LO 1-4)

Answer: As the relationship between various HRM practices and the productivity and
performance of employees has been recognized, line managers have strong reasons to
become involved in the development and implementation of HRM practices. The
information from line managers is critical to determine needed and appropriate policies
and practices that will reinforce the strategic and operational needs of the organization.
For instance, if quality needs improvement, then it is critical that incentive/compensation
practices be developed to reward quality improvement rather than volume production.

01-7
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Fundamentals of Human Resource Management, 8e Instructor’s Manual

5. If you were to start a business, what aspects of human resource management would you
want to entrust to specialists? Why? (LO 1-3)

Answer: Human resource specialists most often possess certain areas of expertise, such
as recruitment, training, and labor relations. Human resource generalists usually perform
the full range of HRM activities, such as recruitment, training, compensation, and
employee relations. The cost difference associated with hiring a specialist or a generalist
would need to be considered, as this is a newly established company. A full picture of
organizational size, objectives, financial standing, as well as organizational need would
need to be examined prior to selecting either a specialist or a generalist to guide the HR
process.

The responses provided by the students will vary depending upon their personal
viewpoints. However, each response provided should discuss rationales for why such a
decision was made.

6. Why do all managers and supervisors need knowledge and skills related to human
resource management? (LO 1-4)

Answer: Although many organizations have human resource departments, non-HR

managers must be familiar with the basics of HRM and their own role regarding
managing human resources. Supervisors typically have responsibilities related to all HR
functions. Supervisors help analyze work, interview job candidates, participate in
selection decisions, provide training, conduct performance appraisals, and recommend
pay increases. On a day-by-day basis, supervisors represent the company to their
employees, so they also play an important role in employee relations.

7. Federal law requires that employers not discriminate based on a person’s race, sex,
national origin, or age over 40. Is this also an ethical requirement? A competitive
requirement? Explain. (LO 1-5)

Answer: Ethics refers to the fundamental principles of right and wrong. Ethical behavior
is behavior that is consistent with those principles. It is imperative for organizations to
adhere to current laws and regulations. This is indicative of ethical organizational
behavior. The way an organization conducts its business can affect the way in which
others such as customers, government agencies, and vendors perceive that organization.
While operating ethically is not a competitive requirement, remember that individuals
most often prefer to deal with organizations they feel they can trust. So in essence,
operating in an ethical/unethical manner may greatly impact an organization’s
competitiveness.

8. When a restaurant employee slipped on spilled soup and fell, requiring the evening off to
recover, the owner realized that workplace safety was an issue to which she had not
devoted much time. A friend warned the owner that if she started creating a lot of safety
rules and procedures, she would lose her focus on customers and might jeopardize the
future of the restaurant. The safety problem is beginning to feel like an ethical dilemma.

01-8
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 Fundamentals of Human Resource Management, 8e Instructor’s Manual

Suggest some ways the restaurant owner might address this dilemma. What aspects of
human resource management are involved? (LO 1-5)

Answer: Safety for workers as well as for customers is vital for every organization
regardless of its size. Accidents can prove to be an exorbitant cost for businesses. The
restaurant owner may address this dilemma by gaining knowledge on the value of safety
training. By viewing implementation of safety training as an enhancement, the owner
may conquer any of her fears.

In actuality, all nine areas of human resource management functions could potentially be
involved in or affected by the creation of a safety-training program. Of course, the
training and development function would sustain an immediate and more recognized
effect.

9. A friend hears you are taking this course and mentions an interest in an HRM career.
Based on this chapter’s description, what advice would you give your friend? (LO 1-6)

Answer: Individual students will provide a wide variety of responses to this topic.
Answers should represent an understanding of each content area in this chapter.

Taking Responsibility
Why Good Things Happen at Costco

1. In what ways does Costco meet the criteria for a "sustainable" organization?

Answer: The company clearly cares about a workforce that is engaged and retained. This
adds to their sustainability because they do not have to spend as much on recruitment
costs. They have employees who feel valued and that translates into productivity and
customer satisfaction.

2. What would you describe as Costco’s basic strategy as a retailer? How do its human
resource practices support that strategy?

Answer: Their basic strategy is to be a low-cost provider. They keep their HR costs low
by having less turnover and lower residual training costs, which is tied to the low
turnover, even though their pay rates are competitive. They also have higher productivity
so they are getting a great ROI for their higher hourly wage and benefits.

Managing Talent
Old Navy’s Talent Strategy Fills in Some Gaps

1. In your own words, briefly summarize the business problem facing The Gap and the
effectiveness of This Way Ahead as a solution to the problem.

01-9
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Fundamentals of Human Resource Management, 8e Instructor’s Manual

Answer: Students answers should focus on the skill deficits facing many of the workers
that would typically find jobs or start careers in the retail industry. TWA is meant to
provide incentives on a number of fronts. Not only is Old Navy creating a demand to
work at their stores, but they are also investing in workers who are more enthusiastic and
have the potential to grow inside of Old Navy.

2. Suggest one or two ways Old Navy’s HR department could use data to measure the
success of This Way Ahead in providing a source of talent. That is, what measure would
indicate success?

Answer: Data could be analyzed to investigate any potential reductions in employee

turnover as well as new workers to the Old Navy brand. Focusing on store-by-store, or
regional results on entry-level employees is the key metric.

HR in Small Business
Network Is the Key to HRM at 1Collision

1. Give examples of 1Collision’s HRM professionals providing the competencies of (a) HR

expertise and (b) critical evaluation.

Answer: Students may identify the HR expertise as the recruitment support, and the
evaluation regarding training requirements.

2. How might HRM support from the 1Collision Network make an auto body shop more
competitive than if it relied on the shop manager to handle human resource management?
In other words, how might this support contribute to business success?

Answer: Responses may vary, but should identify the ability to gain HRM expertise at a
relatively lower time and money cost than if the shop manager just handled all the HRM
aspects.

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Recommended Connect Activities

HRM Matters to Everyone
Learning Objective: 01-03 Summarize the types of competencies needed for human resource
management
Activity Summary: This case analysis involves the changing role of the HR department over
time and the addition of increased responsibility and decision making.
Follow-Up Activity: Active and collaborative learning exercises are recommended for this
application exercise. One example would be for small groups to diagram the different
organizational structures for HR as time has progressed. In addition, students can then delegate
the different HR responsibilities of each employee as the company has evolved.

Ethical Concerns in Human Resources

Learning Objective: 01-05 Discuss ethical issues in human resource management.
Activity Summary: This worksheet includes matching of real-world issues to the ethical
concerns highlighted in the text.
Follow-Up Activity: Activities for this application exercise could include any number of topics.
Use the multiple-choice questions as a pre- and post-assessment so that students understand each
of the ethical dilemmas outlined in the text. After the pre-assessment is complete, have
individuals or groups document previous examples in their own careers when an ethical concern
arose. Students could then categorize those examples as one of the main ethical concern areas as
outlined in the activity.

Supervising Employees Who Work from Home

Learning Objective: 01-04 Explain the role of supervisors in human resource management.
Activity Summary: Technological improvements can influence policies and practices in human
resource management, as well as in the overall organization. Although there are many benefits of
using technology in the workplace, there are also challenges. This video case presents some of
those for telecommuters.
Follow-Up Activity: Have students "flip" the classroom and present on the processes
organizations use for considering, implementing, and supervising telecommuting employees. The
answers do not need to include great depth but should focus on recognition and examples of the
necessary steps.

01-11
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Fundamentals of Human Resource Management, 8e Instructor’s Manual

HRM Practices
Learning Objective: 01-03 Summarize the types of competencies needed for human resource
management.
Activity Summary: Today is it not enough for an HR professional to know only how to perform
tasks specific to human resources management. HR professionals must be proficient in the nine
categories of HR success competencies clustered into four areas: technical, interpersonal,
business, and leadership.
Follow-Up Activity: This matching exercise plays a more foundational role in a student’s ability
to understand the role of HR in the current landscape. Ask students to complete this worksheet
when class begins and then have them retake it at the end of the class meeting (the same could be
done in an online environment). Use the results to guide your teaching to the needs/weaknesses
of your students on a real-time basis, which will increase the chances of retention.

CHRO Conversations: Tracy Keogh, HP, Inc.

Learning Objective: 01-02 Identify the responsibilities of human resource departments.
Activity Summary: The video case and multiple-choice questions that follow will push students
to apply previously learned information to corporate-level strategy.
Follow-Up Activity: Students should understand the role that HR takes in managing an
environment that has the necessary tools and structure to lead an organization to a highly
competitive market position. Active learning strategies could include having students research
their own employers or find "best HR practices" and then apply course content to these
scenarios.

01-12
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 Fundamentals of Human Resource Management, 8e Instructor’s Manual

Classroom Exercises
Students may benefit from exercises that illustrate the concepts of the chapter. Use these along
with CONNECT activities.

1. Understanding of HRM and the textbook

Instructors may engage students in a general discussion meant to support the

understanding of HRM. Instructors may have students review Figures 1.1 and 1.2, and
then discuss Review and Discussion question #1. Instructors may then direct students to
Table 1.3 to see the outline of the book and answer any questions they may have
concerning the content.

2. The Role of HRM

Students may be asked to discuss and identify HRM’s role within organizations. Review
and Discussion questions #5 may be used to begin the discussion. Then instructors may
ask students to respond to the Taking Responsibility question #2. While responding to
question #2, the instructor may ask students to reflect on their responses to the Review
and Discussion question and ask whether their initial responses have now changed.

3. Competencies for Careers

Instructors may facilitate a discussion for students to discuss the competencies necessary
for strong managers. Review and Discussion questions #3 and #4 may be asked to begin
the discussion. Then, Review and Discussion question #6 may be asked as a follow-up,
with students then reflecting on their responses to questions #3 and #4.

4. HRM Career Considerations

Instructors may wish to have students identify components in Chapter 1 within both the
Society for Human Resource Management Body of Competency & Knowledge and the
Human Resource Certification Institute’s A Guide to the HR Body of Knowledge.
Discussion could be focused on how these chapter concepts are important to the
development of their careers and potential certification.

5. Vignette Discussions

Any of the vignettes (see above) may be employed for classroom discussion. Students
could be asked to respond as individuals or placed into groups for discussion. Individuals
and/or groups may then be asked to defend their responses and rationale when comparing
and contrasting other responses.

01-13
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The Project Gutenberg eBook of Boesman-Stories, Deel 3.
Die boesman self, sy sedes, gewoontes en bekwaamhede
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*** START OF THE PROJECT GUTENBERG EBOOK BOESMAN-STORIES, DEEL 3.

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[Inhoud]

[Inhoud]

Boesman-Stories.

[Inhoud]
[Inhoud]
 Boesman-Stories.
Deel III.
Die Boesman self, sy sedes,
gewoontes en bekwaamhede.

DEUR
G. R. VON WIELLIGH.
Geillustreer deur H. ANTHON ASCHENBORN,
Stellenbosch.

ALLE REGTE VOORBEHOU.

DE NATIONALE PERS. BEPERKT. Drukkers en
Uitgewers. Kaapstad, Stellenbosch, Bloemfontein en
 Pietermaritzburg.
1921.

[Inhoud]
 INHOUD.

No. Bladsy.
’n Paar Woorde vooraf 1
51. Klipgereedskappe 3
52. Uit die Geskiedenis 9
53. Die Boesman self 15
54. Die Boesman-taal 23
55. Huislike Lewe en Gewoontes 29
56. Godsdienstige Begrippe 41
57. Bygeloof aangaande seker Diere 49
58. Nog meer oor Bygeloof 59
59. Die Boesman as Kunstenaar 65
60. Die Boesman as Jagter 71
61. Die Boesman as Krygsman 81
62. Die Boesman as Bediende 89
63. Voortekens en Voorgevoel 95
64. Nog meer uit die Geskiedenis 101
65. Pyl en Boog 109
66. Hoe Boesmans Vry en Trou 117
67. Is Boesmans werklik so dom? 125
68. ’n Boesman is waarlik dapper 133
69. Hoe Boesmans verf maak 141
70. Kinders van die Natuur 147
71. Fyn Diefstalle 155
72. As Nood die Boesmans druk 161
73. Wat ’n Boesman alles kan doen 167
74. Wat ’n Boesman nie kan doen nie 175
75. Wat alles in voordeel van Boesmans is 183

[1]
[Inhoud]
 ’n Paar Woorde Vooraf.

Hierdie slag het ons die eer om Deel III van “Boesman-Stories” in die hande van
die Publiek te lê. Deel I het ons ’n insig gegee hoe flou die godsdienstige
begrippe van die Boesman is; in Deel II is ons vergas geword op Stories wat
enigsins die diepte van sy denkvermoë peil. Dus, tot sover het ons hom met ons
verstand gevolg.

Maar nou in hierdie Deel III en ook in Deel IV stel ons hom in sy eie natuur kaal
en bloot voor die oë van die leser. Ons sal hom in sy tuiste en in die veld, as
versorger van sy gesin en kunstenaar, as jagter en krygsman, stap vir stap op
die hakke volg. Dus, ons wil nou met sy persoonlikheid en geaardheid kennis
maak.

Die eerste twee Dele is dus Stories deur Boesmans vertel; die volgende twee is
Verhale omtrent Boesmans meegedeel. In die eerste geval was die outa as
Storie-verteller aan die woord: in die laaste geval is die skrywer die verteller.
Dus kan dit moontlik van ons verwag word dat ons ’n meer verhewe skryfstyl
moet aanpas. Dog na ons beskeie mening sal ons afbreuk aan die egtheid van
die materiaal doen om dit met ’n vergulde nerfie oor te blaas. Ons het nou
eenmaal met ’n eenvoudige skryftrant begin: vergun ons dan ook om dit also te
eindig.

In die eerste twee Dele het ons volkome vertroue op ons eie aantekeninge
gestel, en het dus vermy om gebruik [2]te maak van mededelings in druk,
geskrif of mondeling: dog in die laaste twee Dele moes ons in seker Hoofstukke
(Deel III, om die skakels saam te knoop) gebruik maak van geskiedenis en
boeke wat ons by die geleentheid sal aanhaal. Verder is ons baie dank
verskuldig aan mnr. Emanuel de Roubaix, van Roggeland, Nieuwoudtville, mnr.
A. W. van Zijl, van Klein-Breipaal, Kenhardt, en ds. W. S. Rörich, van Kroonstad
(vroeër van Namakwaland), vir hulle welwillendheid om ons bydraes te stuur,
waardeur hierdie werk sy oorspronklike karakter handhaaf. Ons reik hul die hand
van dankerkenning uit en gee hul ’n warme handdruk as ’n blyk dat ons hulle
onselfsugtige medewerking baie hoog op prys stel. Ieder se bydrae sal ons waar
dit ingevleg is, spesiaal aanhaal.
In Jakob Platjie het ons reeds baie feite oor Boesmans meegedeel; om daardie
gegewens hier uit te sluit, sal ons die volledigheid van hierdie werk nie reg laat
wedervaar nie; daarom vul ons die nodige besonderhede ook hier in.

Hierdie Deel is miskien meer van ’n wetenskaplike aard, so eenvoudig voorgestel

as dit in ons vermoë geleë is; dog die volgende Deel IV is avontuurlik en minder
so. Daarin kry ons te doen met gevegte met en deur Boesmans, dan sal ons
regtig leer wat in ’n Boesman sit.

Die Skrywer.

Kafferstat, P. K. Hendrina,
Transvaal, Julie 1919. [5]

[Inhoud]
No. 51.
 Klipgereedskappe.
OPMERKINGS:—In hierdie Verhaal wil ons iets vertel hoe die oudste volke hulle
gereedskappe van klip gemaak het. Ons vertel dit hier, omdat Boesmans vandag nog
dieselfde ding doen.

In die verre oudheid, toe die mensdom taamlik wyd oor die aarde versprei was,
het hy in die begin nie die kuns verstaan om metale uit erts te smelt en te
bewerk nie. Om tog ’n soort gereedskap te hê om wild mee af te slag, of om
hulle mee dood te maak, of waarmee die mens self hom moet verdedig—so het
hy vereers vuursteen geneem en dit reggekap om dit ’n soort gerieflike vorm te
gee. Om dit mooi te bewerk en glad te slyp, het hy die kuns nog nie verstaan
nie. So word daardie tydvak die Ou Steentydperk genoem.

Maar as ’n oplettende mens iets herhaaldelik doen en goed na sy werk oplet,

dan leer hy homself aldag om die werk beter te maak. So het na verloop van tyd
sommige van daardie oumense net knap geword om ’n beter klas gereedskap te
maak. Hulle gee daaraan ’n beter vorm, sit handvatsels daaraan en slyp dit glad
en blink. Hierdie tydvak word die Nuwe Steentydperk genoem.

Dit alles het gebeur voor die mensdom kon lees of skrywe. Maar daardie ou
gereedskappe van klip is onverganklik [6]en is vandag nog te vinde, en wel in
gruis, ou vullishope of werkplekke wat in ons teenswoordige tyd ontdek is. In
die museums in Europa is daar baie van sulke ou gereedskappe te sien, soos
kliphamers, klipmesse, asgaaipunte van klip, ja, selfs sae van klip. Die soort
vuursteen wat hulle gebruik het, is dieselfde as wat ons oupa’s en grootjies vir
hulle tonteldose en vuurslae en vir hul ou haan-en-pan-roers gebruik het. Want
hierdie soort steen is gelukkig wyd oor die aardbodem versprei.

Later ontdek die oumense die kuns om koper en tin uit erts te smelt. Maar koper
en tin is nie so danig hard nie en word met gebruik gou stomp. Toe vind hul
weer uit as hul die twee saamsmelt, dat hul dan ’n harder metaal, brons, verkry.
A, dit was ’n geluk! Hulle giet toe meteens die stuk gereedskap in kleivorms na
die patroon wat hulle verlang, die punte en kante van daardie gereedskappe
word weer warm gemaak en met hamers skerp geslaan en verder geslyp. Dit
was toe al ’n groot vordering in die rigting van beskawing. Hierdie tydvak word
die Bronstydperk genoem.
Dog, met die gedurig smelt van brons leer die oumense die kuns om yster uit
erts te smelt. Hulle leer nie alleen hoe om yster te bewerk nie, maar ook om dit
hard tot staal te maak. Hierdie tydvak word die Ystertydperk genoem; en ons
teenswoordige geslag leef nog in die Ystertydperk, wat ontsaglik tot die
beskawing van die mensdom bygedra het. Wat beteken ’n wêreld vir ons vandag
sonder yster?

Maar moenie glo dat die beskawing oor die hele wêreld op gelyke voet
voortgegaan het nie! Die Egiptenare [7]het reeds 4400 jaar voor Kristus ’n Farao,
Mena, gehad wat huise en tempels van groot gekapte en bewerkte klippe gebou
het, terwyl ou steengereedskappe in Egipte versprei lê. Babilon het daarna sy
toppunt bereik, toe Persië, toe Griekeland, toe Rome. En met die geboorte van
Kristus het genoemde nasies hoog teen die leer van beskawing opgeklim. Maar
Julius Caesar, toe hy met Engeland in 52 v.K. oorlog maak, vind dat die Britte
nes Kaffers en Boesmans nog kaal loop. Dit was dieselfde geval met die Duitsers
en ander westelike Europese nasies. Die Roomse en Griekse kerke het daardie
barbare in hande geneem om hulle te beskawe.

Die Kafferstamme verstaan om yster ru te bewerk—dit blyk uit die maak van
hulle eie asgaaie, terwyl die Boesman tot vandag toe nog daarvan niks af weet
nie. Hy is dus in die trap van ontwikkeling en beskawing geen steek verder as
die mensdom in die voorgeskiedenis-tyd nie, toe hul ruwe gereedskappe van
vuursteen vervaardig het. [11]

[Inhoud]
No. 52.
 Uit die Geskiedenis.
OPMERKINGS:—In hierdie Verhaal kom seker feite voor wat ons ontleen het aan die
Inleiding deur dr. G. McGall Theal vir dr. W. H. I. Bleek se boek “Bushmen Folklore.”

Daar is seker eienaardighede verbonde aan die gereedskappe en tekeninge van

elke nasie. Bestudeerde mense kan vertel van watter nasie sulke kunsstukke
afkomstig is. Gereedskappe en tekeninge wat net soos dié van Boesmans lyk,
word min of meer oor die hele Afrika aangetref—ja, selfs tot die suidelike dele
van Europa. In die suide van Frankryk is spelonke waar sulke gereedskappe en
tekeninge gevind is, wat baie ooreenkoms het met dié van Boesmans. In elk
geval skyn dit daar gemaak te wees deur ’n ander nasie as wat die Franse van
afstam. Daar is voldoende aanwysing egter dat Boesmans amper oor die hele
Afrika agter wild rondgeswerf het.

Die ou Egiptenare het die gewoonte gehad om al hulle groot gebeurtenisse in

hulle tempels af te skilder of dié op hulle monumente uit te kap. Hulle is
daarvoor bekend dat hul die portret van iemand se gesig baie duidelik kon
afbeeld. Dog die Boesmans verstaan weer beter as die Egiptenare om ’n ding
ver of na op ’n tekening te laat lyk. [12]Omtrent 3,000 jaar voor die geboorte van
Kristus was daar ’n kind, Pepi II, die Farao van Egipte. Sy moeder het ’n
handelstog na die midde van Afrika uitgerus om kosbaarhede vandaar te gaan
inhandel. Kerkuf was die voorman daarvan. Toe hy terugkom, bring hy ’n
dwergie mee wat so goed kon dans, om die jong seun Farao daarmee te
vermaak. Die Faraootjie was so in sy skik met die present dat hy die brief van
bedanking aan Kerkuf op sy eie graf laat uitbeitel het; en dis vandag nog te
sien. Elkeen wat na die dwerg se afbeelding kyk, moet verklaar dat dit ’n ware
Boesman is.

Baie lank voor Salomo regeer het, het die Egiptenare al handel met die
binnelande van Afrika gedrywe. In 1552 v.K. het die vrou Hatasu (Hatshepsu)
oor Egipte regeer. Sy het toe ’n groot handelsgeselskap na die Land van Punt
(Skeba?) uitgerus. Na drie jaar kom hulle terug. Die Koningin van daardie Land
het met kamele oor land na Hatasu gekom. Sy het baie presente met haar
gebring. So bly was Hatasu daaroor dat sy die hele optog in die tempel wat sy
op Deir-el-Bahri gebou het, teen die muur laat afskilder het. Die Koningin van
Punt, natuurlik, is ook in die optog, waarvan die skildering vandag nog teen die
muur te sien is. Al wie na die tekening kyk, moet verklaar dat dit ’n ware
Boesmanmeid voorstel. Kyk maar na die kroes hare, die plat neus, die klein
handjies en voetjies, die klere en die fatsoen van die lyf.

Die Hottentotte en Kafferstamme dring toe in later jare suidwaarts, hulle kom in
aanraking met die verspreide Boesmanras. Die Boesmans begin toe die vee te
steel en [13]op roekelose wyse te slag, wat tot gevolg gelei het dat albei Kaffers
en Hottentotte die Boesmans voor die voet begin uit te roei. Die jongmeide is
tot vroue geneem geword, wat weer ’n ander gevolg gehad het, naamlik die
Boesman-taal oefen toe invloed uit op albei sprake—dié van die Hottentotte en
die Kaffers.

Toe die blanke bevolking aan die Kaap ’n volkplanting kom aanlê, het die Kaffers
reeds aan die ooskus van Suid-Afrika deurgedring tot Visrivier toe, en die
Hottentotte van Damaraland tot die suidelike punt van Afrika. Die Boesmans
bewoon toentertyd die Kalaharie, Transvaal, Vrystaat en die binnelande van die
ou Kolonie.

Maar algar brei hulle grense meer en meer binneland-toe uit, sodat die grond
waarop die Boesman hom bevind, kleiner en kleiner word, tot hy vandag geen
duim grond meer besit wat hy as sy onbetwiste eiendom kan noem nie. Die
waters wat sy vaders en voorvaders by gedrink het, is van hom afgeneem
geword, die wild waarvan hy gelewe het, is op ’n roekelose wyse vernietig
geword, sodat hy dit toe swaar kry om ’n stukkie wild in hande te kry, want sy
boog en pyle skiet nie te ver nie.

Hy begin weerwraak te neem en begin onder die blanke hulle vee te vang en te
slag. Kommando’s is teen hom uitgerus geword; en daar hy ’n man is wat veg
tot sy laaste pyl weggeskiet is, is dit nie algar se werk om die Boesman gevange
te neem nie. So is hy ook deur Engelsman en Boer by sulke geleenthede
doodgeskiet geword. [14]

Maar die uitroeiing van die Boesmans het nie op so ’n voet voortgegaan sonder
dat vir hulle herhaalde kanse gegee is nie. Die grensboere wou die Boesmans vir
diensbodes huur en het hul vee gegee om ’n boerdery mee te begin, hulle het
die Boesmans saadgraan gegee om te saai. Dog albei vee en graan is opgeëet
geword in plaas van daarmee te boer, en toe was hul weer so naak en arm as
Job op die ashoop. Sendelinge het probeer om hul na die sendingstasies te lok;
maar sodra hul nie meer volop kos sonder daarvoor te werk, kry nie, verlaat hul
die stasies en gaan weer die woestyn in. Die Vrystaatse Regering het twee
stukke grond vir Boesman-lokasies beskikbaar gestel, dog hul maak die fout om
Korannas daartussen te plaas, met die gevolg dat dit op ’n mislukking uitgeloop
het. Onderwyl hou die Boesman nie op om vee te steel nie, en vermoor selfs die
veewagters op wrede manier.

As wilde mens het hy geen rus of duur om te lank op een plek te woon nie—die
vrye natuur is sy lewe. Hy gee dan nie om aan watter gevare deur ongediertes,
honger of dors hy hom blootstel nie.

Op die Hoëveld van Transvaal het ons vir dertig jaar gelede nog Boesman-
kraaltjies aangetref, dog hulle het sedert weggetrek; en baie van die meide het
met Kaffers getrou, sodat hul op hierdie manier ook tot niet geraak het, deurdat
hul nie meer hulle huislike lewe bevorder het nie. [17]

[Inhoud]
No. 53.
 Die Boesman Self.
OPMERKINGS:—In hierdie Verhaal vertel ons van die persoon self wat ons as
Boesman ken.

Die Boesman noem hom in sy eie taal, Cham, of liewers gesê, ’Cham-ka-’kui (ka
is se of sy, en ’kui man). Boesmanland noem hy ’Cham-ka-’au, en sy taal is
’Cham-ka-’kakken.

In gewone gesprekke praat ons van verskillende rasse van Boesmans, naamlik
van:—

Die Dwergies. Hulle is die kleinste mensras; een met die ander het hul ’n lengte
van 4 voet 6 duim; en bewoon die donker houtbosse van Middel-Afrika, wes van
die Albert-Nyansa-meer. Hulle is geel van kleur, met groot, wakker oë, wat
miskien te wyte is aan die skemering van die digte woude. Dog in ander opsigte
verskil hul min van [18]die Boesmans van Suid-Afrika: hulle praat ’n taal wat deur
die gewone Boesman verstaan word, hulle gebruik dieselfde wapens, hulle
lewenswyse is dieselfde, en hulle liggaamsbou en geaardheid kom perfek ooreen
met dié van die gewone Boesman. In 1884 het ’n reisende sendeling ons
meegedeel dat die Dwergies baie sku is om die houtbosse te verlaat. Eendag
sien hy ’n paar na ’n groot kremetartboom hardloop, alwaar hul in die boom
opklim en kort daarop hol hul weer terug na die houtbos toe. Hy het daarheen
gestap en het een van die kleintjies gevang. In die kremetartboom, waar die
takke van die stam wegdraai, het water in die holte gestaan; en dit kan altyd as
vaste teken van aanwesigheid van water beskou word as ’n mens die Dwergies
na ’n boom van hierdie soort sien hol. Wel, hy het die kleintjie kos en water
gegee; maar net verniet dat hy sy mond daaraan wou sit. Die sendeling het
allerhande soorte kos probeer; maar altyd verniet dat die Dwergie wou eet of
drink. Hy was naderhand verplig om die Dwerg te los liewers as om hom van
honger en dors te laat sterwe.

Die Vaalpens-Boesmans, of Vaalpens-Kaffers. Hierdie nasie is ’n baster-ras tussen

Kaffers wat deur een of ander rede die woesteny ingevlug het, en die gewone
Boesmans. Op die oog gesien, is sy liggaamsbou lank en swart nes dié van ’n
Kaffer, dog in maniere, geaardheid en taal is hy ’n ware Boesman; maar lank nie
so skrander en gesleep as ’n ware Boesman nie. Hy lei die lewe van ’n swerfling
en gebruik ook pyl en boog. Hy is voorwaar ’n treurige menssoort en lyk soos ’n
hond wat nie ’n baas het [19]nie—ja, hy sal selfs ’n volle jaar werk om ’n hond te
verdien. Hulle word aangetref op die grense van die Kalaharie tot in
Masjonnaland. Hulle voeg hul graag by jagters.

Die gewone Boesmans. Hulle is eintlik die onderwerp van hierdie boekdele; dis van
hulle wat ons al die Stories vertel het, en wat verder ons aandag in beslag sal
neem. Hulle het ’n vuil, geel kleur en het ’n gemiddelde lengte van 4 voet 9
duim—dus 3 duim langer as die Dwergies van Middel-Afrika. Die Boesman se
hare is wollerig en in klossies op sy kop vasgedraai; sy gesig is plat met breë
wangbene onder die oë, terwyl hy ’n baardlose, spits ken het. Sy neus is plat en
sy oë is half toegeknyp, sodat hy deur ’n skrefie onder sy oorhangende ooglid
uitkyk—miskien is dit daaraan te wyte dat hy altyd sonder hoed in die skerp, oop
lug na wild jag. Baie Europese meisies sal seker sy klein handjies en voetjies
beny. Sy liggaam is maar tingerig, en tog sal baie hom dit nie nadoen om ’n
boogsnaar so ver na agter te trek nie. In daardie liggaampie sit baie uithou-
krag. Hy kan lang afstande afdraf of hardloop sonder in te gee. Daar is glo geen
ander soort mense wat so lank honger en dors kan uithou nie. Sy voorkop is
laag, maar sy agterkop is sterk ontwikkel. Die nate van sy dik kopbeen is so vas
aan mekaar gegroei dat baie mense onder die indruk verkeer dat ’n Boesman
nie nate in sy kopbeen het nie—wat egter nie die geval is nie: hy het deeglik
onsigbare nate.

Sy oë is klein en bruin en besit ’n siensvermoë wat menige mens laat verstom.

As hy sy hand bokant sy oë [20]hou om dié teen die skerp sonlig te beskerm,
dan kan hy heuningbye onder die son verby sien trek. Hy is baie oplettend wat
die spore van wild en uitwerpsels van heuningbye betref. Op hierdie aanduidings
spoor hy hulle gou uit.

Die Boesman is by uitnemendheid ’n swerfling en ’n ontembare liefhebber van

vryheid. Hy swerf in die woesterny rond so lank hy daartoe nog geleentheid
vind. Hy word vandag nog aangetref van die noordgrense van die Kaapprovinsie,
dwars deur die Kalaharie tot aan die Ovamborivier, aan die noorde van
Damaraland.

In verstand is hy maar swak ontwikkel—lees en skrywe val swaar. Dit skyn of hy

maar net tot drie kan tel, want in sy taal het hy net woorde vir een, twee, drie—
verder noem hy dinge met die woord baie (of soos hy sê: “nie min nie”). Soos
meeste barbare, loop hulle nakend: die mans slaan ’n smal vel onder sy bene
deur en bind dit agter en voor aan ’n gordband vas, terwyl die meide ’n soort
kort velrok dra nes die voorskoot van die Skotte, of hul dra ’n karos of velle om
hulle lyf. Hulle wonings is soms ’n slaapplek agter ’n bos, dog hulle woon in
hutte van gras en bossies of van matjiesgoedmatte gemaak. Waar hul spelonke
naby water en waar wild volop is, kan bereik, daar woon hul graag in. En dis
gewoonlik in sulke kliphuise waar hul hulle tekeninge teen die rotswande maak.
Die huismeubels is velle van wild om op te slaap, die borsbeen van volstruise om
as skottel te dien en kleipotte om kos in te kook. Vir lepels om sop mee te eet,
gebruik hul ’n kwas nes dié wat skilders gebruik, of bedien hul met [21]ribbebene
wat hol geslyp is. Water word aangedra en bewaar in leë doppe van
volstruiseiers of in die pens van ’n geskiete springbok of ander wild. Verder
maak hul knapsakke om Boesman-rys (jong miere) aan te dra en daarin te laat
tot dit op die vuur gaargemaak word.

Die vernaamste en vertroubaarste wapen is sy pyl en boog. Daar is verskillende

soorte pyle: daar is met gif agter die harpoen gepleister, en daar is sonder gif;
dan is daar weer wat harpoene het en wat net skerp beenpunte het. Dog met
jag gebruik hul ook kort knopkieries om klein wild mee dood te gooi, en
sommige het ’n asgaai op een of ander wyse in hande gekry. Hulle verstaan ook
om klippe met ’n slinger te werp—soos David teen Goliath gebruik het. Waarom
hy die boog en pyle bo alles verkies, is dat met die hanteer daarvan kan hy sy
lyf wegsteek, en soiets as mis-skiet ken ’n Boesman glad nie; terwyl weer met
die gebruik van die knopkierie, asgaai of slinger, moet hy sy liggaam vertoon, en
dit doen hy nie graag as hy ’n mens of wild aanval nie. Nee, sy naam is Oompie
Raakskiet. In sterk wind is hy minder gelukkig.

Sy voedsel bestaan byna uit enige ding—al wat hy nie eet nie, is wat hy nie in
hande kan kry nie. Onder sy lekkernye bevind hulle slange, akkedisse, goggas,
paddas, bloed, en hy sal vir dors selfs die vog uit die ingewande van wild
gebruik. Maar sy vernaamste voedsel is vleis, veldvrugte, wortels, uintjies en
heuning.

As jagter is hy vernuftig en fyn om planne te maak en dié op die bekwaamste

wyse uit te voer. Met jag sal ons sien dat ons in hierdie opsig by hom ver kort
skiet; [22]en dan sal ons verstaan dat ’n Boesman nie so onnosel is as hy lyk nie.
Hy weet hoe om die verskeurende diere te vermy, of aan te val om hulle te
dood.
Hy verstaan net niks van enige vorm van Regering nie; daarom het hy geen
wette nie—elkeen moet maar sy eie reg op sy eie manier soek. Sy wet is: “Kry
ek jou, dan sterf jy, en kry jy my, dan krul ek.” Van ’n opperhoof, of kaptein,
weet hy niks af nie. Dit mag wel gebeur dat die inwoners van ’n kraal die
sterkste en dapperste man as leier beskou of dat ’n dapper vader deur sy
famielie hoog in tel gehou word. Maar al hierdie ontsag hou dadelik op as die
leier oud of swak word, of as die klomp uit mekaar koers vat.

Omtrent hulle godsdiens sal ons in ’n ander verhaal vertel en sien hoe flou dit is.
Net soos alle barbare, is hul opgegroeide kinders tot hulle dood toe. Maar as
kinders van beskaafde ouers in ’n woesterny alleen by hulleselwe opgroei en
daar niks as lug, berge, bosse en diere sien nie, sal hul dan baie anders van
verstand wees?

Sommige persone wil beweer dat ’n Boesman nie ’n mens is nie; ons sal net ’n
paar vrae aan hulle stel: Het ’n Boesman ’n taal en kan hy ’n ander taal leer?
Kan ’n Boesman vuur maak en die vuur aan lewe hou? Kan ’n Boesman
gereedskappe maak en dié gebruik? Hou Boesmans honde aan en bly die honde
vir hulle getrou?

So kan ons nog meer vrae stel, maar sal nog net een vraag doen: “Watter dier
nog kan dit alles doen?” En dan voeg Jakob Platjie daarby: “Hoekom spook ’n
Boesman as hy dood is?”

Die enigste huisdier wat ’n Boesman aanhou, is ’n hond. [25]

[Inhoud]
No. 54.
 Die Boesman-taal.
OPMERKINGS:—Ons sal maar hieroor ’n kort Verhaal skrywe; want jeugdige lesers
kan dit maar oorslaan, terwyl gevorderde lesers tog iets van ons daaromtrent wil
hoor. Ons is vir sommige informasie dank verskuldig aan “Bushmen Folklore” deur dr.
Bleek en mej. Lucy Lloyd, wat die taal geleer en bestudeer het. Verder deel ons mee
wat ons van oorlamse Boesmans daaromtrent verneem het.

As ons ’n klompie Boesmans hoor gesels, dan laat dit ons amper dink aan ’n
geselskap paddas wat langs ’n watervoor sit koert en tong klap. Die eerste vraag
wat by ons dan oprys, is: “Is dit nou werklik ’n taal in die regte sin van die
woord?”

By noukeurige studie sal ons uitvind dat dit wel deeglik ’n taal is, waarvan die
selfstandige naamwoorde vyf naamvalle besit, en dat die werkwoorde volledig
vervoeg word. Ons sal verder bemerk dat daar ’n enkelvoud, tweevoud en ’n
meervoud van selfstandige naamwoorde is. ’n Ryk woordeskat is ons nog nie in
hande geval nie: armoede openbaar hom op baie plekke. Verder is die woorde
vir die merendeel eenlettergrepig en behoort met die grootste noukeurigheid
uitgespreek te word deur die behoorlike tongklap, of klik, te gebruik, om die
korrekte [26]klemtoon op die woord te plaas en om noulettend die uitspraak op
die regte plek van die mond te gee, anders kry dit glad ’n ander betekenis.

Daar is nie minder as vyf verskillende tongklappe, of klikke, nie. Ons gee hul
hier so goed en kwalik as ons kan:—

Die gesmak-klik.
1. Dit is die sagste van algar en word gemaak deur die
twee lippe op mekaar te plaas en met ’n gesuig skielik te verwyder—
nes met ’n soen.
Die sagte
2. tandklik. Dit word gemaak deur die punt van die tong teen
die boonste voortande saggies vas te druk en met ’n suig skielik weg
te trek—nes ons maak as ons oor iets spyt of jammer het.
Die sylingse
3. klik word gemaak deur die tong een kant toe teen die
kieste te druk en dit met ’n suig skielik weg te ruk—net soos ons
maak om perde te laat trek.
Die keelklik
4. word gemaak deur die tong bo teen die gehemelte op te
krul, met ’n trek skielik na agter—amper nes ons vir ’n klein kindjie
bang maak.
 Die harde
5. klik word gemaak deur die punt van die tong teen die
voortandvleis vas te druk en dan skielik weg te ruk—nes ons vir ’n
hen met kuikens roep.

Dan kom nog klanke wat vir ons vreemd is, soos:—

a)
Die (keelklank, wat amper soos die Hollandse ch klink.
b) knorklank word laag in die keel gemaak en gaan nes ’n
Die (sterk
padda wat kwaak.[27]
(c) knorklank word vorentoe in die keel gemaak—amper nes
Die swak
ons saggies keel skoon maak.
d)
Die (neusklank word deur die neus gemaak—nes in baie Franse
woorde.
(e) klank, wat ’n luidende toon aan die woord gee—nes ing in
Musikale
Engelse woorde.
(f)
Klemtoonklank, wat die regte klemtoon gee.

So is daar nog sommige waarop ons nou nie die aandag sal vestig nie.

Hieruit is dit duidelik dat ons 26 letters van die a, b, c nie genoeg is om al die
klanke in die Boesman-taal in geskrif weer te gee nie—dus volg dit dat meer
letters en tekens vereis word om hierdie taal behoorlik te skrywe.

Persone wat die taal nie wetenskaplik ondersoek het nie, verklaar somar uit die
staanspoor dat dit onmoontlik is om die Boesman-taal in geskrif te bring.

Hier gee ons ’n voorbeeld hoe Boesmans ’n selfstandige naamwoord verbuig

(volgens dr. Bleek):—

Enkelv.: Meerv.:
N. ’Kuiten (man). N. ’’Eiten (manne).
G. ’Kuita (man se). G. ’’Eita (manne se).
Vok. ’Kuwe (o man). Vok. ’’Auwe (o manne).
Ak. ’Kui (man). Ak. ’’Ei (manne).
Alt. ’Kuko (ander man). Alt. ’’Ekuiten (ander manne).

Daar is baie van ons Afrikaners wat die Boesmantaal pront ken, omdat hul dit
van die lippe van Boesmans geleer het; maar ongelukkig het hul nie die
opleiding op skool gehad om die taal wetenskaplik te kan skrywe nie—[28]so
besit hul ’n waarde waarvan hul tot nut van die wetenskap nie gebruik kan maak
nie. So min blanke ken die Boesman-taal pront—want dit moet van kinderjare af
geleer word: ’n volwasse raak die taal nooit grondig baas nie. Daar bestaan tans
nog geleentheid—wie weet hoe lank dit nog kan duur?—vir wetenskaplike
genootskappe om blank kinders wat die taal van die Boesman ken, ’n goeie
akademiese opleiding te gee om daardie taal grondig te ondersoek en met
taalgeleerdes te bestudeer.

Maar nou kom die vraag: Praat die Boesmans nou nog die ou oorspronklike taal?
Ons verwag soiets nie; maar tog, die teenswoordige Grieks en Italiaans is
voorwaar die kind van ou Grieks en van Latyn. Dan moet ons daarby in
herinnering hou dat die Boesmans in gedurige aanraking met vreemde stamme
gekom het, en dat ’n Boesman in verbasende goeie aanleg besit om ’n vreemde
taal gou aan te leer; maar wat weer aan die ander kant vir sy oorspronklikheid
pleit, is dat hy baie behoudend is in sy maniere, en dis daarom dat ons onder al
sy verdrukking vandag nog opregte Boesmans vind. [31]

[Inhoud]
No. 55.
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