PRESIDENTIAL ADDRESS^ SECTION* E. 101 



of the evils that we have so brietiy dealt with. It is to be hoped 

 tliat the new conditions arising out of the new measure, which 

 we trust will prevail all over the Union, will secure village homes 

 for our Native urban residents; that these villages will be made 

 so attractive that no longer even the best Natives will desire to 

 live in European towns. Natives will be given a say in the 

 management and direction of their own dwelhngs : what is ob- 

 tained from them in the way of taxation and fines must be 

 returned to them for the betterment and upkeep of their village. 

 In this way a municipal conscience may be created among the 

 native people, and a desire begotten to take their share in the 

 administration of what are peculiarly native matters and concerns. 

 III. The cliaractcr and direction of Native Education. 



The question of the character and direction of the education 

 which is best suited for Natives is one of no ordinary importance, 

 for the character and direction of the education and instruction 

 which is imparted will to a certain degree intiueiice the future of 

 tiie race. We venture, however, to thmk that the potency of the 

 factor in determining their future has to some extent been over- 

 estimated. Indeed, the inlluence of education, that is education 

 in its more limited sense, on the fundamental character of any 

 people is probably very small. The great virtues of courage, 

 justice, courtesy, manliness, are luitouched by book learning. 

 Moral teaching will without doubt, enhance these fine qualities 

 by giving a reason for their existence and a direction for their 

 expression; but ordinary instruction cannot be expected to do 

 either of these. 



It seems very reasonable to hold that the principal purpose 

 of education is utilitarian ; it seeks to make a man a useful citizen ; 

 its aim is to bring out what is best in him so that he may use 

 that best in the service of humanity; it brings knowledge within 

 his reach so that the mental wealth he thus acquires may be the 

 means of his adding to the happiness and comfort of others. And 

 because education has thus a direct bearing on the welfare of a 

 country, all civilized nations make it a state matter. The state 

 gives in order that it may get. 



Now we do not purpose here to meet the oft-repeated and 

 always foolish statement that it is better not to educate the 

 Native, or to refuse the untruth that education spoils him. State- 

 ments of that nature require no refutation, for they have little 

 rsympathy or sense behind them. Sound education can never in 

 any circumstance, or in any age, be harmful to any people. 



But the quality and kind of education that we impart is 

 another matter altogether. And since we accept the premise that 

 education must in the main be utilitarian, the question of the 

 cliaracter and direction of the education that we give to Natives. 

 must be settled by the test of its usefulness. Is the pi'esent 

 system of Native education suited to the needs of the people ? In 

 seeking to answer this question we must bear in mind the 

 historical development of the people. 



Sixty years ago the great bulk of Natives were uneducated. 

 But there was the birth of an unpassing demand for education, 



