The New Zealand Times. FRIDAY, DECEMBER 4, 1874.

New Zealand Times, Volume XXIX, Issue 4277, 4 December 1874, Page 2

The New Zealand Times. FRIDAY, DECEMBER 4, 1874.

The policy of Sir Donald McLean, in the management of the Native Department, means nothing less or more than tho early assimilation of the races, so that in New Zealand there may be ere long no distinction between white and brown, but only one community;—one colony of New Zealanders. Sir Donald has played the waiting game, which is oftenest the winning one ; and there never was a time when the proofs accumulated more rapidly to show that it has been so, and that—speaking according to the humor of the day—the colors of the Native Minister came more conspicuously to the front. VYe do not now allude to the fact that the Native Office has succeeded—for tho thing may be regarded as assured —in opening up the Ohinemuri country, towards which the eyes of the miners of the colony have been turned so long and so anxiously. Nor to the circumstance that the Maori King has permitted members of his household to visit Auckland ; and has allowed his henchmen to drive fat beeves from tho recesses of the King country to markets where they could bo sold to white purchasers. Nor to tho evidence which comes from all sides that the opposition of the natives to tho construction of railways, roads, and lines of telegraph through their possessions, is fast giving way. A cardinal point in the policy of the Native Minister has been the bringing together of the youth of the two races, in the same schools, in the same classes, in the same studies, so that they might grow up together—the one ignorant of the barbarous habits and customs of his ancestors, and the other weaned from prejudice occasioned by color, habits, and traditions of another kind of life. In such a fusion, of mind, if not of race and color, the Native Minister has seen the true way out of “the Maori difficulty.” One great help to the accomplishment of this de sirable end will be found in the native schools, which have their existence under the Act of 1867. The experiment was not regarded very hopefully by many colonists, but tho embodied idea appears to have been worked out very successfully. There is very little question as lo the value of the Maori intellect. Untutored, it has been a match for the best educated among the aggressive whites. Educated, there is but little to choose between them. And, uneducated, it has been intelligent and prophetic enough to see and inculcate the advantages which education must confer upon tho youth of their race, in the inevitable competition with those who, if they have changed their ideas, have at least shown them the way to better things. How much the Maoris have appreciated the aids to education offered to them by the Government is made manifest by a glance at the recorded figures on the subject. We see that in 1867 only sixteen native schools received aid from the Government. These schools —and we are indebted to a well-informed contemporary in a neighboring province for the clear manner in w’hich tho statistics have been analysed—“were attended by 316 children, and “ the cost to the Government was £1697 “7s. lid. In 1869 the number of “ schools open for the education of the “ natives was only 9, the pupils number- “ ing 227. The cost that year was £2432 “ 3s. 7d. On the 30th June, 1874, from “ a return laid before Parliament, it was ,“ shown that the Government contri- “ buted to the support of 64 schools. “ Of these, 41 are village schools, estab- “ lished under the Native Schools Act, “ and 23 are schools supplemented by “ capitation or other allowances. Tho “number of children attending these “ schools was 1017 boys and 470 girls—- “ total, 1487. Tho 41 village schools are “ under the care, in each instance, of a “ qualified master, and in schools where “ the number of girls exceed six, a mis- “ tress is also appointed to teach sewing “ and other domestic duties. The amount “ expended by the Government during “ the year in salaries, erection of build- “ ings, school furniture, &c., was £9431 “ 18s. 6d.”

But it is a very pleasing thing in connection with these native schools, that the Maoris have not followed a too common colonial example, and attempted to throw the whole burden of the education of their youth upon the finances of the State. It is observable that in many instances they have voluntarily taxed themselves for the endowment of schools established in their midst, and that in many more cases they are reported as languishing for the opportunity to give their children an education that will fit them to mix with white children of their own ago on equal terms. The native school at Oraahu, for example, is endowed by tho natives so well that at present it enjoys an annual income of £750 from the rental of land leased at auction to a responsible European buyer. This is but one instance of many, showing the anxiety of the more intelligent among the native race to place their children on a level footing, as regards education, with their European neighbors. There is no doubt whatever that the elder Maoris—representatives of a raco and a time now passing away—appreciate to the full the value of an English education for their children. There appears to be proof on every hand that as education increases the lines that divide the one people from the other aro narrowed and smoothenod. In such a matter as this wo may freely claim for peace triumphs greater than those which belong to war, at least as war has been experienced in New Zealand. For the Native Schools Act Sir Donald McLean must be awarded credit, .and the manner in which it has been found to operate is at once a testimony to his sagacity, and an assurance that in a very few years more there will be no difference between tho Maori and the Pakeha, for all, whatever tho shade of color, will bo New Zealanders.