N.\ri\K i:i)i c A riox in riii-: tkanskki. 479 



Iwecn tlio ai^cs of 5 and 14 years. This if education became 

 conipulsurv tlie school acconiniodatiun would need to he douhled, 

 and that in the district jiossessing, jjerhaps. the largest school 

 acctMiiniodation. So what shall we say of those districts of 

 much smaller i)ercentaijes? And taking a {general averajj^e. if 

 between 5 and 14 years of aj^e we have roui^hly (accordinjj to 

 census 44.14 per cent.), 30 per cent, available for school, the 

 percentag^e would be obviously greater if the age were extended 

 to 16. l^ut taking 30 ]^er cent, as the basis, only 8 per cent, 

 are in school, and the large numbers of schools, teachers, and 

 missionary superintendents would need to be more than trebled. 

 And in the four n(,)n-Council districts, where we now accommo- 

 date 2.42 ])er cent., we shall need to ])re])are for twelve times 

 as many. 



Table XI will demonstrate clearly how eminently reason- 

 able is the basis of our calculation. 



Table XI. 191 1 Census. 



A. Under 15 years. European. Native. Coloured. 



1. Union .. .. 465,459 1,636,031 268,417 



2. Cape 219,462 670,868 191,441 



B. Proportions per cent, under 15 of ])ersons of each race: — 



1. Union .. .. 36.47 40.71 39-58 



2. Cape 37.68 44.14 41.38 



But hand in hand with the advantages already enumerated 

 has come another effect destined to monopolise much time and 

 thouo-ht and diplomacy in the near future. Since the Councils 

 have contributed to the upkeep of the schools they have sought, 

 and are w'ith some insistence seeking, some measure of control 

 in matters scholastic. We need hardly enlarge upon this aspect, 

 inasmuch as we have dealt with it elsewhere in this ])aper. 

 Nevertheless, the situation is likely to develop as time goes on. 

 and when it does develop it will only be satisfactorily settled in 

 closest co-operation with those who, from the first, ha\e been 

 the prime movers in giving the people education, and at no slight 

 sacrifice now maintain the whole system of Native Education. 



IX. The Gr.ading of Schools. 



At the present moment, as one surveys the whole system 

 of schools in the Territories, one is impressed with the hap- 

 liazard way in which schools are allowed to exist. This is 

 largely the result of the conditions which obtained in earlier 

 days, and a little systematising would much enhance the vahie 

 of the inheritance. 



I OUT.STATION .SCHOOLS. 



Many of the outstation schools are struggling along with 

 one teacher and many children, and the hopeless attempt is being 

 c 



