incur the odium of the white men.  Independently, however, of this consideration, and of the natural desire of a parent to have his family about him, he is in reality a loser by their absence, for in many of the methods adopted for hunting, fishing, or similar pursuits, the services even of young children are often very important.  For the deprivation of these, which he suffers when his children are at school, he receives no equivalent, and it is no wonder therefore, that by far the great majority of natives would prefer keeping their children to travel with them, and assist in hunting or fishing.  It is a rare occurrence, for parents to send, or even willingly [Note 107 at end of para.] to permit their children to go to school, and the masters have consequently to go round the native encampments to collect and bring away the children against their wishes.  This is tacitly submitted to at the time, but whenever the parents remove to another locality, the children are informed of it, and at once run away to join them; so that the good that has been done in school, is much more rapidly undone at the native camp.  I have often heard the parents complain indignantly of their children being thus taken; and one old man who had been so treated, but whose children had run away and joined him again, used vehemently to declare, that if taken any more, he would steal some European children instead, and take them into the bush to teach them; he said he could learn them something useful, to make weapons and nets, to hunt, or to fish, but what good did the Europeans communicate to his children?

[Note 107:  “Mr. Gunter expressed very decidedly his opinion, that the blacks do not like Mr. Watson, and that they especially do not like him, since he has taken children from them by force:  he would himself like to have some children under his care, if he could procure them by proper means.”—­Memorandum respecting Wellington Valley, by Sir G. Gipps, November 1840.]

A third, and a very great evil, is that, after a native boy or girl has been educated and brought up at the school, no future provision is made for either, nor have they the means of following any useful occupation, or the opportunity of settling themselves in life, or of forming any domestic ties or connections whatever, save by falling back again upon the rude and savage life from which it was hoped education would have weaned them.  It is unnatural, therefore, to suppose that under existing circumstances they should ever do other than relapse into their former state; we cannot expect that individuals should isolate themselves completely from their kind, when by so doing they give up for ever all hope of forming any of those domestic ties that can render their lives happy.