Thirdly, the sudden stop that would be put to all instruction if the preceptor became ill, or died, as no one would be found able to supply his place in a country where, from the number, and great differences of the various dialects, there is no inducement to the public to learn any of them.
Fourthly, that by the children being taught in any other tongue than that generally spoken by the colonists, they are debarred from the advantage of any casual instruction or information which they might receive from others than their own teachers, and from entering upon duties or relations of any kind with the Europeans among whom they are living, but whose language they cannot speak.
Fifthly, that, by adhering to the native language, the children are more deeply confirmed in their original feelings and prejudices, and more thoroughly kept under the influence and direction of their own people.
Among the colonists themselves there have scarcely been two opinions upon the subject, and almost all have felt, that the system originally adopted was essentially wrong. It has recently been changed, and the English is now adopted instead of the native language. I should not have named this subject at all, had I not been aware that the missionaries themselves still retain their former impressions, and that although they have yielded to public opinion on this point, they have not done so from a conviction of its utility.
The second point to which I referred,—the policy, or otherwise, of having native establishments near a populous European settlement, is a much more comprehensive question, and one which might admit, perhaps, of some reasons on both sides, although, upon the whole, those against it greatly preponderate.
The following are the reasons I have usually heard argued for proximity to town.
1st. It is said that the children sooner acquire the English language by mixing among the towns people. This, however, to say the least, is a very negative advantage, for in such a contact it is far more probable that they will learn evil than good; besides, if means were available to enable the masters to keep their scholars under proper restrictions, there would no longer be even the opportunity for enjoying this very equivocal advantage.
2nd. It is stated that the natives are sooner compelled to give up their wandering habits, as there is no game near a town. This might be well enough if they followed any better employment, but the contrary is the case; and with respect to the school-children, the restriction would be the correction of a bad habit, which they ought never to be allowed to indulge in, and one which might soon be done away with entirely if sufficient inducement were held out to the parents to put their children to school, and allow them to remain there.
3rd. It is thought that a greater number of children can be collected in the vicinity of a town than elsewhere. This may perhaps be the case at present, but would not continue so if means were used to congregate the natives in their own proper districts.
4th. It is said that provisions and clothing are cheaper in town and more easily procured than elsewhere. This is the only apparently valid reason of the whole, but it is very questionable whether it is sufficient to counterbalance the many evils which may result from too close a contiguity to town, and especially so as far as the adults are concerned. With respect to the children, if kept within proper bounds, and under proper discipline, it is of little importance where they may be located, and perhaps a town may for such purposes be sometimes the best. With the older natives however it is far different, and the evils resulting to them from too close contact with a large European population, are most plainly apparent; in,—